Table of Contents
Contents
Preface
Introduction
Section 1: On Habitus
Dillon, J. (2007). An organic intellectual? On science,
education, and the environment. In, K. Tobin and W.-M. Roth (eds),
The Culture of Science Education. Its History in Person. Rotterdam:
Sense Publishers, pp. 311–322.
Dillon, J. (2002). Managing teacher development: the changing
role of the Head of Department in England. In, P. Fraser-Abder
(ed.), Professional Development in Science Teacher Education: Local
Insights with Lessons for the Global Community, Taylor and Francis,
pp. 172–186.
Meyers, R.B., Brody, M., Dillon, J., Hart, P., Krasny, M.,
Monroe, M., Russell, C., & Wals, A. (2007). Towards creating an
inclusive community of researchers: the first three years of the
North American Association for Environmental Education research
symposium. Environmental Education Research, 13(5), 639–661.
Clark, C., Brody, M., Dillon, J., Hart, P., & Heimlich, J.
(2007). The messy process of research: dilemmas, process, and
critique. Canadian Journal of Environmental Education, 12,
110–126.
Bevan, B., & Dillon, J. (2010). Broadening views of learning:
developing educators for the 21st Century through an international
research partnership at the Exploratorium and King’s College
London. The New Educator, 6, 167–180.
Section 2: On methodological issues
Dillon, J. and Wals, A. (2006). On the dangers of blurring
methods, methodologies and ideologies in environmental education
research. Environmental Education Research, 12(3/4), 549–558.
Dillon, J., & Reid, A. (2004). Issues in case study methodology
in investigating environmental and sustainability issues in higher
education: towards a problem-based approach? Environmental
Education Research, 10(1), 23–37.
Section 3: Developing theories of learning, identity and
culture
Dillon, J., Kelsey, E., & Duque-Aristizábal, A. M. (1999).
Identity and culture: theorising emergent environmentalism.
Environmental Education Research, 5(4), 395–405.
Dillon, J., & Teamey, K. (2002). Reconceptualising
environmental education – taking account of reality. Canadian
Journal of Science, Mathematics and Technology Education, 2(4),
467–483.
Dillon, J. (2003). On learners and learning in environmental
education: Missing theories, Ignored communities. Environmental
Education Research, 9(2), 215–226.
Section 4: Challenges and opportunities - science, the
environment and the outdoors
Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y.,
Sanders, D., & Benefield, P. (2006). The value of outdoor learning:
evidence from research in the UK and elsewhere. School Science
Review, 87(320), 107–111.
Dillon, J., Rickinson, M., Sanders, D., & Teamey, K. (2005). On
food, farming and land management - towards a research agenda to
reconnect urban and rural lives. International Journal of Science
Education. 27(11), 1359–1374.
Dillon, J. and Reid, A. (2007). Science, the environment and
citizenship: teaching values at Minstead Study Centre. In, D.
Corrigan, J. Dillon, & R. Gunstone (eds), The Re-emergence of
Values in the Science Curriculum. Rotterdam: Sense Publishers, pp.
77–88.
Dillon, J. (2013). Barriers and benefits to learning in natural
environments: towards a reconceptualisation of the possibilities
for change. COSMOS 8(2), 1–14.
Section 5: Classroom issues - the emergence of
Science|Environment|Health
Dillon, J., & Gill, P. (2001). Risk, environment and health:
aspects of policy and practice. School Science Review, 83(303),
65–73.
Dillon, J. (2009). Approaching ‘soft disasters’ in the
classroom: teaching about controversial issues in science,
technology, society, and environment education. In, A. Jones, & M.
de Vries (eds), International Handbook of Research and Development
in Technology Education. Rotterdam: Sense, pp. 297–306.
Dillon, J. (2009). On scientific literacy and curriculum
reform. International Journal of Environmental and Science
Education, 4(3), 201–213.
Dillon, J. (2012). Science, environment and health education:
towards a reconceptualisation of their mutual interdependences. In,
A. Zeyer, & R. Kyburz-Graber (eds), Science|Environment|Health -
towards a renewed pedagogy for science education. Dordrecht:
Springer, pp. 87-101.
Section 6: Science engagement and communication
Dillon, J. (2011). Science communication – a UK perspective.
International Journal of Science Education, Part B: Communication
and Public Engagement, 1(10), 5–8.
Kelsey, E. and Dillon, J. (2010). "If the public knew better,
they would act better": Challenging the myth of the ignorant
public. In, R. Stevenson, & J. Dillon (eds), Engaging Environmental
Education: Learning, Culture and Agency. Rotterdam: Sense, pp.
99–110.
Dillon, J., & Hobson, M. (2012). Communicating global climate
change: issues and dilemmas. In, J. Gilbert, B. Lewenstein, & S.
Stocklmayer (eds), Communication for Engagement in Science and
Technology. New York: Routledge, pp. 215–228.
Section 7: Science, Environment and sustainability
The final section sets out my position on the relationship
between science, the environment and sustainability. #22 is a
critique of simplistic thinking about the relationship between
science and environmental education. #23 is a critique of education
for sustainable development. #24 lays out my current thinking on
the need for a convergence of science and environmental
education.
Dillon, J. (2005). ‘Silent Spring’: Science, the environment
and society. School Science Review, 86(316), 113–118.
Dillon, J., & Huang, J. (2010). Education for sustainable
development: Opportunity or threat? School Science Review, 92(338),
39–44.
Wals, A.E.J, Brody, M., Dillon, J, & Stevenson, R.B. (2014).
Convergence between science and environmental education. Science,
344, 583-4.
Final thoughts
About the Author
Justin Dillon is Professor of Science and
Environmental Education and Head of School, University of Bristol
Graduate School of Education, UK. After taking a degree in
chemistry from Birmingham University, he trained as a teacher at
Chelsea College and went on to teach in six secondary schools in
London. His research originally focused on teaching and learning
about chemistry in England and Spain. More recently he has focused
on science learning outside the classroom, particularly in museums,
science centres and botanic gardens in the UK, Europe and
elsewhere. Together with two colleagues at King’s College London,
he co-ordinated the ESRC's Targeted Initiative on Science and
Mathematics Education (TISME) and he was a member of the highly
influential ASPIRES project. Dillon served as elected President of
the European Science Education Research Association from 2007 to
2011. He co-edits the International Journal of Science Education,
is a trustee of the Council for Learning Outside the Classroom, was
Chair of the London Wildlife Trust for many years, and has
co-edited a number of books including the International Handbook of
Research on Environmental Education. He was given ‘The Outstanding
Contributions to Research in Environmental Education Award’ by the
North American Association for Environmental Education in 2013.
