Teaching Of Environmental Education Research Articles

New Insights for Teaching the One Health Approach: Transformative Environmental Education for Sustainability

The One Health approach often reaches classrooms through Environmental Education (EE), which aims to guide society’s response to current crises (environmental, health, economic, values). However, traditional EE teaching has focused on isolated ecological concepts and standardised solutions, ignoring the multidimensional nature of EE and failing to integrate the interdependence between environmental, animal, and human health. Moreover, teacher training often neglects didactic content knowledge, preventing students from acquiring the systemic vision needed to address eco-social problems and create sustainable solutions aligned with the Sustainable Development Goals (SDGs). This limits teachers’ ability to influence students’ concerns and behaviours. In this context, this study aims to reflect on the current state of the issue and propose strategies informed by Science Education research to improve EE teaching, enabling the integration of One Health dimensions through effective didactics to achieve Transformative Environmental Education (TEE). For this purpose, we begin by addressing the limitations identified in recent systematic reviews, shifting the paradigm towards a symbiosis of EE and Science Education through scientific practices. We then present practical examples showcasing successful EE initiatives that foster a deeper understanding of socio-environmental issues, encourage innovative solutions, and nurture engaged citizens from early education onwards. These proposals can support classroom practice and ongoing teacher self-development. Pedagogical strategies include tackling issues that require systemic and critical thinking by developing scientific and epistemic practices while raising awareness of Environmental Justice. Thus, this study advocates for a new vision of EE, integrating the One Health approach, which could be applied to develop new educational programs, including teacher training. This would lead to a new learning evaluation model and help identify key determinants that trigger pro-environmental behaviours.

SPECIAL EDUCATION SYSTEM OF UZBEKISTAN AND ENVIRONMENTAL EDUCATION

This article analyzes the essence of the education system in Uzbekistan, the organization of the special education system, the conditions of special and inclusive education, and the quality of the work carried out in the education system. Work carried out in special schools, factors of environmental education formation, ways of teaching environmental education in special schools were considered.

Exploring the Constraints and Mitigation Measures in the Teaching and Learning of Environmental Education in Selected Teachers’ Colleges in Tanzania

This paper explored the constraints and measures needed to address the obstacles to quality teaching and learning of environmental education (EE) in teachers’ colleges. The data were gathered from two teachers’ colleges, one in the Morogoro region and the other in the Coast region. This paper employed a qualitative research approach and a case study design. The information was collected through semi-structured interviews and focus group discussions. The sample size was 34, comprising 14 tutors and 20 teacher trainees. The findings revealed major constraints, including resource shortages, inadequate training, insufficient integration of EE content into the curriculum, and limited knowledge among tutors. Conversely, identified mitigation strategies encompassed ongoing training, outdoor educational activities, increased educational resources, and fostering partnerships among community education stakeholders. These findings underscore the critical role of well-prepared teachers in enhancing the effectiveness of environmental education in Tanzanian primary schools.

Positioning Environmental Education in the South African Classroom: The Case of the Grade 11 Geography Curriculum

The teaching of environmental education in the South African classroom is challenging. Although the Curriculum and Assessment Policy Statement (CAPS) provides for the integration of environmental education across subjects and grades, there are contextual limitations that educators (in the case of this study geography educators) face when having to teach environmental education. This problem is further compounded by limited research on the contextual challenges faced by geography educators when teaching environmental education and environmental awareness principles. This study investigates how geography educators conceptualise and teach environmental education and environmental awareness principles in the geography grade 11 classroom. The findings indicate that educators’ conceptualisation of environmental education, and how they teach it varies according to the setting that they are in. They expressed challenges faced due to inadequate resources to teach environmental education, as well as the inability to assess learners’ pro-environmental behaviour due to it not being allocated in the curriculum.

Research on the Inheritance Education of Yellow River Culture from the Bio-cultural Perspective

The Yellow River, as mother river, its culture has taken the lead of the overall process of Chinese civilization. The Yellow River culture originated from the interaction between local people and the Yellow River for thousands of years, so its culture is based on place. However, influenced by traditional research in the field of biology, environmental education(EE) has not included any cultural content, and EE and cultural inheritance education have always been two unrelated contents. Biocultural diversity(BCD) is the product of biological and cultural co-evolution in social-ecological systems. It advocates for the integration of culture and nature in conservation practice. Therefore, the purpose of this study is to introduce the perspective of BCD and its new experience from the latest researches into the field of education. A broad bibliographic search in the databases was carried out by EDS(EBSCO DISCOVERY SERVICE) from De La Salle University Dasmariñas on-line Library. A review of relevant literature reveals the division between nature and culture in the field of conservation and education. Therefore, adopting a BCD perspective in inheritance education of Yellow River culture recommends beyond the epistemological bias of traditional EE, which views environmental education as a single content unrelated to culture, and advocates for interdisciplinary integration and the participation of different stakeholders, in order to achieve a broader public interest through comprehensive curriculum involvement. It has both theoretical evidence and a large amount of empirical research support, indicating that the perspective introduced into education is correct and feasible for YR culture education, and it is a diverse, open, and inclusive attitude towards various disciplines and stakeholders. The curriculum development from biocultural perspective will be a beneficial educational and research attempt, which may be beneficial in improving the current problem of fine division of disciplines and weak applicability of subject knowledge.

Ubuntu philosophy for ecological education and environmental policy formulation

Abstract A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecology, and Ubuntu philosophy. An understanding of how philosophy and ecology relate is proposed to fill the gap in the cosmological premise between the African person and ecology. The study first sets out a relational model of humans and the ecosystem, then applies the ecology of education to environmental policy formulation. The research demonstrates that humanness with humaneness and collectivism, afro-eco-communitarianism, Ubuntu consensus politics, and Ubuntugogy are concepts underlying how the essence of Ubuntu philosophy can inform an ecofriendly society. The ethno-philo-cological underpinnings help conceptualize these concepts of community. Finally, the study’s conclusion shows how the concepts of Ubuntu philosophy suggest ways to improve environmental education and policy formulation. Climate concerns can be resolved by handing responsibility to the community.

El papel de la sostenibilidad en el bienestar y la calidad de vida de los estudiantes

Abstract It is necessary to promote the teaching of sustainability and environmental education at all educational levels. Therefore, schools should be involved in the protection of the environment, given the damage that has been caused to it today. This opinion article aims to reflect on the importance of sustainability in the well-being and quality of life of students. For this reason, a critical and emancipatory approach was adopted that seeks, through environmental education, the formation of a generation of ecologically conscious learners committed to preserving the planet. It can be concluded that environmental education is fundamental to conserve the environment, in addition to seeking its sustainable development, which should be present in all social scenarios.

How Participation in a Teachers' Eco-Pedagogy Workshop Affects the Promotion of Teachers’ Environmental Education and Organizational Concepts

<p style="text-align:justify">Eco-pedagogy is a pedagogy utilized in the framework of teaching environmental education in schools. The adoption of various eco-pedagogy programs within schools has proven to be helpful in improving students' environmental attitudes, and it was concluded that schools are the best place for critical learning of environmental concerns. Thus, the primary purpose of this study was to investigate how a teachers' eco-pedagogy workshop promotes teachers' educational, environmental, and organizational concepts. An integrated study (quantitative and qualitative) was carried out that included a sample of 44 teachers in elementary schools. The sample was divided into two groups: an experimental group that participated in the workshop, and a control group that did not participate in it. Improvement was found in the environmental education and the organizational concepts of eco-pedagogy for teachers who participated in the program, compared with those who did not. The study's key findings indicated that attending an eco-pedagogy workshop helped teachers perceive the subject more favorably, developed their higher-order thinking skills, and they learned more about it. Another finding was that a workshop is crucial for teachers to advance their professional development.</p>

Bridging the Knowledge Gap: Enhancing Kogi Secondary School Students' Understanding of Climate Change through Effective Environmental Education

This study investigates the current understanding of climate change among secondary school students in Kogi State, Nigeria. Climate change poses a significant threat, and equipping future generations with the knowledge to address it is crucial. However, a knowledge gap exists regarding student understanding. This study aims to bridge this gap by employing a quantitative research design targeting a sample population of 100 (20 teachers, 80 students) from Kogi State's 280 secondary schools with an estimated 3,000 teachers and 20,000 students. Surveys designed for teachers and students will assess their current understanding of climate change concepts, causes, impacts, and potential solutions. The study anticipates revealing existing knowledge gaps and areas requiring improvement in environmental education curriculum and pedagogy. The findings will inform the development of targeted and effective environmental education programs, fostering a generation of informed and empowered Kogi State secondary school students who can contribute to climate action. Keywords: Climate Change Education, Secondary Education, Knowledge Gap, Environmental Education, Climate Change Understanding, Climate Action Journal Reference Format: Musa, A.A., Ogbaini, C.A., Enefu, S.M. & Omoyeni, O.E. (2024): Bridging the Knowledge Gap: Enhancing Kogi Secondary School Students' Understanding of Climate Change through Effective Environmental Education. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 12. No. 2, Pp 45-56. www.isteams.net/humanitiesjournal. dx.doi.org/10.22624/AIMS/HUMANITIES/V12N2P6

Construction and Evaluation of an Immersive Physical Education Teaching Environment Combining Augmented Reality Technology

Abstract Augmented reality technology is a cutting-edge technology of current social development, and its development promotes the development and change of people’s social production and lifestyle. In this paper, combining the key aspects of sports teaching, training, and actual combat confrontation, the construction of a VR-based immersive sports teaching environment is realized from the aspects of sports teaching materials and sports action and tactical training. Subsequently, using the bit position registration algorithm that integrates complementary filtering (CF) and untraceable Kalman filtering (UKF), as well as the TDOA localization algorithm, a VR sports-assisted training system was designed, and the performance and application effects of the system were empirically analyzed. The login page time of the system is within 3.30s, and the corresponding CPU utilization rate is 43%~50%, which is in line with the expected effect, indicating that it has good usability performance. Fusion filtering on posture angle has a lower error value than CF and UKF, which suggests higher accuracy and is suitable for posture registration in VR sports-assisted training. The TDOA localization algorithm has an error range of [0.127m, 0.389m] and a 50% error below 0.292m, which can be utilized for motion tracking in VR sports-assisted training. The experimental group using the VR sports teaching environment is significantly better than the control group using traditional teaching methods in both visual-sensory perception and technical assessment, which indicates that the VR immersive sports teaching environment constructed in this paper has practical feasibility, and provides a model reference and experience for realizing the practical application of AR technology in sports.

Construction and Application of Wisdom Education Teaching Environment in Higher Education Institutions

Wisdom education is one of the direction points of higher education reform, and is a new historical stage of the development of modern educational technology. With the development of information technology and the requirements of educational reform in the new era, the construction demand of higher education for wisdom education teaching is becoming more and more urgent, and the supporting teaching evaluation system has also become a hot topic of higher education research. This paper analyzes the current mainstream wisdom education teaching ways, by comparing the advantages and disadvantages analysis, integration of online teaching resources, comprehensive cost control difficulty, degree of teachers and students to accept the interview, the hardware equipment modification is proposed based on an online teaching conditions, such as construction, curriculum education resources to plan as a whole, the wisdom of teaching evaluation system of the efficiently intelligence education teaching environment. Based on this environment construction, the construction of smart education teaching platform can be completed in the form of low cost, higher satisfaction degree of teachers and students, and faster deployment time. The results show that the construction scheme and evaluation system meet the needs of higher education development, and provide a solution for the differentiated development and characteristic development of higher education.

Desafio das Armadilhas: game as an Environmental Education tool for fauna preservation

This article presents Desafio das Armadilhas, a didactic and cooperative card game to popularize science and raise environmental awareness with a thematic “combat hunting”. Methodologically, this is research of pedagogical intervention. The game was developed in partnership with Instituto Pró-Tápir, and approaches educational information about endangered animals, illegal hunting data, animal trafficking and the damages to biodiversity. We describe how this material was produced, its motivation and context. We made the cards available for download and highlighted the use of cooperative games as useful tools for the teaching-learning process in the teaching of Science and Environmental Education and we emphasize that students felt motivated to learn through the game.

Electronic media learning technologies and environmental education pedagogy in tertiary institutions in Nigeria

Previous research on applying electronic media learning tools to learning has focused on a diversity of other subjects rather than environmental education. One of the first studies to evaluate the use of electronic media learning tools for environmental education pedagogy in Nigerian tertiary institutions is the one that is currently underway. We anchored the study on constructivist learning theory and e-learning methodology. We adopted the descriptive survey research design. We employed a convenience sampling technique to sample all 35 environmental educators from the University of Calabar and the College of Education in Akamkpa, where they run environmental education programs. We raised three research questions to guide the study. We employed a 31-question survey utilizing a 4-point Likert scale with distinct response options for each section. Through this, we observed a high level of internal consistency, as indicated by a Cronbach alpha coefficient of 0.88. we conducted thorough statistical assessments to confirm its reliability and validity, including face and content validity evaluations. Therefore, we can confidently assert that this questionnaire is a reliable and valid tool for our research investigation. Frequency counts and straightforward percentages were used to examine the data, which was then displayed in bar charts. The significant findings from the study include the following: only some electronic media learning facilities were available to lecturers and owned mainly by them. Considerable utilization is made of available electronic media learning technologies. Several constraints bedevil the availability and utilization status of electronic media learning technologies. Based on the study's findings, we recommended that the federal, state governments and tertiary institution proprietors make adequate budgetary allocations to provide robust electronic media learning technologies in tertiary institutions in Nigeria. Compensate lecturers who own and utilize these technologies for classes. In contrast, environmental education lecturers should, as a matter of necessity, update their knowledge of electronic media learning technologies and apply them in their classes for curriculum effectiveness.

Development of Environmental Education Teaching Materials Based on Class VII Middle School Entrepreneurship

This research aims to develop entrepreneurship-based teaching materials in environmental education for class VII junior high school students. The development approach follows the ASSURE model, which includes potential and competency analysis, setting learning objectives, selecting methods, media and materials, student participation, as well as evaluation and improvement. After development, the teaching materials were tested on class VII junior high school students in Jambi City. Validation results by design and materials experts show product conformity with the writing procedures and curriculum used. Student responses to teaching materials show enthusiasm and improvement in environmental learning. Formative and summative evaluations are also carried out to measure the effectiveness and attractiveness of teaching materials. Comments and suggestions from experts and peers are used to make revisions to the product. The novelty of this research lies in the development of entrepreneurship-based teaching materials in environmental education for junior high school students, which can increase interest and effectiveness of learning. The implication is that the adoption of this teaching material can improve the quality of environmental learning in schools.

Errors and inaccuracies about celestial bodies in the Greek texts of children’s fiction books about atmospheric pollution

This paper examines children’s fiction books on air pollution in terms of the accuracy of their content in the representation of celestial bodies. The qualitative content analysis identifies and records in the text of 18 books passages containing errors and inaccuracies about celestial bodies. The passages are organized and presented in a category system while also being linked to the possible alternative ideas they may generate in children. The results show that the Earth, the planets, the Sun, and the stars are only sometimes represented based on scientific standards. Finally, the common errors and inaccuracies are presented. At the same time, suggestions are made for using these books in teaching and learning in science and environmental education in order to avoid misconceptions from their students.

Retracted: Construction of Evaluation Index System of Physical Education Teaching Environment in Colleges and Universities Based on 5G Technology

Retracted: Construction of Evaluation Index System of Physical Education Teaching Environment in Colleges and Universities Based on 5G Technology

Environmental Education and Literary Reading: A strategic pedagogical approach to the teaching-learning process

Right to be observed in the educational process and especially in basic education, Environmental Education is a transversal theme to the school curriculum that requires specific teaching methodologies. Based on this assumption, the present study aimed to investigate the use of literary reading mediation in the pedagogical making to the teaching of Environmental Education in the classroom, even because literature is also a basic right and a formative and informative tool. This is a bibliographic research of qualitative approach and exploratory purpose, which made use of narrative review through the technique of Thematic Analysis of Braun and Clarke (2006). As a result, it was verified that, besides constituting recognized basic rights, Environmental Education and Literature can intersect for the instrumentalization of a cohesive teaching-learning process aimed at human, social, political and emancipatory formation, which meets the principles and objectives legally provided for such a transversal field of education.

The Effect of Environmental Education Open Inquiry Learning Kits on the Environmental Literacy of Pre-service Biology Teachers

Abstract Pre-service biology teachers’ environmental literacy is still generally low. It is necessary to improve their environmental literacy through the innovation of open inquiry learning kits. There are two primary aims of this study: (1) to develop appropriate open inquiry learning kits that can foster pre-service biology teachers’ environmental literacy in environmental education courses, (2) to examine the effectiveness of open inquiry learning kits in improving environmental literacy. This study used the procedure of the 4-D Thiagarajan model, i.e., four stages: (1) define, (2) design, (3) develop, and (4) disseminate. The products produced are open inquiry lesson plans, student worksheets, and environmental literacy test instruments. The product validation was carried out by experts in the field of environmental education and biology teaching and learning. The preliminary field testing and the main field testing were carried out in environmental education courses. The data were collected through observation, questionnaires, and written tests. The data were analyzed in a quantitative descriptive way through the calculation of the gain score. The results obtained from the research and development are open inquiry learning kits to improve the environmental literacy of students, which as a whole are suitable to use in environmental education lectures based on expert judgment. These open inquiry learning kits are not very effective in improving students’ environmental literacy based on the calculations of the gain score due to various shortcomings.

Educators’ Perceptions and Approaches to Environmental Education and Pro-Environmental Behaviour in South African Secondary Schools

Environmental education is taught within the geography curriculum in the basic education system of South Africa. However, owing to various contextual challenges faced in 21st century South African schools, the teaching of environmental education has remained largely paper based. This poses a challenge to educators who are assigned the responsibility to teach environmental education and foster pro-environmental behaviour in learners. The objective of this study was to investigate how geography educators understand environmental education, as well as determining the possible reasons for the gap between content knowledge of environmental education principles and learners’ pro-environmental behaviour. This study was conceptualised and articulated using the Tbilisi Principles of Environmental Education (TPEE) of 1978. An interpretivist paradigm was utilised for this study as it supports the qualitative approach of the study. This study was guided by phenomenology. Five geography educators from five non-fee-paying schools were sampled from a population of educators in the Kwa-Mashu Circuit of the Durban Pinetown educational district of KwaZulu-Natal, South Africa. Data was acquired through voice recordings of five semi-structured interviews, which were consequently transcribed non verbatim to eliminate redundancies in the data. The data was analysed thematically according to the Tbilisi Principles, and discussed according to the research questions they satisfy. The findings indicate that educators are failed by a lack of resources to teach environmental education, as well as a curriculum which does not accommodate the teaching of environmental education constructively. The results of this study further revealed obstacles such as a lack of interest from geography learners, which then increases educators’ challenges when teaching environmental education. It is recommended that the National Curriculum and Assessment Policy Statement (CAPS) document be revised to include environmental education constructively within grade 11 geography. This can be done by allocating teaching time specifically for environmental education, as well as ensuring that assessment methods are specific and allocated with resources.

Haecceity Altercation: Thisness as Pedagogy

I write into the haecceity of recent events in and around my teaching in environmental education to explore the concept of thisness as pedagogy.