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1
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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Trujillo-Torres, Juan-Manuel, Hassan Hossein-Mohand, Melchor Gómez-García, Hossein Hossein-Mohand, and Francisco-Javier Hinojo-Lucena. "Estimating the Academic Performance of Secondary Education Mathematics Students: A Gain Lift Predictive Model." Mathematics 8, no. 12 (November 24, 2020): 2101. http://dx.doi.org/10.3390/math8122101.
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Several socioeconomic, environmental, ethnic, family, and educational factors influence an individual’s academic performance and can determine their school performance in mathematics. Mathematical competence is one of the skills that allow students to build visions of the future from performance in the present. However, the perception that students have of mathematics, in addition to the teacher–student relationship, the classroom, gender, teaching–learning, and motivation are crucial factors for achieving an optimal academic performance and preventing school failure. The aim of the present study was: (1) to examine which variables of the dimensions “Learning Mathematics” and “School Environment” significantly contribute to the marks in the second quarter and quantify their relative importance; (2) to determine the optimal algorithm model for predicting the maximum gain in students’ marks in the second quarter and quantifying it; and (3) to analyze the maximum gain in terms of gender. A total of 2018 high school students in Melilla were included in this cross-sectional study. Mathematical learning and the school environment were assessed using a validated 14-item questionnaire. Gain lift was employed to quantify the improvement in students’ performance. The role of the classroom and teacher–student relationship had a greater influence on mathematics scores than affinity indicators, teaching, study time, teaching resources used, study aids, and motivation.
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Tureková, Ivana, Jana Bilčíková, Alexander Bilčík, and Iveta Marková. "Implementation of Environmental Issues in Teaching the Subject of Technical Education at Primary Schools." International Journal of Engineering Pedagogy (iJEP) 10, no. 4 (July 17, 2020): 93. http://dx.doi.org/10.3991/ijep.v10i4.13077.
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Nowadays, environmental issues belong to frequently discussed topics. Our article focuses on the implementation of environmental issues in teaching the subject of Technical education at primary schools in the Slovak Republic. Our research sample consisted of 123 students, graduates of primary schools in Trnava, Trenčín and Bratislava regions after they started to study at secondary vocational schools. We wanted to find out more information about their experience related to working with tools, instruments and machines, to developing their creativity, designing and manufacturing of their hand-made products. Our main questions dealt with environmental issues and their acquisition in the subject of Technical education. Up to 55.5 % of respondents stated that they did not learn, or they did not remember the area of environmental issues within the given subject. 7.8 % of respondents remembered mainly the topic of waste sorting out of all environmental issues discussed at the lessons of Technical education. In general, environmental aspects as cross-cutting topics of the educational process can be adequately demonstrated and implemented in the subject of Technical education. However, this implementation also requires a new conceptual approach to the teachers` education and the lifelong education of the whole society, as well.
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ÜNAL, R. Meltem, and Necla EKİNCİ. "ENGLISH TEACHING THROUGH DISTANCE EDUCATION: OPPORTUNITY OR THREAT?" IEDSR Association 6, no. 15 (September 20, 2021): 388–419. http://dx.doi.org/10.46872/pj.383.
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The purpose of this study is to examine English teaching practices through distance education based on the experiences of English teachers during the COVID-19 pandemic. The research is a case study designed according to the qualitative research model. The study group of the research, which were determined through easily accessible case sampling, consists of 13 English teachers employed in public and private lower secondary schools. The data of the study were collected through a semi-structured interview form. Content analysis method was used to analyze the data. The main results of the research can be listed as follows: For most teachers, the course preparation process in distance education is more comprehensive and time-consuming than face-to-face education. However, there are also teachers who do not try too much to plan the process and stay away from technology. The positive reflections of the preparation process on the teaching process, such as providing a variety of methods, techniques, materials, activities and employing technology more, were observed. Teachers evaluate more on homework, student participation and effort. The majority of teachers find distance language teaching sustainable within the framework of their own experience. When the findings of the research are evaluated together, distance language teaching seems to have the potential to be an educational opportunity when it is carried out under appropriate conditions.
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Carlin, Joel. "A Case-Study Approach to Teaching Population Management & Conservation." American Biology Teacher 81, no. 9 (November 2019): 638–43. http://dx.doi.org/10.1525/abt.2019.81.9.638.
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Conservation employers have long valued the in-depth, highly technical training provided by graduate and undergraduate environmental science curricula. However, employers also highly value communication and critical-thinking skills beyond research science, especially the ability to make management decisions within sociopolitical, financial, and ecological contexts. I developed and implemented a budgeted management plan assignment in lower- and upper-level courses in biology and environmental studies programs at an undergraduate liberal arts college. Students must develop specific, assessable conservation objectives to manage a population within a budget that limits available money, time, and sociopolitical will. Students must conduct extensive scientific literature reviews, then decide which of 89 actions will be most cost-effective. Instructors and students responded positively to the assignment, particularly noting difficulty, realism, and interdisciplinarity as defining features, especially in comparison to more traditional field lab reports. The resulting writing assignment involves little class time and instructor supervision, can be customized for both advanced undergraduate and secondary education curricula, and involves high critical-thinking skills in all four cognitive dimensions of learning as described by Anderson and Krathwohl (2001).
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers' self-efficacy beliefs in teaching food and nutrition subjects in Australian secondary schools." Health Education 121, no. 3 (February 12, 2021): 311–21. http://dx.doi.org/10.1108/he-01-2021-0003.
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PurposeTeachers play important roles in school food and nutrition education. This study aims to explore Australian teachers' self-efficacy beliefs (i.e. belief in their own capabilities to perform specific teaching tasks) in teaching secondary school food and nutrition-related subjects.Design/methodology/approachTeachers' overall self-efficacy beliefs in teaching these subjects (overall-SEB) and self-efficacy beliefs in teaching different food and nutrition-related topics (topics-SEB) were explored using a survey among 183 teachers in 2017. Principal components analysis derived three overall-SEB components: “Motivation and accommodation of individual differences”, “Classroom management” and “Communication and clarification” and three topics-SEB components: “Food system”, “Food and nutrition information” and “Food preparation”.FindingsOverall, higher percentages of teachers were confident or very confident in the majority of items that loaded on “Classroom management” and “Communication and clarification” compared to “Motivation and accommodation of individual differences”. Moreover, higher percentages of teachers were confident or very confident about items that loaded on “Food and nutrition information” and “Food preparation” compared” to “Food system”. The overall-SEB and topics-SEB were higher among more experienced teachers. There were moderate positive correlations between overall-SEB and topics-SEB components.Originality/valueThe exploration of broader aspects of self-efficacy beliefs related to teaching secondary school food and nutrition-related subjects makes this study unique. The findings highlight that these teachers had high self-efficacy beliefs in teaching food and nutrition education, but there are gaps in tailoring the teaching process to meet the diverse needs of students and teaching broader food-related topics.
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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Pashby, Karen, and Louise Sund. "Decolonial options and foreclosures for global citizenship education and education for sustainable development." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (June 2, 2020): 66–83. http://dx.doi.org/10.7577/njcie.3554.
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This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.
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Xiang, Xi, and Michael E. Meadows. "Preparing Adolescents for the Uncertain Future: Concepts, Tools and Strategies for Teaching Anthropogenic Environmental Change." Sustainability 12, no. 17 (August 23, 2020): 6832. http://dx.doi.org/10.3390/su12176832.
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Humankind is increasingly being challenged by anthropogenic environmental changes and society needs to be better equipped with knowledge, skills and values to adapt to these changes. This poses new challenges for school education. We propose a framework towards future-oriented education by addressing three issues: a) How can the school curriculum be reframed to take account of anthropogenic environmental changes? b) What difficulties do students encounter when learning about these changes? c) What learning tools and pedagogical strategies are best suited to effectively and efficiently teach about environmental changes? An example is provided, whereby secondary school students engage with the topic of deforestation using geospatial technology. This study informs curriculum makers and instructors in providing education that enhances adolescents’ understanding of the uncertain world and increases their ability to be proactive, rather than merely responding to change.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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Okoth, Ursulla Achieng. "Head Teachers’ Characteristics and Instructional Leadership in Curriculum Implementation in Secondary Schools, Siaya County, Kenya." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 75. http://dx.doi.org/10.19044/esj.2018.v14n19p75.
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Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher’s instructional leadership and the head teacher’s background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks." Research in Educational Policy and Management 3, no. 1 (May 27, 2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.
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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.
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Yli-Panula, Eija, Eila Jeronen, Piia Lemmetty, and Anna Pauna. "Teaching Methods in Biology Promoting Biodiversity Education." Sustainability 10, no. 10 (October 22, 2018): 3812. http://dx.doi.org/10.3390/su10103812.
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The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.
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Shahzadi, Uzma, Syed Nasir Hussain, and Mubashrah Jamil. "Assessing the Critical Thinking Skills of Students at Higher Secondary Level." Review of Education, Administration & LAW 4, no. 2 (June 5, 2021): 451–62. http://dx.doi.org/10.47067/real.v4i2.158.
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The ultimate aim of education is to develop human beings in such a way that they can act beneficial for themselves as well as for the society and can think well and think critically. Development of critical thinking skills is the fundamental aim of education. The present study intended to assess the critical thinking skills among students at higher secondary level in the province of Punjab, Pakistan. The study is quantitative in nature. Population of the study comprises students enrolled in higher secondary level in Punjab. Multistage sampling technique was used to select the sample. A self-developed multiple choice item test was used to assess the critical thinking skills among students. Expert opinion was taken to validate the test and reliability coefficient was 0.86. It was found that majority of students did not perform satisfactory on the critical thinking skill test and scored low on all dimensions of critical thinking skills. The study concluded that curriculum and teaching methodologies along with assessment practices are not worth inculcating critical thinking skills among students. The study recommended that curriculum at higher secondary level might be redesigned and development of critical thinking skill through teaching methodologies might take into consideration by the institutes.
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Berman, Nina. "Environmental Education Catalyzed by Tourism: Ecoliteracy Initiatives on the Coast of Kenya." Sustainability 13, no. 15 (July 29, 2021): 8501. http://dx.doi.org/10.3390/su13158501.
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The Diani-Ukunda area on the Kenyan coast is one of the main tourism centers of the country. Over time, individuals who originally visited the area as tourists have started sustainability initiatives that are in part funded through donor networks from abroad (drawing on individuals who visited the country initially as tourists). This essay explores select German initiatives in the educational sector that have emerged in the context of the area’s tourism industry. Diani Maendeleo Academy (a secondary school for girls) and the six primary and secondary schools known as Mekaela Academies collectively serve a significant portion of the population of the larger Diani-Ukunda area, including the hinterland extending widely into Kwale County. The study was designed to assess the schools’ approach toward sustainability and ecoliteracy, and centered on the following questions: 1. What kinds of sustainable practices are promoted in the select schools? 2. In what ways do students who attend these schools display environmental literacy? 3. Do these initiatives address UN SDGs, known as Education for Sustainable Development (ESD)? The study follows an interdisciplinary mixed method approach and is based on interviews, survey instruments, research on ecoliteracy and educational policy, and fieldwork data from previous stays. Findings reveal a lesser-known dimension of tourism: namely, the successful pursuit of ESD in schools thriving in the context of tourism through an integrated approach towards teaching ecoliteracy.
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Biasutti, Michele, Eleonora Concina, Sara Frate, and Ibrahim Delen. "Teacher Professional Development: Experiences in an International Project on Intercultural Education." Sustainability 13, no. 8 (April 8, 2021): 4171. http://dx.doi.org/10.3390/su13084171.
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The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.
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Lenz, B. Keith, Gordon R. Alley, and Jean B. Schumaker. "Activating the Inactive Learner: Advance Organizers in the Secondary Content Classroom." Learning Disability Quarterly 10, no. 1 (February 1987): 53–67. http://dx.doi.org/10.2307/1510755.
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The success of current mainstreaming efforts for LD adolescents is dependent, in part, on the environmental supports available in regular secondary classrooms. The present study investigated the effects of the regular teacher's delivery of an advance organizer prior to each lesson on LD students' retention and expression of information from a given lesson. The results indicated that teaching techniques used by regular secondary teachers can benefit handicapped students in their classrooms, but, in the case of advance organizers, only when students are taught to make use of such techniques.
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Oladapo, Samuel Olanrewaju, and Yinka Oluranti Adediran. "Appraisal of Environmental Related Issues in Social Science Subjects in Secondary Schools in Nigeria." Randwick International of Education and Linguistics Science Journal 1, no. 1 (June 23, 2020): 54–61. http://dx.doi.org/10.47175/rielsj.v1i1.29.
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Environmental conservation and management should be a vital component of our school curriculum as a way of investing in our youth so that they can be capable custodians of our environment for the sake of environmental management and conservation for sustainability. The youth have great potential which can only be ignored at our nation’s peril. Given that the environment is our greatest heritage, all measures including EE education must be taken serious to ensure that our youth have the correct attitude towards the environment since our very survival depends on this, this should be included in the school curriculum at all level. This research work investigates how environmental education can be used as a tool to create awareness and participation of secondary school students in environmental management and conversation.
The research design used in this study was descriptive research design of survey type, to examine the curriculum content of secondary school on environmental conservation and management in secondary schools in Ondo State. The population for the study consists of all the secondary school students in Ondo state. Samples of forty-eight (480) students were drawn from ten (10) selected schools by using stratified random sampling technique. Forty-Eight (48) students were drawn from each of the selected schools. The research instrument used for this study was a self-constructed questionnaire for the students of the selected secondary schools. A sect of questionnaire was design, the questionnaire consisted of two sections; A and B: Section A contained the personal data while Section B contained items constructed in four point linkert scale. Findings from the study reveals among others that there are topics related to conservation in social sciences subjects in secondary schools, that majority of teachers are aware of this and also like teaching it. It therefore, recommend that curriculum planners should make topics on environmental issues be made compulsory at all levels of the education.
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Bradley, Jennifer C., J. M. Zajicek, C. D. Townsend, and G. E. Briers. "Experimental Evaluation of an Environmental Education Program and Its Impact on Knowledge and Attitudes of Texas Secondary School Students." HortScience 30, no. 4 (July 1995): 753B—753. http://dx.doi.org/10.21273/hortsci.30.4.753b.
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The objectives of this research project were to: 1) Develop an environmental science curriculum that was heavily activity-based, 2) evaluate the curriculum for usefulness as a teaching tool, and 3) test student knowledge and attitude changes towards the environment resulting from exposure to this 10-day curriculum unit. The curriculum developed entitled Environmental Technology—”Natural State of the Environment” was designed to provide an introduction to biological processes and basic principles of ecology, and to set the foundation for additional environmental studies. The curriculum was sent to 31 high schools in Texas and tested on 1500 students. Students participating in this study were administered a pretest prior to participation in the environmental science curriculum and an identical post-test after its completion. The questionnaire included an attitude inventory and knowledge section in addition to a biographical information section. Results examine the relationship between environmental knowledge and environmental attitudes, determine the attitude and knowledge changes from before until after the instructional unit, and focus on the importance and need for environmental education programs.
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Zabidi, Fatin Nur Marhamah, Norshariani Abd Rahman, and Lilia Halim. "Integration of Islamic Values for Environmental Conservation: An Analysis of School Textbooks." Religions 12, no. 7 (July 7, 2021): 509. http://dx.doi.org/10.3390/rel12070509.
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Environmental conservation behaviors are associated with one’s values toward the environment. This study therefore investigated the values related to conservation behavior from the perspective of a religion. In particular, this study aimed to identify how the Islamic values for environmental conservation were integrated in textbooks. Two textbooks comprising a science textbook and an Islamic education textbook for lower secondary school students (14 years old) in Malaysia were selected in this study. From the findings, it is concluded that both textbooks included the application and integration of Islamic values for environmental conservation based on the contents of the sub-chapters, activities, exercises, notes, and photos. Further, the integration of Islamic values for environmental conservation was mentioned most in the sub-chapter section of these two textbooks. However, findings showed that the science textbook contained numerous integrations of Islamic values for environmental conservation compared to the Islamic education textbook. Thus, the implications of the findings point to the need to establish collaboration between science and Islamic education committees in organizing activities based on science and Islam that are related to environmental education in the teaching and learning sessions.
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Levey, Janet A. "Development and Psychometric Examination of the Inclusive Teaching Strategies in Nursing Education Instrument." Journal of Nursing Measurement 25, no. 2 (2017): 130E—151E. http://dx.doi.org/10.1891/1061-3749.25.2.130.
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Background and Purpose: Nurse educators might be unknowingly excluding learners secondary to teaching practices. Universal design for instruction (UDI) prepares and delivers accessible content and learning environments for diverse learners; however, it is not well known in nursing education. The aim of the study was to examine the psychometric properties of the Inclusive Teaching Strategies in Nursing Education (ITSinNE) 55-item instrument. Methods: Confirmatory factor analysis was performed on a sample of 311 educators in prelicensure programs. Results: The ITSinNE scales had good to adequate estimates of reliability. The exogenous model fit the sample and model-implied covariance matrix; however, the endogenous model was not a good fit. Conclusions: Further instrument development is required. Measuring factors influencing nurse educators' willingness to adopt UDI will enable intervention research to enhance professional development fostering content and environmental access for all learners.
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OSHI, DANIEL C., SARAH NAKALEMA, and LUKE L. OSHI. "CULTURAL AND SOCIAL ASPECTS OF HIV/AIDS SEX EDUCATION IN SECONDARY SCHOOLS IN NIGERIA." Journal of Biosocial Science 37, no. 2 (July 2, 2004): 175–83. http://dx.doi.org/10.1017/s0021932004006820.
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This is an exploratory study to examine the social and cultural determinants of the teaching of HIV/AIDS sex education among secondary school teachers in Eastern Nigeria. The research analyses how teachers perceive passing their knowledge of HIV/AIDS prevention measures to their students in the context of their cultural and social norms, which restrict open discussion of sex. This is a qualitative study based on in-depth interviews with 60 teachers drawn from secondary school teachers in Eastern Nigeria, supplemented with five focus group discussions, and content analysis of teachers’ lesson preparatory notes. The findings show a high level knowledge of HIV/AIDS preventive measures among teachers. However, teachers are not passing on this knowledge because of cultural and social inhibitions. In addition, teachers have not been receiving adequate training and motivation on information, education and communication for HIV/AIDS sex education. The situation calls for serious policy intervention.
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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Analysis of Environmental Awareness, Emotions and Level of Self-Efficacy of Teachers in Training within the Framework of Waste for the Achievement of Sustainable Development." Sustainability 12, no. 6 (March 24, 2020): 2563. http://dx.doi.org/10.3390/su12062563.
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The United Nations General Assembly has pointed out that education is an essential tool for properly instructing society to achieve sustainable development, in terms of values, skills, knowledge or abilities. Within this framework, this research focuses on environmental attitude and awareness as an influential element in the teaching and learning processes. The main objective of the study was to diagnose and evaluate emotional, teaching self-efficacy and environmental awareness variables of teachers in primary and secondary education training within the framework of waste. The sample was made up of 160 teachers in training. As a measurement instrument, a questionnaire was designed, developed and validated consisting of three different parts to measure the variables under investigation. The descriptive and inferential statistical analysis of the data shows attitudinal, emotional and self-efficacy differences according to the categories examined, revealing the need to promote an improvement in the attitude towards certain environmental actions in future teachers. The results suggest that education has a relevant role in sustainability, and its importance and inclusion in the curricula of the different educational stages should be recognized.
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Aznar, Pilar, María Calero, María Martínez-Agut, Olga Mayoral, Àngels Ull, Victoria Vázquez-Verdera, and Amparo Vilches. "Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València." Sustainability 10, no. 11 (November 13, 2018): 4170. http://dx.doi.org/10.3390/su10114170.
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Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and their expected contribution to the 17 SDGs in the United Nations 2030 Agenda. The results of this research point to the need to promote collaborative work across disciplines in order to engage teachers in the transition to sustainability and encourage them to participate in the research process.
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Burgos, Jaime, and María Carmen Carnero. "Assessment of Social Responsibility in Education in Secondary Schools." Sustainability 12, no. 12 (June 14, 2020): 4849. http://dx.doi.org/10.3390/su12124849.
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The increase in the importance given to the social dimension of companies has led to an awareness in society of the right to require economic, social and environmental responsibility. Although several methodologies of corporate social responsibility (CSR) are being introduced in organizations, and in many others, it is already part of the corporate culture; however, it is a concept that is still being explored in the area of education, where there is no prior record of the application of a strategic assessment model in centers of learning. This study describes an innovative multicriteria model designed with the Measuring Attractiveness by a Categorical Based Evaluation Technique (MACBETH) approach to assess CSR in high schools. It is in high schools that students are old enough to internalize the different dimensions of CSR and to include it in their most personal values throughout their entire life. The model is constructed using judgements from three decision centers with a great deal of experience and an extensive professional history in the field of high school teaching. This model, built specifically for centers of learning, assigns a score to the various limits between levels of excellence, considered as actions to be determined to identify the level of centers of learning. The model can be used as a tool for the continuous improvement of CSR as it allows the strengths and weaknesses of each center in the area of educational sustainability to be recognized and action plans to be produced for those with the worst performance. Furthermore, the model can be used as a tool for benchmarking, that is, the comparison of CSR efficiency between high schools, and act as a way of attracting students. The model has been applied in three state high schools of very different types.
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Baena-Morales, Salvador, Rosabel Martinez-Roig, and María J. Hernádez-Amorós. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept." Sustainability 12, no. 24 (December 10, 2020): 10309. http://dx.doi.org/10.3390/su122410309.
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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.
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Sariwulan, Tuty, Widodo, Novrian Satria Perdana, Fajarini, and Iskandar Agung. "The Influence of Absorption Graduates Vocational Education: A Case Study." Academic Journal of Interdisciplinary Studies 9, no. 2 (March 10, 2020): 55. http://dx.doi.org/10.36941/ajis-2020-0023.
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This study aims to determine the factors that influence employment absorption of vocational high school (SMK) graduates. This research is a case study in three Vocational Schools with a sample of 120 people from 11-12th grade students. Data collection was carried out using a questionnaire and analyzed with the help of the Lisrel 8.80 program. This study found that the School Management (SM) and Industrial Environment (IE) variables had a positive effect on the Teaching Factory (TF) variable. Furthermore, all three variables (SM, IE, and TF) have a positive effect on the absorption variable of vocational high school graduates (ALV). Even the SM and IE variables have a greater positive effect than TF on the ALV variable. This means that the Tefa (TF) program still does not support graduates in getting jobs, especially because it is more directed towards low skills and unable to meet DUDI needs for middle and highs level competencies. It is recommended that the government needs to authorize schools to develop education in accordance with environmental condition potential, increase cooperation between schools - local governments - DUDI, enhance Tefa learning which refers to developing secondary and high skills to meet competencies according to the needs of the world of work by developing curricula and work practices together.
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Fidele, Ukobizaba, Ndihokubwayo Kizito, Mukuka Angel, and Uwamahoro Jean. "Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools." African Journal of Educational Studies in Mathematics and Sciences 15, no. 2 (December 30, 2019): 93–106. http://dx.doi.org/10.4314/ajesms.v15i2.8.
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Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.
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Ekeh, Helen E., and Joshua D. Adeniyi. "Using Teachers as Change Agents in the Control of Tropical Diseases—An Extra-Curricular Approach." International Quarterly of Community Health Education 6, no. 4 (January 1986): 323–33. http://dx.doi.org/10.2190/ry6y-5er3-fyu9-qh9f.
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For years the teaching of health education has always been a problem in the Nigerian schools either due to the absence of the subject on the curriculum or inadequate professional preparation of teachers to handle it. This study introduces an extracurricular approach using four endemic diseases as an example in the teaching of health education in five secondary schools. The findings revealed that: 1) teachers can be successfully used as informal agents in the school environment if exposed to appropriate health education techniques, and 2) endemic diseases can be controlled through the provision of learning experiences in the school environment where feasible.
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Ceyhan, Busra, and Nurettin Sahin. "How sensitive teachers are in elementary and secondary science classes in terms of technology and environmental ethics." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 38–45. http://dx.doi.org/10.18844/prosoc.v4i9.3040.
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This study aimed to determine the sensitivity of science teachers towards technology and environmental ethics. The study group comprised science teachers and classroom teachers working in the city of Mugla in 2016–2017, and data were collected using a 36 item Likert technology and environmental ethics questionnaire. Cronbach’s alpha reliability coefficient of the questionnaire was calculated as 0.8. For analysis of data, percentages, arithmetic mean, standard deviation, t-test, oneway variance analysis and frequencies were used in the SPSS 20 program package. The responses given to the questionnaire items were analysed in terms of the branches of the participating teachers. The responses given to the items regarding benefits to living things differ significantly in favour of the classroom teachers. The item with which the participating teachers agreed to the highest degree was, ‘Teaching individuals how to utilise resources most effectively by getting to know environment should be a part of education’. Keywords: Ethical sensitivity, teachers, technology ethics, environmental ethics.
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Hervas, Gabriel. "Lesson Study as a Faculty Development Initiative in Higher Education: A Systematic Review." AERA Open 7 (January 2021): 233285842098256. http://dx.doi.org/10.1177/2332858420982564.
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Lesson study (LS) is a professional development practice that has mainly remained conducted by elementary, secondary, and preservice schoolteachers. However, in recent years, different studies have explored its practice among higher education (HE) faculty members. This article presents the first systematic review on LS among HE faculty members. Twenty-one studies published until December 2019 were analyzed. Among others, findings regarding reveal that (a) most of these studies are of U.S. origin and of linguistic and mathematics disciplines; (b) few faculty members participated in these studies; (c) most LS-related references used are not contextualized in HE; (d) beneficial outcomes of LS in the design of the lessons, the participants’ pedagogical knowledge and the participants’ approach to teaching; (e) mixed results regarding the participants’ reflection and collaboration, and (f) less positive outcomes about organizational issues when conducting LS. I discuss these results and present future research lines and limitations of this study.
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Akhmetshina, Irina, Natalia Filina, Elena Petrova, and Khadriya Yusupova. "Priorities and development perspectives of pedagogical specialities and environmental training." E3S Web of Conferences 258 (2021): 07030. http://dx.doi.org/10.1051/e3sconf/202125807030.
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The increasing of the teachers’ professionalism is the priority and the necessary condition of the modernization the educational system in the Moscow region. The state educational organizations of secondary vocational and higher education solve this task through the connection with the local authorities of the Moscow Region educational municipalities. Method of theoretical analysis and systematization of scientific ideas; study and analysis of regulatory document were used. The conducted research allowed substantiating the priorities and prospects for the pedagogical specialties development in colleges through the necessity to implement the fundamental goals of continuing pedagogical education. The activity of the Moscow region pedagogical colleges focused on the next key points: the increasing of the raising the profile of the teaching profession; the increasing of the number of students, participating in the professional competitions; the development and integration of the digital tools into the educational process; the increasing of the percentage of graduates ‘ employment and retention in the profession; motivation to obtain higher education; training of persons with disabilities; introduction of the electronic resources’ system in the training process in the context of a pandemic, restrictive measures and the use of distance education opportunities.
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Chen, J. Q., M. P. Dunne, and D. C. Zhao. "HIV/AIDS Prevention : Knowledge, Attitudes and Education Practices of Secondary School Health Personnel in 14 Cities of China." Asia Pacific Journal of Public Health 16, no. 1 (January 2004): 9–14. http://dx.doi.org/10.1177/101053950401600103.
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This study assessed the preparedness of school health personnel to develop and deliver HIV/AIDS prevention education programmes for young people in China. A survey of 653 personnel working in secondary schools in 14 cities was conducted. More than 90% had basic knowledge of ways in which HIV can be transmitted, but knowledge of ways in which the virus is not transmitted needs improvement. Substantial numbers of teachers were not sure whether there was an effective preventive vaccine (42%) or did not know whether AIDS was a curable illness or not (32%). The great majority approved of AIDS prevention programmes in universities (98%) and secondary schools (91%), although fewer (58%) agreed that the topic was appropriate for primary schools. Currently, most classroom activities focuses on teaching facts about HIV/AIDS transmission, while less than half are taught about HIV/AIDS related discrimination and life skills to reduce peer pressure. Personnel with some prior training on HIV/ AIDS education (53%) had better factual knowledge, more tolerant attitudes and more confidence in teaching about HIV/AIDS than those without training. The majority of teachers indicated a need for more resource books, audiovisual products, expert guidance, school principal support and dissemination of national AIDS prevention education guidelines to schools. Asia Pac J Public Health 2004; 16(1): 9-14.
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Nguyen, Thi Phuoc Lai, Thi Huy Nguyen, and Thanh Khiet Tran. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development." Sustainability 12, no. 21 (October 26, 2020): 8865. http://dx.doi.org/10.3390/su12218865.
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Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.
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Nordheim, Lena, Kjell Sverre Pettersen, Signe Flottorp, and Esther Hjälmhult. "Critical appraisal of health claims: science teachers’ perceptions and practices." Health Education 116, no. 5 (August 1, 2016): 449–66. http://dx.doi.org/10.1108/he-04-2015-0016.
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Purpose – Critical appraisal skills are necessary to navigate the numerous contradictory and pseudo-scientific claims in the popular media. Health and science education in schools is essential for promoting these skills in students. The purpose of this paper is to explore lower secondary school science teachers’ perceptions and reported practices related to teaching critical appraisal of health claims. Design/methodology/approach – Interpretive description strategy guided the study process. A purposeful sample of 25 Norwegian teachers was interviewed individually or in groups. Interviews were analysed using the constant comparative method. Findings – One main theme, “unexploited opportunities for teaching critical appraisal”, and three sub-themes were identified: “inattentive to the relevance of critical appraisal”, “prioritise facts over critical appraisal”, “limited competency in critical appraisal”. Teachers’ descriptions of science sessions devoted to health education uncovered important opportunities for teaching critical appraisal of health claims. However, teachers did not appear to seize opportunities because they seemed inattentive to the relevance of teaching critical appraisal, they reported to prioritise teaching health content knowledge, and teachers themselves revealed limited expertise in assessing health claims critically. Practical implications – The findings suggest that science teachers need support to take better advantage of the links between health and science education to enhance students’ critical appraisal skills. Originality/value – This study adds depth to the understanding of issues and challenges faced by science teachers regarding critical appraisal of health claims, which is an important aspect of health education schools.
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Batez, Maja, Tanja Petrušič, Špela Bogataj, and Nebojša Trajković. "Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students." Sustainability 13, no. 2 (January 10, 2021): 606. http://dx.doi.org/10.3390/su13020606.
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This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group x time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.
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Batez, Maja, Tanja Petrušič, Špela Bogataj, and Nebojša Trajković. "Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students." Sustainability 13, no. 2 (January 10, 2021): 606. http://dx.doi.org/10.3390/su13020606.
Full textAbstract:
This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group × time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.
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Melnik, Eleonora. "ENVIRONMENTAL EDUCATION: PERSPECTIVES OF DEVELOPMENT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 3 (December 1, 2012): 49–57. http://dx.doi.org/10.48127/gu-nse/12.9.49b.
Full textAbstract:
Realizing existing environmental problems the contemporary humanity is seeking new ways of interaction with environment. On the one hand it lies in development of innovative technologies in manufacturing process which reserve natural resources and focus on en-hancement of environment. On the other hand it implies introduction of environmental knowledge into all spheres of education. Psychological science claims that a person of postindustrial society is spiritually distanced from nature and the increasing formal religiosity doesn’t prevent them from developing a pragmatic view on their being. Striving to take every-thing from life “right now and right here” has made an impact on development of values. They have changed for the worse. The process of human mentality change is long-term. It requires organization of special institutions which would study these issues from the early childhood to make a child understand the role of environment as the most important value needed for preserving the life on the Earth. That is why it is very important for children to want and for teachers to able to carry out this process jointly. World viewing component of environmental education is intended to find out human’s belonging to the world – whether a person is “in” the world, “out” of world or “above” the world – and to organize the system of knowledge which would correspond to this understanding of human’s place in the world where environment would act as the main value of life and work. It is significant to change the character of relationships between the contemporary society and the environment; it should be developed on the basis of such principles as subordination, coordination and corre-lation. It is necessary to research the order of interrelations, the character of interrelation of elements and transformation of elements in the environment. Supporting the statement that knowledge is the basis of any education we claim that the content of environmental educa-tion being a part of general education with its complex and integrated character can provide comprehensive study of the environment to students. Nature, human being and society - bio-logical and social – genetic unity of existence should be reflected in education standards: pro-grammes, study-books, methodological literature, etc. The content of education determines the form of training: traditional lessons, outdoor training, excursions, research and project activity of students. Environmental education should have lifelong character: from childhood till elderly. Continuity of education – from the past to the present and future- should be im-plemented in the sphere of knowledge as well as in the sphere of traditional relationships with nature and people. It is also reasonable to consider such characteristics as direct results of educational activity – knowledge, skills, experience, kinds of activity and achievements; and indirect results – changes in social life of humans, their behavior and relationships with nature and people. On the whole the analysis of the problem of environmental education in Russia shows that the interest of young people to natural science is on the same level of that in other Euro-pean countries and it is not high. However as a result of reforms of secondary and higher edu-cation the natural science subjects have become electives. It can be expected that low level of interest to such subjects as physics, chemistry and biology will turn into decrease of number of those who would like to get knowledge of these subjects. Considering the demographic sit-uation in the country we can predict decline of teaching load, absence of demand for such teachers and, at the end, loss of pedagogical staff in schools and universities. That is why mentioned above projects on upgrading environmental education with the goal to improve the environmental situation in the country and nature preservation remain in the status of scientific projects. That is to say that there is an understanding of the necessity to improve education for better life in the country but now it is still on the stage of formal declaration. Key words: environmental education, environmental knowledge, values of life.
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Heras-Sevilla, Davinia, Delfín Ortega-Sánchez, and Mariano Rubia-Avi. "Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity." Sustainability 13, no. 9 (May 7, 2021): 5233. http://dx.doi.org/10.3390/su13095233.
Full textAbstract:
The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.
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Li, Fangfei, Tinghe Jin, Palitha Edirisingha, and Xi Zhang. "School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context." Sustainability 13, no. 18 (September 10, 2021): 10147. http://dx.doi.org/10.3390/su131810147.
Full textAbstract:
As the COVID-19 pandemic began to spread all over the world, many educational institutions have shifted to a full-time online teaching mode. Although online teaching has been widely explored, the unprecedented initiatives of mass-scale full-time online education at the secondary school level are yet to be unravelled. By using a qualitative approach and drawing on the conceptualisation of learning engagement and Community of Inquire model as conceptual frameworks, this study explored how secondary school students in China engaged with online education during the COVID-19 pandemic and what factors influenced their sustainable online learning engagement. This research examined the perspectives of twenty-four students and five teachers through semi-structured interviews and observations of online classes. Findings indicate that the students’ online learning engagement involved three inter-related categories: emotional, cognitive and behavioural engagement. Contextual factors influencing the sustainability of students’ online learning engagement were identified by the participants, including teacher presence, parental involvement, and a supportive learning environment/community. The findings in this paper have implications for teacher development, family support and establishment of e-teaching platforms in emergency remote teaching for young students. Finally, the study puts forward best practices for the sustainable development of the emergency remote teaching in the future public crises.