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Defining Effective Teaching in Environmental Education: A Georgia 4‐H Case Study  Lillian G. Meighan, Nicholas E. Fuhrman University of Georgia   Many studies have examined the positive learning outcomes of environmental education (EE), yet few have questioned the means for achieving such outcomes through non-formal teaching methods. Six interviews and four observations were conducted with 4-H environmental educators in Georgia. Study participants defined effective instruction in Georgia 4-H EE as novel and student-centered, where the educator utilizes their own distinct teaching styles, management of the learning environment, and extra resources while capitalizing on teachable moments. Educators worked to create both personal and environmental connections to inspire students to pursue science and environmental careers. EE trainings should prepare educators with either natural science or non-science backgrounds with teaching practice opportunities, extra curriculum materials, and co-worker support to maximize benefits for environmental educators and learners.

Defining Effective Teaching in Environmental Education: A Georgia 4-H Case Study