| Figures | ||
| 1.1. | Theme of the project | 1 |
| 2.1. | Lowenfeld’s stages in the development of drawing in children | 22 |
| 2.2. | Common elements in the representation of the environment in different drawings | 23 |
| 2.3. | Representation of the environment in the different drawings | 24 |
| 2.4. | Representation of space in the different drawn subjects | 26 |
| 2.5. | Space representation. Differences between type of school and gender. U PU = Urban Public school, U PR = Urban Private school, RI = Rural Indigenous school, B = Boy, G = Girl | 27 |
| 2.6. | Good and bad animals depicted in the drawings of nature: U PU = Urban Public school, U PR = Urban Private school, RI = Rural Indigenous school | 28 |
| 2.7. | Diversity Index of animals. Good and bad regarding school and sex in the drawings of nature. U PU = Urban Public school, U PR = Urban Private school, RI = Rural Indigenous school | 28 |
| 2.8. | Main good and bad animals depicted in the drawings of nature | 29 |
| 2.9. | Reasons why an animal is good or bad in the drawings of nature | 30 |
| 2.10. | Reasons to consider an animal as good in the drawings of nature. U PU = Urban Public school, U PR = Urban Private school, RI = Rural Indigenous school | 30 |
| 2.11. | Reasons to consider an animal as bad in the drawings of nature. U PU = Urban Public school, U PR = Urban Private school, RI = Rural Indigenous school | 31 |
| 2.12. | Percentage of neutral or evasive answers in the drawings of nature. U PU = Urban Public school, U PR = Urban Private school, RI = Rural Indigenous school | 31 |
| 2.13. | Environmental attitudes by drawing context | 33 |
| 2.14. | Feelings in different contexts by drawing context | 34 |
| 2.15. | Correspondence analysis of attitudes in different contexts | 34 |
| 3.1. | Perception of nature in the Andean world | 43 |
| 3.2. | Seminal thought and natural cycle | 45 |
| 3.3. | Relationship of dialogue between human beings and Nature in the Andes | 49 |
| 3.4. | Vertical relationship human beings and Nature | 51 |
| 4.1. | The digital picture book | 66 |
| 4.2. | Word categories | 70 |
| 4.3. | Rubric | 70 |
| 5.1. | Map of Guyana showing communities in the Annai District | 79 |
| 5.2. | The importance of indigenous knowledge to sustainable development | 82 |
| 6.1. | Results of survey 2 and 3. School students were asked (a) about their attitudes for out-of-classroom learning, and (b) about their participation in outdoor excursions (natural science subjects). Participants: 90 school students from 20 schools (28 students 7 to 10 years, 41 students 11 to 14 years, 21 students 15 to 18 years) | 98 |
| 6.2. | Knowledge about butterflies. Sustainability course (n = 18; n = 14. vs. Control group (n = 15; n = 14). Differences are significant (t-test) | 99 |
| 6.3. | The educational software SITAS. Butterfly simulation tool | 100 |
| 7.1. | Methodological design | 115 |
| 7.2. | Map of agroecological collective and self-managed projects in Galicia | 117 |
| 7.3. | Poster of sustainable projects national meetings | 118 |
| 7.4. | Main features of observed projects and processes | 122 |
| 8.1. | Example of sacred natural sites of Dan populations in Yorodougou | 133 |
| 8.2. | Traces of farming activities in the sacred natural sites of Yorodougou | 135 |
| 10.1. | Overview of the development framework | 169 |
| 10.2. | Students’ levels of leadership for sustainability for each round of interviews | 171 |
| 12.1. | “Climate change and agricultural production” class | 204 |
| 12.2. | Student measuring plant’s length and searching the presence of nodule bacteria | 205 |
| 12.3. | Using a refractometer to measure the sugar levels in the plant | 206 |
| 13.1. | Slovenia’s location on the map of Europe | 210 |
| 13.2. | Endemic olm or proteus (Proteus anguinus) living in karst caves in Slovenia | 212 |
| 13.3. | Number of implemented Outdoor Schools and types of Outdoor Schools in Slovenia | 219 |
| 13.4. | Locations of CŠOD centres. Note: CŠOD centres (n.d.) | 221 |
| 13.5. | Model that defines outdoor education (from Higgins & Loynes, 1997, p. 6) | 223 |
| 13.6. | Activities carried out by students in various CŠOD centres | 225 |
| 14.1. | EPA Bairro da Usina location | 239 |
| 14.2. | Hydroelectric power plant | 240 |
| 14.3. | EPA Represa Bairro da Usina overview | 240 |
| 15.1. | Saint-Laurent-du-Maroni city along the Maroni River, in French Guiana | 250 |
| 15.2. | The territory of French Guiana presents a concentration of the population on the coast. The two main cities are Cayenne and Saint-Laurent-du-Maroni, also the name of the two municipalities, among the 22, are delimited on the map | 252 |
| 15.3. | Mana along the Mana River | 253 |
| 15.4. | Troglodytes aedon is one of those species nesting in College Arsene Bouyer d’Angoma (pictures taken on the fence). Euphonia violacea uses natural supports to stop | 253 |
| 15.5. | Different views inside and from College Arsene Bouyer d’Angoma that allow us to identify these diverse environments | 254 |
| 15.6. | The College Arsene Bouyer D’Angoma (also called College V) is near the Maroni River and some forest patches (image extracted from Google Earth in January 2018) | 254 |
| 15.7. | Travis H., Marvin A. and Markus G., participating in the Pilot Program on Avifaune and making observations of birds in the Amana Reserve in March 2019 | 255 |
| 15.8. | Students participating in the Pilot Program on Avifauna present great knowledge of their environment and abilities in observing and capturing insects. Here are two grasshoppers captured by Rogely E. and Silciano T. and shown to the others before being released in the gardens of the college January 2018 | 256 |
| 15.9. | A circular interaction of ideas beyond the bottom-up and up-down approaches makes the knowledge of French-Guiana students fundamental in the process of interpreting the environment/milieu | 258 |
| 15.10. | The Maroni River as seen from the French side. In the background, Suriname | 258 |
| 16.1. | Front and back cover of the publication of CEER | 263 |
| 16.2. | Website home page | 264 |
| 16.3. | Principal sections of the website | 265 |
| 17.1. | Perinole | 277 |
| 17.2. | Game board and chips | 278 |
| 17.3. | The Capital | 279 |
| 17.4. | Merchandise transport in FTA | 280 |
| 17.5. | Summit meetings | 281 |
| 18.1. | Our “table” of natural materials | 292 |
| 18.2. | Connecting objects, drawings and symbolic meanings | 296 |
| 18.3. | Starting the mind-mapping | 297 |
| 18.4. | Adding stories and connections to the map | 298 |
| 18.5. | Completed group maps | 299 |
| 18.6. | Reflecting on the map | 300 |
| 18.7. | Sharing maps, stories and symbols | 301 |
| 20.1. | Campus 8 of Nguyen Tat Thanh University | 325 |
| 20.2. | Students’ activities during the project period | 326 |
| 20.3. | Status of greenery | 327 |
| 20.4. | Species recommendation planted nearby National Highway 1A a) Tectona grandis; b) Chukrasia tabularis; c) Pterocarpus macrocarpus; d) Hopea odorata; e) Dipterocarpus alatus; f) Delonix regia | 330 |
| 20.5. | Species recommendation planted on campus a) Cassia fistula; b) Terminalia mantel; c) Lagerstroemia indica; d) Lagerstroemia peciosa; e) Mimusops elengi; f) Syzygium oleinum; g) Zoysia japonoca; h) Typha orientalis | 330 |
| 20.6. | Species recommendation planted on campus a) Dracontomelon duperreanum; b) Peltophorum pterocarpum; c) Lysidice rhodostegia; d) Cinnamomum camphora; e) Michelia champaca; f) Axonopus compressus; g) Chrysopogon zizanioides | 331 |
| 20.7. | Some reference models for roof garden on the L1 building | 331 |
| 20.8. | Some indoor greenery ideas | 332 |
| 20.9. | Species recommendation planted on campus a) Aglaonema Pseudobracteatum; b) Pride of sumatra; c) Cyrtostachys renda; d) Dieffenbachia; e) Aglaoocma; f) Cordyline terminalis; g) Tillandsia imperalis; h) Aglaonema modestum Schott | 332 |
| 20.10. | Some standing garden ideas | 333 |
| 20.11. | Species recommendation for standing garden a) Nephrolepis cordifolia; b) Coleus blumei Benth; c) Tradescantia pallida; d) Angelica dahurica; e) Petunia hybrida; f) Spathiphyllum; g) Aglaonema muntifolium; h) Aglaonema hybrid | 333 |
| 20.12. | Before and after enhancing greenery on campus | 334 |
| 20.13. | Habitat condition analysis | 336 |
| 20.14. | NDVI analysis results in the study area in spring and winter seasons | 337 |
| 20.15. | Study area selected by change level of NDVI value displayed as a grid layout | 337 |
| 20.16. | Classification of environmental aspects results | 338 |
| 20.17. | Classification of biological aspects results | 338 |
| 20.18. | Ecological corridor establishment | 339 |
| 21.1. | The seven sustainable development or well-being goals | 346 |
| 21.2. | United Nations sustainable development goals (UN, 2018) | 355 |
| 21.3. | Certificate introductory session – English and Welsh language provision | 356 |
| 21.4. | A wales of cohesive communities and a Resilient Wales as illustrated and animated by students from UWTSD’s Swansea college of art | 357 |
| 22.1. | Profile of S curve | 369 |
| 22.2. | Position of S curves in transition | 370 |
| 22.3. | Kuhn Paradigm shift | 371 |
| 22.4. | ESD from the empowerment and the behaviour modification perspective (based on Læssøe, 2009) | 376 |
| 22.5. | CleanTech categories (Berger, 2012) | 377 |
| 22.6. | Timeline StudentStartUp PXL-UHasselt | 379 |
| 22.7. | Different types of interaction in order to obtain good energy performance | 389 |
| 23.1. | Sustainable Development Goals (2015) | 398 |
| 24.1. | The Saskatchewan Ecomuseum Partnership (SEP) currently consists of 7 provincial heritage organizations, a group of Indigenous consultants (Raven Consortium), and a representative of the Saskatchewan Ecomuseum Network (SEN). The SEP is currently chaired by the Royal Saskatchewan Museum (RSM), which is also connected to other organizations involved in ecomuseum or heritage-related research and programs. The SEN is overseen by the Museums Association of Saskatchewan (MAS), with input from the RSM | 409 |
| 24.2. | Theoretical project analysis: to advance and connect theoretical approaches to determine future opportunities for community-based science/research | 415 |
| 25.1. | Location and boundary of the Cihalaay Cultural Landscape | 426 |
| 25.2. | The Cihalaay Cultural Landscape covers about 1,040 hectares and comprises mosaic landscapes of an indigenous village, rice terraces and irrigation channels, orchards, secondary forest, natural forests and streams | 426 |
| 25.3. | Theory of collaborative planning (Healey, 1998, p. 1542) | 428 |
| 25.4. | Development of basic, middle and advanced levels of the EE courses | 430 |
| 25.5. | Stakeholder Matrix according to their importance and influence (based on DFID, 2002) | 436 |
| 25.6. | Interactive framework of stakeholders’ roles and functions in the development of Basic, Intermediate, and Advanced Levels of the Pakalongay Interpreters Training Course from September 2012 to December 2014 | 437 |
| 25.6. | Local youngsters learnt to observe and record the agro-biodiversity data of the rice paddies | 439 |
| Tables | ||
| 2.1. | Drawings obtained by educational modality | 17 |
| 2.2. | Missing elements, very rare or highlighted | 25 |
| 4.1. | Results of the word association task | 69 |
| 4.2. | Example comments by rubric index | 71 |
| 5.1. | Definitions of indigenous knowledge | 81 |
| 5.2. | Biodiversity knowledge that is transmitted through generations | 84 |
| 6.1. | Risk assessment for European butterflies in terms of habitat loss, assuming that there is no dispersal to new habitats, in 2080 (Settele et al., 2008) | 95 |
| 6.2. | Surveys used to evaluate attitudes and knowledge among students from 14 to 18 | 96 |
| 6.3. | Results of survey 1 (see Table 6.2). Time spent outside a) Students were asked: How many hours per week do you spend outside? Age of students: 15 to 18 years b) Students were asked to select one of the given time periods (0–7; 8–14; or 15–21 hours). Age of students: 14 to 15 years | 97 |
| 6.4. | Questionnaire used in survey 4 (see Table 6.2). (+) and (–) indicate “right answer” and “wrong answer” respectively | 101 |
| 6.5. | Questionnaire according to survey 5 (Knowledge about butterflies, part 2). (+) and (–) indicate “right answer” and “wrong answer” | 102 |
| 6.6. | Questionnaire according to survey 6. (+) and (–) indicate “right answer” and “wrong answer” | 103 |
| 8.1. | Typology of sacred natural sites of Dan populations in Yorodougou. Investigations in Yorodougou, September to October 2016–January to February 2017 | 131 |
| 8.2. | Modes of management of the sacred natural sites of Dan populations of Yorodougou. Investigations in Yorodougou, September to October 2016 and January to February 2017 | 134 |
| 10.1. | Adolescent leadership for sustainability matrix | 175 |
| 11.1. | Student inquiry question (Grade three students, 2017, January). (Navigation work booklet, unpublished raw data) | 195 |
| 13.1. | Days of activities in the Slovenian primary and lower secondary schools | 215 |
| 13.2. | Days of activities at Vide Pregarc Basic School for 1st grade for year 2017/18 | 216 |
| 13.3. | Outdoor School at the Basic School Dravlje for the year 2017 | 220 |
| 13.4. | Historical review of the opening of CŠOD centres | 222 |
| 20.1. | Status of greenery species | 328 |
| 20.2. | Weights of aspects and factors were calculated by questionnaires | 338 |
| 21.1. | The seven sustainable development or well-being goals (Welsh Government, 2016a) | 347 |
| 21.2. | The five ways of working of the well-being of future generations (Wales) Act 2015 (Welsh Government, 2016a) | 348 |
| 21.3. | Example on-line discussion topics from certificate | 361 |
| 22.1. | Key competencies in ESD (Ploum, 2017) | 375 |
| 22.2. | Research transition in ESD | 376 |
| 22.3. | Start-up initiatives in PXL University College | 380 |
| 22.4. | Different scopes for an EPC contracting | 387 |
| 22.5. | Base and enhanced case PXL buildings | 388 |
List of Figures and Tables
In: Culture and Environment
Editor:
David Zandvliet
David Zandvliet
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