Science, environmental, educational

Needs in environmental education derive directly from the dozens of problem areas which need to be addressed and trtiich all share certain charateristics. They are portions of a continuum. Study of a toxics problem may start at any point for example, with the chemical process by which a toxic is first made, or with impact on aquatic ecosystems. But societally useful knowledge means learning about the entire continuum, not just details of a specialized portion. Environmental education directed toward toxic substances must extend beyond a chemical technology and its direct impact to the full range of Impacts and options — what will make them "safe", their internal and external costs, and the way they may fit into the fabric of society — all such knowledge must reach decision-makers. The fact that such problems exist, and that past education has not prepared a generation well to deal with them, leads to the rationale behind UCLA s Environmental Science and Engineering. 

Analytical Chemistry Laboratory, Agricultural Environmental Quality Institute, Agricultural Research, Science and Education Administration, U.S. Department of Agriculture, Beltsville, MD 20705... 

EPA leads the nation s environmental science, research, education, and assessment efforts. 

Assume an active leadership role in the development of environmental education programs and provide educational opportunities for SETAC members, the general public, and others interested in the environmental sciences. 

Jason C. Lambert, Oak Ridge Institute for Science and Education, On assignment to the US Environmental Protection Agency, Cincinnati, OH, USA. 

Barnett, J. (1979). The study of syntax variables. In G. Goldin C. E. McClintock (Eds.), Task variables in mathematical problem solving (pp. 23-68). Columbus, OH Clearinghouse for Science, Mathematics, and Environmental Education. 

Blosser, P. E. (1980). A critical review of the role of the laboratory in science teaching. (Report No. SE-034-834). Columbus, OH ERIC Clearinghouse for Science Mathematics, and Environmental Education. (ERIC Document Reproductions Service No. ED 206 445). 

Fatin Allah Phang Fatin completed her PhD at University of Cambridge, UK in 2009 and appointed as a lecturer at the Faculty of Education, Universiti Teknologi Malaysia (UTM). She was the Academic Manager of the Centre for Engineering Education (CEE), UTM and now one of the Academic Eellows at the centre. She is actively involved in research and training in Engineering Education as well as other research areas such as Science Education and Environmental Education. 

Graduate Institute of Science Education Environmental Education, National Kaohsiung Normal University, 62 Shenjhong Road, Yanchao, Kaohsiung 82444, Taiwan, ROC e-mail chiajull05 gmail.com... 

Maris KJavips (aquatic chemistry geochemical analysis environmental pollution and its chemical analysis environmental education, including also political and social sciences). Head, Department of Environmental Science, University of Latvia (LU), Riga... 

Review and approval of research protocols are conducted by NIH, S E, or National Science Foundation. Acronyms APHIS, Animal and Plant Health Inspection Service, USDA EPA, Environmental Protection Agency FDA, Food and Drug Administration NIH, National Institutes of Health S E, Science and Education, USDA. APHIS issues permits for the importation and domestic shipment of certain plants and animals, plant pests, and animal pathogens, and for the shipment or release to the environment of regulated agents. 

Marks, R., Eilks, I. (2009). Promoting scientific literacy using a socio-critical and problem-oriented approach to chemisfiy teaching Concept, examples, experiences. International Journal of Science and Environmental Education,, 131-145. 

Prof. Dr. Franz Raucb was a science teacher for several years and is now head of the Institute of Instructional and School Development (lUS) at the Alpen-Adria University Klagenfurt (Austria). His areas of research are environmental education, education for sustainable development, science education, networking of teachers, school development, continuing education for teachers, and action research. 

The Table of Contents for this collection will facilitate this discussion. Notice that the papers are grouped into the categories of Atmospheric, Aquatic and Terrestrial Components, Global Carbon Cycle and Climate Change, and Global Environmental Science Education. The reader may want to consider the various chemical species studied in each paper. Next, the reader may wish to group the papers by whether they address the source or the receptor, the transport or transformation processes for the chemical species. Finally, the reader needs to establish the time scales and the spatial resolution used. 

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