Dr Diane Pruneau

Doctor Diane Pruneau is Full Professor at the Université de Moncton, specialized in environmental education and science teaching. She is the Director of the Littoral et vie research group, that conducts various research projects and pedagogical interventions in environmental education. The research group’s objective is to educate adults and young people to environmental subjects to help them become aware of the state of their environment and to accomplish environmental actions. Dr Pruneau’s research programs have dealt with the understanding of the link people have with their environment, health and environmental education, climate change education, teaching science in a minority language community and the process of taking on environmental actions. Dr Pruneau also developed competencies in urban sustainability education and is part of the Canadian Working Group on Museums and Sustainable Communities. She is also a member of the National Education for Sustainable Development Expert Council and a Board member of the North American Association for Environmental Education.

Examples: research projects

• Establishment and experimentation of a pedagogical model that facilitates the person-group-society-environment relationship
• Study of the evolution of students’ ideas on climate change
• The process of change experienced by people during the attempts at new pro-environmental behaviours for preserving the climate
• Comparison between scientists’ and young students’ way of posing environmental problems
• Pedagogical strategies that improve young people’s decision making capacities

Publications examples

• Pruneau, D., Doyon, A., Langis, J., Martin, L. et Ouellet, E., Boudreau, G. (2006). The process of change experimented by teachers and students when voluntarily trying environmental behaviours. Applied Environmental Education and Communication, 5(1). 33-40.
• Pruneau, D., Doyon, A., Langis, J., Vasseur, L., Ouellet, E., McLaughlin, E., Boudreau, G. et Martin, G. (2006). When teachers adopt environmental behaviors in the aim of protecting the climate. The Journal of Environmental Education, 37(3), 3-14.
• Cormier, M., Pruneau, D. et Martin, G. (2005). Une approche «langues et sciences» efficace en éducation relative à l’environnement. Dans L. Sauvé, I. Orellana et É. Van Steenberghe (Dir.), Éducation et environnement. Un croisement des savoirs. Les Cahiers scientifiques de l’ACFAS, 104. (311-312). Montréal : ACFAS.
• Pruneau, D. et Lapointe, C. (2005). Un, due, tre, andremo nel bosco : l’apprendimento per esperienze e le sue applcazioni nell’educazione al’ambiente. Scuola & Citta, 1. En ligne : www.scuolaecitta.it
• Cormier, M., Pruneau, D., Rivard, L. et Blains, S. (2004), Un modèle pédagogique pour améliorer l’apprentissage des sciences en milieu linguistique minoritaire. Francophonies d’Amérique, 18, 21-36.
• Pruneau, D., Gravel, H., Bourque, W., Langis, J. (2003). Experimentation with a socioconstructivist process for climate change education. Environmental Education Research, 9,(4), 429-446.
• Pruneau, D., Langis, J., Richard, J.-F. et Albert, G. (2003). Quand l’enseignement des sciences fait évoluer les idées des élèves au sujet de la pollution et de la santé. Vertigo, 4,(2). Online : www.vertigo.uqam.ca
• Pruneau, D., McLaughlin, E., Langis, J. and Gravel, H. (2002). Education for liveable cities. Environmental and pedagogical actions at the University level. In W.L. Filho (ed.), Teaching sustainability. Towards curriculum greening. Bern, Germany: Peter Lang Publishers, pp. 45-59.
• Pruneau, D., Gravel, H. et Ouattara, I. (2002). Les relations que les adolescents entretiennent avec leur environnement. Revue des sciences de l’éducation, 28 (3), 565-586.
• Pruneau, D., Liboiron, L., Vrain, E., Gravel, H., Bourque, W. and Langis, J. (2001). People’s ideas about climate change. A source of inspiration for the creation of educational programs. Canadian Journal of Environmental Education, 6, 121-138.

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