Inclusion Of Environmental Education Research Articles

South african integrated environmental education curriculum trajectory

An integrated environmental education curriculum has proven to be a highly effective approach in cultivating students' knowledge, skills, attitudes, and values that are essential to becoming responsible and engaged citizens who are cognizant of their impact on the environment. The inclusion of environmental education in the school curriculum is a strategic means of fostering a generation of environmentally conscious citizens who are committed to protecting and conserving the environment. By doing so, a wider awareness and appreciation of environmental issues can be instilled in students, paving the way for them to become agents of change for a sustainable future. This qualitative interpretivism study employed semi-structured interviews to purposefully seek the view of ten school principals on the pathways of incorporating environmental education into the school curriculum, hinged on phenomenological design to understand the lived experiences of respondents. The study's findings indicate the presence of Environmental Education themes across various aspects of the educational system, including textbooks, extracurricular activities, school code of conduct, and classroom teaching and learning. However, the curriculum does not command a uniform teaching technique to incorporate Environmental Education into classroom teaching and learning, leading to a hybrid teaching strategy adopted by most teachers. The selection of Environmental Education content to teach in class is based on the teachers' personal experience and the learners' interests. Regrettably, the integration of Environmental Education into teaching and learning is limited, and both teachers' and learners' perceptions and understanding of it are uninspiring. The study highlights the need for a more structured approach to incorporate EE into the curriculum to ensure its effective integration into the educational system. This approach would help to address the limited understanding and perceptions of both teachers and learners and ensure a more comprehensive and engaging learning experience.

Assessment of university students’ need to acquire knowledge about ecology

The article discusses the necessity and possibility of including an integrated module of environmental education and foreign language in the training of bachelors at the university. It is noted that the inclusion of environmental education in a foreign language course contributes to the expansion of knowledge acquired earlier, reduces the burden on students, meets the needs of society and the individual. To design an integrated module, it is necessary to determine the readiness and desire of students for environmental education. The authors developed a questionnaire consisting of four blocks aimed at determining previous environmental education in various forms, students’ involvement in personal environmental practices, knowledge and attitude towards measures to improve the environment; students’ needs in environmental education. It is established that a minority of students are involved in personal practices of pollution reduction, students show pessimism in the use of modern technologies, are focused on state measures and control in the field of environmental protection. On the one hand, respondents note the need for knowledge on environmental issues; on the other hand, they believe that only special disciplines are able to provide this data, given that such disciplines are not included in the curriculum at non-core faculties. The data obtained confirm the relevance of the integrated course, allow us to identify topics that are designed to provide students with new knowledge and strengthen confidence in the technological solution of many environmental problems, as well as support students in applying personal practices that reduce environmental harm.

Inclusion of Environmental Education in Basic Education: Tutored Study Plan for the Public Network of Minas Gerais

This work aims to develop a didactic activity in the emergency remote teaching model through the PET (Tutorado Study Plan) for students to the 9th grade from the public network of the state of Minas Gerais. In addition, the proposal promotes awareness of various problems that will awaken students' ability to cooperate in preserving the environment. Keywords: Emergency Remote Teaching; Environmental Education, School Practice; Local Development.

Inclusion of Environmental Education in Basic Education: Tutored Study Plan for the Public Network of Minas Gerais

This work aims to develop a didactic activity in the emergency remote teaching model through the PET (Tutorado Study Plan) for students to the 9th grade from the public network of the state of Minas Gerais. In addition, the proposal promotes awareness of various problems that will awaken students' ability to cooperate in preserving the environment. Keywords: Emergency Remote Teaching; Environmental Education, School Practice; Local Development

Exploring the perceptions and practices of pre-service Teachers for environmental consciousness in Punjab

Present study aimed to assess the perceptions, beliefs and practices of pre-service teachers regarding environmental consciousness. It followed a survey research design to find out the frequencies/ percentages of the respondents. Accessible population of this research included the pre-service teachers of public sector teacher education universities of Punjab. A sample of 350 respondents was selected using a stratified sampling technique. An adapted questionnaire was used for getting the responses of pre-service teachers regarding their knowledge of environmental consciousness. The study concluded that inclusion of environmental education into syllabus and active role of teachers in environmental protection were the major perceptions of pre-service teachers. Similarly, major beliefs involved consciousness helps students explore relationship between environmental education and social issues, strict actions strict action against organization producing pollution and equal effect of environmental pollution on every individual. Female teachers were more involved in ensuring clean environment as compared to male pre-service teachers. It was recommended that policy makers should focus to include environmental education as an essential part of the curriculum of teacher education programs. Male teachers are required more to improve practices regarding environmental consciousness.

The Process of Development and Validation of a Test to Measure the Critical Thinking Skills of Environmental Education among Secondary Level Students of Bangladesh

Environmental Education (EE) is a learning process that provides necessary knowledge, attitudes, and skills toward the achievement of Sustainable Development Goals (SDGs). Critical Thinking Skills (CTS) is one of the vital Higher Order Thinking Skills (HOTs) necessary to acquire by the young generation to face the challenges of 21st-century education. Countries worldwide are focusing on the inclusion of EE and revising their curriculum and textbooks to focus on students' attainment of CTS achievement. As the focus of developing the CTS increases, the CTS assessment has become more vital nowadays. The primary purpose of the current study was to develop and validate a test to measure students' critical thinking skills in a specific subject of environmental education. A Critical Thinking Skills Test of Environmental Education (CTSEE) was developed and validated with 444 secondary (grade 8) level students of Bangladesh. The developed test comprises 27 multiple-choice type items under three skills-conclusions, inferences, and identifying bias. Results were analyzed to measure the quality of individual test items, establish reliability estimates, and ensure the developed instrument's validity. Results showed substantial validity and reliability of the test items, along with a moderate level difficulty. It is hoped that the developed test contributes to the future educators and researchers by filling up the gap of a systematically designed and valid instrument for measuring the CTS among secondary level students in different environmental issues.

Senso crítico, analítico e científico de estudantes do 6º ano do ensino fundamental numa sequência didática sobre a pegada ecológica do lixo

A Educação Ambiental como temática transversal no currículo do Ensino de Ciências possibilita reflexões e discussões para que este saber contribua com uma nova postura com ações em sua relação com o meio ambiente. Essa pesquisa teve como objetivo analisar as evidências do desenvolvimento do senso crítico, analítico e cientifico de estudantes com a aplicação de uma Sequência Didática sobre a Pegada Ecológica do Lixo. Pôde-se concluir que a inserção da Educação Ambiental no currículo escolar de forma contextualizada pode ressignificar o modo de ensino e romper com práticas isoladas e pontuais e com a Educação mecanicista e conservadora, visto que o desenvolvimento de ações integradas e participativas potencializa as discussões que emergem das relações entre o homem, sociedade e natureza. Além disso, o processo de sensibilização dos estudantes quantos aos problemas relacionados á temática lixo contribuem para que se tornem cidadãos críticos, analíticos e alfabetizados cientificamente, sendo ativos na preservação do ambiente.

A educação ambiental no ensino de Geografia nas escolas urbanas do município de Japaratinga-AL

O presente trabalho aborda a questão da Educação Ambiental (EA) no ensino de Geografia nas escolas urbanas do município de Japaratinga, Alagoas. O referido município faz parte da Área de Proteção Ambiental Costa dos Corais (APACC). A EA é uma importante difusora e conscientizadora sobre a importância do meio ambiente para a sociedade. Desse modo, vale salientar o papel importante da inserção da EA nas escolas. Compreendemos que o ensino de Geografia tem como objetivo formar alunos críticos e conscientes sobre a relação sociedade-natureza e sua influência no espaço geográfico. A inclusão da EA na disciplina de Geografia, através de seus conceitos, contribui para a compreensão da relação sociedade-natureza e, consequentemente, para a formação de futuros cidadãos ecologicamente conscientes. A metodologia utilizada para a pesquisa foi a abordagem qualitativa, com pesquisa de campo e utilização de entrevista não estruturada. As escolas municipais selecionadas para a pesquisa foram baseadas em dois motivos, a saber: 1. estarem localizadas na área urbana do município e 2. ofertarem o ensino fundamental II. Sendo assim, as escolas pesquisadas foram a Extensão da Escola Municipal Antônio Buarque Bandeira e a Escola Municipal Napoleão Rodrigues da Silva. Os resultados demostraram que as duas escolas desenvolvem projetos de extensão que tiveram iniciativas dos professores de Geografia, sendo eles: “Conhecer e preservar os manguezais” e “Plantando água, nascendo vidas”, além das aulas de campo, palestras e feiras de ciências sobre a EA. Apesar de as escolas desenvolverem projetos sobre a EA, uma das escolas pesquisadas não faz menção a EA na prévia de seu Projeto Político Pedagógico (PPP), já que todas as escolas municipais não dispõem de um PPP finalizado, mesmo sendo um documento obrigatório.

EFFECT OF ENVIRONMENTAL EDUCATION WORKSHOP ON THE KNOWLEDGE, ATTITUDE, AND BEHAVIOR CHANGES OF THE STUDENT OF ELEMENTARY SCHOOL -STUDY CASE IN LEBAK SILIWANGI – BANDUNG, INDONESIA -

Indonesia is facing plenty of environmental issues. Stakeholders, including national government, environmental activists, international organizations, have been struggling to respond to these issues. Inclusion of environmental education in all level of school in Indonesia, green school and Adiwiyata program are some of the efforts that Indonesian government has done to address environmental issues in the country. This research focuses more on how to accelerate the improvement of knowledge, attitude and behavior/action toward the environment of the 340 students in four schools near Cikapundung River in Bandung. Questionnaires were distributed to explore knowledge, attitude and behavior/action of these students about waste management in general, namely 3R (Recycle, Reuse and Reduce), type of waste, separation of waste, usage of waste, waste bank, etc. This research showed that conducting workshops improves knowledge, attitude and behavior/action of the students who participated. There are other important aspects that make environmental education more successful, effective and efficient.

ENVIRONMENTAL EDUCATION IN CHEMISTRY TEACHER TRAINING: A DIAGNOSTIC STUDY AND SOCIAL REPRESENTATIONS

This study aimed to investigate environmental education (EE) in the initial training of teachers of chemistry. The data were based on documentary analysis of the political pedagogical project of the Chemical Education course, the syllabus of school subjects, questionnaires and interviews with students. The resulting diagnosis explicitly shows little evidence of concern over inclusion of EE in teacher training. Beginner students showed representations centered on recycling and awareness. More advanced students had representations on sustainability and awareness, while the graduating students showed representations centered on pollution and awareness. In general, the representations involved awareness for environmental preservation.

The future is in childhood: Evaluation of the quality of sustainability programmes in the early years

During the last decade Environmental Education (EE) programs have drawn attraction from both experts and educators as a way to answer the increasing preoccupation about the different challenges and problems faced by the Environment. For this reason, many schools have started programmes and strategies related to EE with different success. In this work, we have carried out a case study over 30 teachers of Early Years Education (EYE), working at preschools in Granada, Spain, in order to assess the implementation of Environmental Education in their daily practice. By means of an interview protocol we have gathered information about 15 different categories encompassed in topics which are central to EE such as curricular innovation, participation of the educational community and sustainable management of the school. Results show how teachers are positive regarding the inclusion of EE in their daily practice and the participation of the community. On the other hand we observed the difficulties faced by the educators to effectively implement EE programs due to lack of economic support by the Administration and the need to carry out an objective consultancy to overcome possible biases which may exist when teachers evaluate their own performance.

Sustentabilidade das políticas e estratégias para a educação superior no Brasil: uma análise sob a ótica da teoria dos sistemas autopoiéticos

Este estudo tem como objetivo analisar a abordagem da sustentabilidade na trajetória da educação superior no Brasil sob os fundamentos da teoria dos sistemas autopoiéticos. Trata-se de um estudo exploratório de caráter qualitativo, que buscou identificar os principais fenômenos que determinaram a trajetória e evolução histórica das políticas e estratégias para a educação superior. No que se refere à evolução da Educação Superior, pode-se verificar que ocorreu de forma tardia, passando as Universidades por um amplo processo de legislação e vários acontecimentos marcantes. A ótica da Sustentabilidade, em especial a Educação para Sustentabilidade, está em processo evolutivo. Como resultados mais expressivos, as evidências apontam que o Brasil tem sido um forte aliado da Organização das Nações Unidas - ONU, na busca do fortalecimento de estratégias e ações para a sustentabilidade; importante ator para a criação de normas de certificação como a ISO; inserção de novas politicas de avaliação e controle na educação pelo Ministério da Educação - MEC e seus conselhos; criação do planejamento para as instituições de ensino, denominado de Plano de Desenvolvimento Institucional – PDI; inclusão da educação ambiental nas diretrizes curriculares de cursos de nível superior entre outros; novos processos e politicas para a qualificação do ensino; novos modelos de gestão, em especial para a operacionalização do PDI em Instituições de Educação Superior (IES).

Students’ Views about the Inclusion of Environmental Education and Education for Sustainability in Teacher Education Courses

Students’ Views about the Inclusion of Environmental Education and Education for Sustainability in Teacher Education Courses

Students’ Views about the Inclusion of Environmental Education and Education for Sustainability in Teacher Education Courses

AbstractEducation can solve many of the burning environmental issues in the world. Universities should play an important role also. This paper will focus on the role teachers, education faculties, colleges and institutions can play in implementing environmental education and education for sustainability. It is argued that provision should be made for environmental education and education for sustainability in curricula for teacher training and those student teachers should be taught how to teach environmental education and education for sustainability in an interdisciplinary way. The skills and knowledge student teachers gain should be assessed during teaching practice visits by lecturers.

A inserção da educação ambiental na Educação Básica: que fontes de informação os professores utilizam para sua formação?

Reconhecendo que as publicações acadêmicas sobre educação e educação ambiental raramente chegam às escolas, o Grupo de Pesquisa em educação ambiental da Universidade Estadual Paulista (UNESP), campus de Bauru, desenvolveu um estudo coletivo a fim de identificar quais fontes de informação os(as) professores(as) da Educação Básica utilizam em seu processo de formação sobre educação ambiental. Nosso objetivo geral foi, de posse dessas informações, estabelecer diretrizes para que as publicações de nossas pesquisas cheguem - e de maneira mais significativa - às escolas, contribuindo, assim, para a inserção da educação ambiental nesse espaço. Trata-se de um estudo qualitativo na modalidade pesquisa de campo, cujos dados para análise foram coletados por observações nas escolas e entrevistas com cerca de trezentos professores em 14 municípios da região central do Estado de São Paulo. Apresentamos, neste artigo, nossas conclusões acerca, especificamente, das fontes de informação utilizadas pelos professores entrevistados.

Learning the Land Beneath Our Feet: NGO ‘local learning materials’ and environmental education in Yunnan Province

In 2003 the Chinese Ministry of Education mandated the inclusion of environmental education in all elementary and secondary school curricula, but this mandate has gone widely unfulfilled. Under these circumstances, international and domestic NGOs in China are playing important roles in teaching Chinese children about environmental issues. While these roles have included the importation and dissemination of cosmopolitan conservation concepts and practices, their successful implementation often depends upon a sensitive engagement with the specifics of local culture and ecology. This essay discusses the experience of one domestic environmental NGO that develops local learning materials (xiangtu jiaocai) to help Chinese children ‘learn the land beneath their feet’.

Teachers' Knowledge of and Attitude Toward Wildlife and Conservation

Abstract Environmental education (EE) has recently been included in school curricula in India to improve understanding of ecosystems, their functions, and the effect of human actions on them. The need for EE is more pronounced in Ladakh, in the Indian Trans-Himalaya, where recent development activities pose challenges for the fragile mountain ecosystem and for traditional livelihoods. Inclusion of EE in school curricula by the Jammu & Kashmir State Education Board and a conservation education program organized jointly by various government and nongovernmental agencies across Ladakh are some of the significant steps taken. As part of the Wildlife Institute of India's collaborative conservation education program, a questionnaire survey was conducted to explore Ladakh school teachers' knowledge of and attitude toward wildlife and conservation. In all, 277 government school teachers took part in the study. Results of the study highlight that teachers in Ladakh are aware of local biodiversity and have favorabl...

IMPORTANCE OF ENVIRONMENTAL EDUCATION IN THE SCHOOL CONTEXT

Environmental Education is a pedagogical proposal directed to the individuals’ formation able to understand the environment which they live in, managing it consciously. This study aimed to evaluate the applicability of the Environmental Education in Arruda Câmara School in Pombal City - PB, looking on the principal means used and the frequency which the environmental issue is addressed in the classroom, besides teachers training and the students' level of knowledge on the topic. The population was composed of 20% of students and 20% of teachers from the school, which corresponds to 200 students and 10 teachers. The results have showed that 82% of students recognize that environmental theme has been studied in classes of Science/Biology and Geography showing that environmental education is not treated in an interdisciplinary way for all subjects. Another point is related to the fact that only 30% of teachers have some sort of training on environmental education. Regarding the inclusion of environmental education in school curriculum, 93% of students and 90% of teachers agree about the creation of the new subject, even though this is in disagreement with the National Curriculum Parameters and other official documents, which deal with Environmental Education as a cross theme.

Conceptions and awareness concerning environmental education: a Zimbabwean case‐study in three secondary teacher education colleges

This article reports on a baseline survey, designed to collect information on students' and teachers' conceptions on environmental issues and their involvement in three Zimbabwean colleges of secondary teacher training. The survey was the first step of a research programme designed to evaluate the Secondary Teacher Training Environmental Education Programme (St2eep). It was found that students perceive the environment mainly in terms of biophysical issues whereas teachers also relate the environment to social, economic and political issues. Both students and teachers of environment‐related subjects are significantly more concerned about the environment and are more involved than their fellow students and colleagues of other subjects. Environment‐related subjects are seen as most suitable for inclusion of environmental education by the respondents.

Environmental Education in Primary Education: status and trends in southern and eastern Africa

Summary This study presents the results of an international comparative study (based on secondary analysis techniques) into the status of environmental education (EE) in primary education in 10 southern and eastern African countries. The study concludes that the current provisions for EE in primary education in the countries sampled are insufficient for the comprehensive development of national programmes. The major barriers to the further development ofEE include inadequate provisions for EE in education policy, deficiencies in teacher training in EE and a lack of instructional materials. The study recommends that the most important step towards improving the status of EE in primary education in the region is the inclusion of EE in education policy, combined with the development of a mechanism that would facilitate policy implementation.