Teaching the Environmental Science Education in the 21st-Century

Donnalyn Bacolod

doi:10.18535/ijsrm/v9i10.el03

Abstract

The school should reflect the real world. It should serve as the training ground for students to prepare in the actual workplace. The context in which courses are taught and learned has changed tremendously throughout the years. The advent of technology, the innovations in teaching, the demands of society, and the past and emerging environmental issues contributed to these changes. Environmental science is commonly an underestimated course as compared to others despite its critical role in environmental sustainability, community, and solving climate change-related problems. Students show less appreciation of its importance and difficulty in learning and applying its concepts to reality. The way that Environmental science courses should be more like the reality. As such, a new paradigm is needed to address these things to prepare students once they have embarked in their actual workplace. A meaningful learning that is non-fragmented, dynamic, adaptive, technology-supported, flexible, future work-ready, and enhances critical thinking is imperative. Though there are already existing multiple frameworks in teaching environmental science, a new framework that offers students an opportunity to build and empower students’ learning ability through effective syntax is crucial in today’s era.

Highlights

One of the 21st-century’s significant issues is the unprecedented environmental emergency
The government expressed itself to environmental conservation and natural resource management through a robust legal and regulatory framework to resolve the many ecological issues (Punzalan, 2020)
The formation of undergraduate and doctoral programs in Environmental science through academic institutions and educational programs is a significant development in Environmental Education for Sustainable Education (EESD) (Galang, 2010)

Summary

Introduction

One of the 21st-century’s significant issues is the unprecedented environmental emergency. Learning in the 21st-century requires creativity and innovation, especially in scientific and environmental education, because working in environmental protection involves using all learning skills, e.g., Higher-Order Thinking Skills (HOTS) (Ichsan & Rahmayanti, 2020) In this era, additional high competencies are required for students to gain, such as critical thinking, collaboration, communication, and creativity (Boholano, 2017). Integrative learning that promotes Higher Order Thinking Skills and is project-based learning will help narrow the gap Such a form of teaching engages students in novel, nonfragmented, work-ready, and authentic tasks. This paper poses the question of how environmental science courses be delivered and learned given all of these concerns in instruction and learning It provides a brief discussion of the role of higher education institutions; the role of education in solving environmental problems; the connection of teacher, teaching, training, and environmental education; the Learning in the 21st-century; the Higher Order Thinking Skills; the constructivism approach, the. AL-2021-1909 project-based learning; and the integrative learning, higher education, and sustainable development, in attaining the revolutionary pedagogical framework in environmental science

Role of Higher educational Institution

Role of Education to solving Environmental problems

Higher Order Thinking Skills

Constructivism Approach

Conclusion