Relevant bibliographies by topics / Environmental education - Study and teaching (Secondary)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Environmental education - Study and teaching (Secondary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Environmental education - Study and teaching (Secondary)"

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Manyasi, Beatrice Namusonge. "DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 88–100. http://dx.doi.org/10.31686/ijier.vol5.iss7.726.

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Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.
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Muthersbaugh, Debbie, and Anne Kern. "Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability Lessons." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 67–79. http://dx.doi.org/10.2478/v10099-012-0006-8.

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Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability LessonsEnvironmental sustainability is a topic widely discussed in the field of science education, yet, few entities have committed to developing environmental sustainability education standards. The Washington State Department of Education has created K-12 Integrated Environmental and Sustainability Learning Standards (IESLS, 2009), which align with current research and practices in environmental and sustainability education. This study focuses on the perceptions of secondary pre-service teachers about the use of images to teach environmental sustainability topics integrated in their content area. The research explores the question what secondary pre-service teachers' perceptions of sustainability and using images to teach environmental sustainability topics in their content area are. The participants were comprised of secondary pre-service teachers enrolled in an instructional methodology course from a small university in the Pacific Northwestern United States. Teaching environmental sustainability and integrating lessons using images had a noticeable impact on pre-service teachers' perceived future teaching practices. Participants also changed beliefs over the course of the study about using images to teach environmental sustainability topics.
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Lalramnghinglova, H., Anil Pratap Singh, and P. C. Lalrintluanga. "Critical analysis on inclusion of environmental studies in the elementary, secondary and senior secondary schools in Mizoram, India." Science Vision 1, no. 1 (March 31, 2019): 1–5. http://dx.doi.org/10.33493/scivis.19.01.01.

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Education is a process of development which includes three major activities, namely teaching, training and instruction. Environmental education is a process to promote the awareness and understanding of the environment, its relationship with man and his activities. It is also aimed at developing responsible actions necessary for preservation, conservation and improvement of the environment and its components. It has been introduced as a regular course in formal school education system in India following the directive of the Supreme Court of India. The present study aims at critically analyzing curriculum of environmental studies at primary, secondary and senior secondary level. The detailed analysis was done on the basis interactions with important stakeholders. In our study, we found that there is scarcity of qualified teachers to teach Environmental studies at each level. During interactions it was found that teachers have several environmental knowledge gaps and misconceptions about important environmental issues like about acid rain, ozone layer depletion and greenhouse effect. Our survey indicates that teachers hardly practice innovative methods to teach environment education. Most commonly used method is lecture. Field visits, practical, study tour and demonstrations are missing in many schools. It was also found that course content is not incremental; there is very often repetition of the topics. At college level, there is a need to focus more on environmental education and upgrade the course components. There should be both pre-service and in-service training for teachers to infuse emerging issues in course content. Such training should equip teachers for collecting and using relevant teaching materials to impart emerging issues. A few suggestions and recommendations are given based on critical analysis.
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Drissner, Jürgen, Hans-Martin Haase, Annette Rinderknecht, and Katrin Hille. "Effective Environmental Education through Half-Day Teaching Programmes Outside School." ISRN Education 2013 (June 6, 2013): 1–6. http://dx.doi.org/10.1155/2013/503214.

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The “Green Classroom” in the Botanical Garden of the University of Ulm is a learning forum outside school. Its educational concept is based on experiential learning and is geared towards expanding students’ biological knowledge and developing positive attitudes towards small animals such as invertebrates. In the first study, we assessed attitudes towards small animals of 43 students before and after they visited the “Green Classroom”, and we compared the answers they gave in their questionnaires with those of 46 students from a control group. Although the students spent only one morning in the “Green Classroom”, some of their attitudes improved after their visit. In the second study, 102 secondary-school students (56 who had previously visited the “Green Classroom”) were asked to write an essay about small animals. Students who had visited the “Green Classroom” before portrayed more positive emotions towards small animals and showed more biological understanding than their peers.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.

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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Santos, Luis M. Dos. "From Industry Professionals to Secondary School Teachers: The Relationship between Second Career-Changing Teachers and Social Cognitive Career Theory." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 150. http://dx.doi.org/10.36941/ajis-2021-0130.

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The science, technology, engineering, and mathematics (STEM) education and teaching field is facing significant human resources shortages, particularly in the subject matter of environmental sciences education. The current study collected interview and focus group data and sharing from 220 pre-service and in-service second career-changing teachers in the United States about their career decision and decision-making process. The results of this study indicated that the participants believe educating the next generation is their priority of joining the education and teaching profession. Many expressed that the populations of STEM teachers with professional and industry experiences are greatly needed. The outcomes of this study provided the blueprint for researchers, school leaders, policymakers and human resources planners to reform and polish their current plans for teachers training and professional development in order to solve the workforce issues in the fields of STEM education and teaching. Received: 29 May 2021 / Accepted: 15 July 2021 / Published: 5 September 2021
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van Harskamp, Michiel, Marie-Christine P. J. Knippels, and Wouter R. van Joolingen. "Secondary Science Teachers’ Views on Environmental Citizenship in The Netherlands." Sustainability 13, no. 14 (July 16, 2021): 7963. http://dx.doi.org/10.3390/su13147963.

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Environmental Citizenship (EC) is a promising aim for science education. EC enables people not only to responsibly make decisions on sustainability issues—such as use of renewable energy sources—but also to take action individually and collectively. However, studies show that education for EC is challenging. Because our understanding of EC practice remains limited, an in-depth, qualitative view would help us better understand how to support science teachers during EC education. This study aims to describe current EC education practices. What do secondary science teachers think sustainability and citizenship entail? What are their experiences (both positive and negative) with education for EC? A total of 41 Dutch science teachers were interviewed in an individual, face-to-face setting. Analysis of the coded transcripts shows that most teachers see the added value of EC but struggle to fully implement it in their teaching. They think the curriculum is unsuitable to reach EC, and they see activities such as guiding discussions and opinion forming as challenging. Furthermore, science teachers’ interpretation of citizenship education remains narrow, thus making it unlikely that their lessons are successful in fostering EC. Improving EC education therefore may be supported by explicit representation in the curriculum and teacher professional development directed at its implementation.
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Anouar, Alami. "INTEGRATION OF ICT IN ENVIRONMENTAL EDUCATION – CASE STUDY ON THE GREENHOUSE EFFECT AMONG SECONDARY SCHOOL STUDENTS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 2 (May 30, 2016): 1077–87. http://dx.doi.org/10.24297/ijrem.v7i2.3841.

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This article deals with methods for teaching secondary school students about the greenhouse effect. The research question is addressed in a didactic context using ICT. Our experiment used a pre-test and post-test methodology, in which we compared the learning outcomes of two groups of students: experimental group (EG) and control group (CG). Both groups followed the same teaching on the greenhouse effect during a Life and Earth Sciences (LES) class. Our study involved introduction of the following differentiation for the two groups of students: CG received explanations, accompanied by a theoretical presentation of the experiment to demonstrate the greenhouse effect. The students were then presented with the theoretical results. EG used a computer simulation of the same experiment on the greenhouse effect and interpreted the results. At post-test, the experimental group (EG) demonstrated a better understanding of the mechanisms of the greenhouse effect than the control group (CG), and scored better on questions related to infrared radiation as a result of global warming. This has been confirmed by a statistical test of homogeneity. However, on the other questions about the nature and consequences of the greenhouse effect, including on behavior advocated for the protection of the environment, we found no significant differences. Moreover, the students in both groups only proposed actions in response to the consequences of human activity and did not propose actions to respond to the consequences of natural origin. We therefore conclude that computer simulation of the greenhouse effect experiment, accompanied by further scientific interpretation, constitutes a "good didactic situation" to instill a more global understanding of the greenhouse effect.
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Bowd, Alan D. "Dissection as an Instructional Technique in Secondary Science: Choice and Alternatives." Society & Animals 1, no. 1 (1993): 83–89. http://dx.doi.org/10.1163/156853093x00163.

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AbstractThis article examines the role of dissection in the teaching of secondary biology and environmental science, within the context of the development of attitudes toward animals. Retrospective data concerning their experience in high school with dissection for 191 undergraduate education students are described, and their reported use of alternatives to invasive animal study are evaluated in relation to specific educational objectives in secondary science. It was found that most students were required to perform dissections, that many but not most experienced negative and stable emotional reactions, and that teachers employed limited alternatives to dissection in their classes. The implications of this for secondary science teaching and for teacher education are discussed.
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Santos, Gleise Regina Bertolazi dos, Celso Dal Ré Carneiro, and Jorge Bonito. "Geosciences in professional education: a comparative study between Brazil and Portugal." Terrae Didatica 14, no. 3 (September 28, 2018): 320–25. http://dx.doi.org/10.20396/td.v14i3.8653532.

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Brazil faces educational and environmental crisis that enhance the importance of valuing geoscientific contents in school cur-ricula, especially in basic education. The modality of technical education integrated to high school courses (TEIHSC) open broad possibilities to build an integrated view of nature and of human interference. However, the current situation is one of great fragmentation of contents and diversification of teaching-learning approaches. As a contribution to understand better the national reality, the present project aims to carry out a survey of geoscientific themes present in the Brazilian official curricula of TEIHS courses and in the curricula of secondary professional education of public schools in Portugal. The distribution of technical schools in this teaching modality – TEIHS comprises the states of São Paulo, Rio de Janeiro, Minas Gerais and Espíri-to Santo and even in the official curricula of federal technical schools situated in these states. This project should discuss cur-ricular convergences and divergences from the background of the following courses: Agriculture, Surveying, Environmental Control, Forestry, Environment, Mining, Oil and Gas, Environmental Management, Agricultural Production, Forestry and Envi-ronmental Resources, Tourism and Environmental and Rural Tourism. The investigation will produce a comprehensive pano-rama of proposals for including geoscientific contents within this type of school integrative curriculum. The debate should at-tempt to recompose the basic needs to help citizens for taking well-founded decisions about socioeconomic, political and envi-ronmental changes.
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Dissertations / Theses on the topic "Environmental education - Study and teaching (Secondary)"

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Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.

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The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.
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Lam, Wai-nam, and 林蔚南. "Environmental education in the secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367370.

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In Hong Kong, environmental education is not regarded as a compulsory learning subject in secondary schools and it is also not assessed as an independent subject in any public examination. As there is no specific and formal role for environmental education in secondary schools, educators tend to make use of various subjects such as Geography, Social Studies, Physics, Chemistry and Liberal Studies etc. to deliver contents, themes and issues related to environmental education. Also, in some secondary schools, the organization of some extra-curricular activities through Geography Society and Environmental Education Clubs etc. supplement the work of subject departments in delivering environmental education. Beside these efforts other schools may have other inputs for environmental education, however, from a macro perspective, is such context of environmental education delivery represents a holistic and high-quality environmental education delivery in secondary schools of Hong Kong? Because of the lack of formal position of environmental education in the education system, schools have great autonomy to decide on the ways in delivering environmental education. It is therefore worthwhile to understand in reality, how secondary schools in Hong Kong carry out environmental education in their own ways? Schools may have different practices of environmental education in their own context, but are there any similarities of their practices? The attempt to generalize several patterns of the selected school in practicing environmental education would be helpful to provide an angle for understanding environmental education in a more structural and holistic way. More importantly, it is significant to understand to what extent are the current practices of the examined schools effective in delivering environmental education. After the evaluation of school’s effectiveness in environmental education, it is certainly a good news if any examined school is performing well and they should continue to strive for improvement, otherwise, for schools that are weaker in environmental education, educators should reflect upon and rethink more how can they do better in environmental education for cultivating more environmentally-literate citizens of Hong Kong in future.
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Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.

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The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.
There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
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Kane, Thomas Eugene. "Transforming the Soul of Education: Sustainability at the Center of Teaching and Learning in Secondary Schools." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/270.

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Humanity is facing problems on a scale never before encountered. This dissertation traces the roots of modern culture's destructive relationship to the planet with its habits of over-consumption and exceeding the limits of the planet's ecological systems. Educational institutions are embedded in and replicate an unsustainable culture. As educational leaders, we need to challenge a system that is morally and ecologically bankrupt while providing a path toward sustainability at the center of teaching and learning. Using a narrative scholarship approach and theoretical frameworks drawn from ecological thinking and place-based learning, this dissertation provides models for transforming secondary education. While critiquing the current model of high school, this dissertation argues that education for sustainability needs to be not only about curriculum change, but a change in the way we think about schooling, the buildings in which we educate, the food we provide and the relationships between schools and the communities in which they exist. It directly addresses social studies curriculum and offers a way of examining career pathways through the lens of education for sustainability.
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Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.

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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.
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Brummell, Stefanie Rose. "A nonformal education program on marine environmental issues for high school students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3212.

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These nonformal environmental education programs focus on ocean issues for high school science students. There are four programs: "Earth Science and Plastics in the Pacific," "Biology and Marine Fisheries," "Chemistry and Global Climate Change," and "Physics and Tsunami." The presentation portion of each program is intended to be given by a nonformal educator to science students visiting a site, such as a museum or an aquarium.
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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.

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Mok, Yu-fung, and 莫如鳳. "Environmental education through secondary informal curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961290.

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Ellis, Lawrence E. "Developing and implementing an environmental education course at a local high school." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/734.

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Books on the topic "Environmental education - Study and teaching (Secondary)"

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Minnesota. Dept. of Natural Resources. Office of Planning and Research. E.E.C. 2000: A study of environmental education centers. [St. Paul]: The Dept., 1992.

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Lapinsky, Andrew H. Environmental science. Menlo Park, Calif: Scott Foresman-Addison Wesley, 2003.

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Environmental education in a high school biology class: Knowing and appreciating nature. Hauppauge, NY: Nova Science Publisher's, Inc., 2013.

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Manjengwa, J. M. A preliminary survey of environmental awareness in some secondary school pupils in Zimbabwe. Harare, Zimbabwe: Institute of Environmental Studies, University of Zimbabwe, 1997.

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Charles, Cheryl L. Project WILD: Secondary activity guide. Boulder, Colo: Project WILD, 1986.

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Education, Ontario Ministry of. Science: Intermediate and senior divisions, 1988 - part 8 : environmental science, grades 10 and 12, advanced level. S.l: s.n, 1988.

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Education, Ontario Ministry of. Science: Intermediate and senior divisions, 1988 - part 7 : environmental science, grades 10 to 12, general level. S.l: s.n, 1988.

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Environmental education: Teaching our children to preserve the future : field hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Laurel, MD, April 22, 2008. Washington: U.S. G.P.O., 2008.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Early Childhood, Elementary, and Secondary Education. Environmental education: Teaching our children to preserve the future : field hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Laurel, MD, April 22, 2008. Washington: U.S. G.P.O., 2008.

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Mussell, Dave. Climate change awareness and action education kit. Drayton Valley, Alta: Pembina Institute for Appropriate Development, 1997.

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Book chapters on the topic "Environmental education - Study and teaching (Secondary)"

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In Springer International Handbooks of Education, 1–38. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1710-1_42-1.

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Whitehead, Jack, Jacqueline Delong, Marie Huxtable, Liz Campbell, Cathy Griffin, and Joy Mounter. "Self-Study in Elementary and Secondary Teaching." In International Handbook of Self-Study of Teaching and Teacher Education Practices, 1253–89. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_42.

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Ortiz, José, and Aldora Dos Santos. "Mathematical Modelling in Secondary Education: A Case Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 127–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_14.

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Guerra-Ramos, María Teresa, and José Baltazar García-Horta. "Scientific Skills in Secondary Education: A Study of Curriculum Expectations and Teachers’ Thinking." In Teaching Science with Context, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74036-2_4.

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Sartatzemi, Maya, Vassilios Dagdilelis, and Katerina Kagani. "Teaching Programming with Robots: A Case Study on Greek Secondary Education." In Advances in Informatics, 502–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11573036_47.

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Marcarini, Mariagrazia Francesca. "Pedarchitecture: Which Learning Environments for the Personalisation of Teaching and Learning? An Educational Architecture for the Schools of the Future." In Teacher Transition into Innovative Learning Environments, 85–107. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_8.

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AbstractThis project investigates how to overcome traditional learning environment’s rigidity; those established practices that may hinder full use of what we might call new learning environments. It addresses how teachers adapt their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organise students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studies four schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua and IC3 Piersanti Mattarella secondary first grade in Modena. New learning environments are intended to enhance teacher collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation. This is often facilitated by team teaching, which in this chapter is seen as a “bridge-culture” concept, offering a wider vision including structural and organisational details. The chapter discusses how this strategy lead to students improved learning skills, them taking on greater personal responsibility and displaying aptitude to study in different ways. In this sample of “architecture feeds pedagogy” schools, some key concepts are explored that might guide future learning environments design: readability, “semantic-topical”, flexibility, invisible pedagogy and affordances.
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Cheah, Ui Hock, Patricio G. Herbst, Matthias Ludwig, Philippe R. Richard, and Sara Scaglia. "Topic Study Group No. 13: Teaching and Learning of Geometry—Secondary Level." In Proceedings of the 13th International Congress on Mathematical Education, 435–38. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_40.

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Even, Ruhama, Xinrong Yang, Nils Buchholtz, Charalambos Charalambous, and Tim Rowland. "Topic Study Group No. 46: Knowledge in/for Teaching Mathematics at the Secondary Level." In Proceedings of the 13th International Congress on Mathematical Education, 589–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_73.

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Göksen-Zayim, Sevinç, Derk Pik, Rijkje Dekker, and Carla van Boxtel. "Mathematical Modelling in Dutch Lower Secondary Education: An Explorative Study Zooming in on Conceptualization." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 227–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66996-6_19.

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Chengqiang, Qin, Xiong Ying, Feng Yan, and Li Tian. "Environmental Education in China: A Case Study of Four Elementary and Secondary Schools." In International Perspectives on the Theory and Practice of Environmental Education: A Reader, 179–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67732-3_13.

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Conference papers on the topic "Environmental education - Study and teaching (Secondary)"

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Fauzi, Iwan. "Teaching English in Multiethnic Classroom: A Case Study on Phonemic Variation of Secondary School Students in Central Kalimantan." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.36.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.
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Orongan, Maris Jade Q., and Edna B. Nabua. "A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3108.

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The study geared to develop a causal model for the psychosocial attributes of the learning environment on Grade 10 students' science performance in secondary schools divisions of Region X, Northern Mindanao. This study utilized descriptive correlational and causal-comparative research design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that students' performance in Science was found out of low mastery level. In terms of psychosocial aspects, the students generally practiced their science activities in both laboratory and classroom environments, possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science process skills, and were mentored by science teachers with very satisfactory teaching ability. Classroom environment and teacher ability were the psychosocial aspects that significantly correlated with performance. The best-fitting causal model on students' performance is anchored on the classroom environment, supported by teachers' qualifications. A classroom learning environment that is highly conducive can stimulate students' interest to enhance their science learning. It is highly recommended that administrators and policymakers revisit curricular activities, particularly on students' classroom learning environment in the teaching-learning process. Keywords: academic performance, a causal model, and psychosocial aspects of the learning environment
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Dostál, Ivo, Petr Anděl, Marek Havlíček, and František Petrovič. "Landscape Fragmentation Around Us – Integrating the Issue into Educational Processes at Primary and Secondary Schools." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-1.

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The steadily increasing landscape fragmentation and the reduction of permeability for wildlife are among the most negative impacts of human activity on the environment. In terms of education, theseproblems appear to be rather demanding, withthe difficulty corresponding tosecondary school standards. Considering the multiple interdisciplinary connections, the entire process cannot be sufficiently understood without a relevant amount of preliminary knowledge. Such a corpus of information is acquired especially through biology/ecology, geographyand history classes, but links to other subjects can be found too. The paper presents didactic methods facilitating the actual presentation of the theme to pupils/students; in this context, the authors discuss the possibilities of integrating the given problems into applicable schoolsubjects andoutline the risks arising from the proposed modification and/ or expansion of the teaching procedures. Also the links to data and supporting methodological materials are included that will allow the teacher to obtain enough information on the topicsto comprehend all the aspects and complexities of the innovated classes. In the corresponding sections, the papercharacterizes individual topics to be combined with selected teaching methods, especially as regards worksheets, project-oriented education, anda case study relating to afield trip targeting one of the areas of high importance for wildlife migration in the Czech Republic.
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Andersone, Rudite, and Ineta Helmane. "Citizenship Education in the Mathematics Curriculum after the Reform of the Education Content in Latvia." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.002.

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Immense transformations occur in the modern society. Values, human rights, democracy, engagement in the life of the local community, school and the society at large are the content issues to be learnt at school which help to develop into responsible citizens of the country. The issues of citizenship education have been more extensively included both in the teaching/learning content and its implementation in all school subjects, including mathematics. Citizenship education is viewed in three aspects: knowledge about the society, skills to form relations with other people, to establish a safe and supporting environment, to follow rules and norms, attitudes to responsibilities and rights. Mathematics as a school subject is a sphere that has been little researched regarding its content and learning strategies in the aspect of citizenship education. The aim of the study is to explore and assess what changes have taken place after the education content reform in the mathematics curriculum in citizenship education. The data in the qualitative study have been obtained employing documentary research. Three criteria with respective indicators have been chosen for the analysis of the mathematics curriculum: civic knowledge, civic skills, civic values and attitudes. The study analyses two curricula of teaching/learning mathematics that are effective in Latvia for basic school (Grades 1–9) and secondary school (Grades 10–12). The results of the analyses are represented in the comparison showing the data obtained in 2013 and data obtained in 2020. The mathematics curriculum has extensively incorporated skills for learning selfrespect and respect for others, developing the capacity to engage with each other, to contribute to a safe environment, as well as the skills to offer the opportunity to experiment practically with democratic principles, working alone, in small and bigger groups, listening to classmates’ opinions and giving arguments for their opinion. The innovation in the new mathematics curriculum is the inclusion of the transversal skills in the learning outcomes, including the civic participation.
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Farr, Fiona, and Liam Murray. "Digital Literacies for Language Learning and Teaching: developing a national framework." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2802.

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In an Irish national setting, the urgent need to address the national language skills' shortage has been highlighted in numerous arenas, and in the context of the need for a continued economic recovery, language skills and proficiency are essential. Against this backdrop, the national project* reported in this paper aims to develop a digital literacies framework and accompanying on-line interactive resource for language learners and teachers in Irish higher education (HE). Within the scope of this project the target user groups include first year students, study abroad students, and language lecturers. The main research questions for the project are: - what are the main practical issues that students have when making the transition from secondary to third level language study? - to what extent are digital literacies part of the curriculum at third level and what gaps do students and lecturers identify in this provision? - what are the strengths and weaknesses of the emerging digital literacies framework for language learning (as identified through piloting and evaluation) and how do these inform the final design and implementation of the ‘digilanguages’ platform? Preliminary primary pilot research conducted in 2015 as part of the project identified a number of key areas where online flexible support is best focussed. Based on these findings and international research in the field, the aim of the project is to develop online resources and activities in three broad areas: Digital Literacies for Language Development Language Learning Strategies and PracticesTransitions to Third Level Language Learning Environments The portal will be freely available, offering a range of OERs and will be scalable for use in other contexts. The contents and activities will afford integration into many programmes currently on offer in Irish HE.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

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Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
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Barrós-Loscertales, Alfonso, Laura Marquez-Ramos, Oscar Climent, Elisenda Bueichekú, and Juan Carlos Bustamante. "Students’ surveys and involvement in educational activities within virtual environments are related to students’ satisfaction in e-learning graduate programs." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5427.

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This paper evaluates associations across the dimensions included in students’ surveys and virtual activities for applying educational models within e-learning graduate programs. Firstly, we focus on the outcomes derived from teachers’ and students’ participation in virtual classroom forums and, secondly, on the determinants of students’ satisfaction in the graduate program. Data analyses show that teachers’ and students’ participation in forums as dynamic educational activities are positively correlated with students’ general satisfaction. To study the determinants of students’ satisfaction, we perform a regression analysis that considers as explanatory variables educational planning, teaching qualifications and development of learning, as well as of a number of controls related to the virtual learning environment and participation in the academic program. According to the obtained results, teaching skills and learning environments are associated with higher students’ satisfaction in a virtual learning environment. This type of analysis is of great interest in a social environment characterized by increasing communication via electronic networking. We find that dynamic educational activities and dimensions taken on board on students’ surveys are related to students’ satisfaction in e-learning graduate programs.
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Kim, Sang Cheol. "A STUDY ON SHIFTS OF OPEN SECONDARY SCHOOLS POLICY IN KOREA THROUGH HISTORICAL NEW INSTITUTIONALISM." In 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.013.

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Reports on the topic "Environmental education - Study and teaching (Secondary)"

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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