To see the other types of publications on this topic, follow the link: Environmental literacy – Study and teaching – Namibia.
Journal articles on the topic 'Environmental literacy – Study and teaching – Namibia'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Environmental literacy – Study and teaching – Namibia.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Wilfred Chanakira, Tonderayi. "The teaching of information communication in Namibian schools." Information and Learning Science 119, no. 7/8 (July 9, 2018): 389–402. http://dx.doi.org/10.1108/ils-03-2018-0022.
Full textAbstract:
Purpose The study is a survey covering the Ohangwena, Khomas and Otjozondjupa regions highlighting developments in the teaching of information literacy in Namibian schools through the subject Basic Information Science (BIS). This paper aims to provide an update on previous related studies which have been conducted in Namibia led by Nengomasha et al. (2012), Namibia Library Council (NLIC) Report (2007) and Smith et al.’s Baseline Study (2008). Design/methodology/approach The main objective of this study is to find reasons for non-compliance in the effective teaching of BIS in Namibian schools focus sing on the three regions. The data collection methods were questionnaires and focus group discussions. Findings A major finding from the study is that 80 per cent school principals are supporting the teaching of the subject BIS in the Ohangwena region, while 20 per cent are non-compliant in the teaching of BIS. The compliance levels in the Otjozondjupa region is that 75 per cent school principals support the teaching of BIS whilst 25 per cent school principals are non-compliant. In total, 60 teachers were randomly sampled in the Otjozondjupa region, while 75 school principals out of a population of 157 were also randomly sampled in the Ohangwena region. In the Khomas (100) region, 52 school principals were randomly sampled out of a population of a 108. The study recommends that it is critical for school principals in Namibia to fully support the development of young learners to be critical thinkers for lifelong learning challenges through the teaching of information literacy. Originality/value This study is original.
2
Dada, Deborah O., Chris Eames, and Nigel Calder. "Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy." Australian Journal of Environmental Education 33, no. 3 (November 2017): 201–22. http://dx.doi.org/10.1017/aee.2017.27.
Full textAbstract:
AbstractOne of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.
3
McClintock, Heather F., Julia M. Alber, Sarah J. Schrauben, Carmella M. Mazzola, and Douglas J. Wiebe. "Constructing a measure of health literacy in Sub-Saharan African countries." Health Promotion International 35, no. 5 (August 22, 2019): 907–15. http://dx.doi.org/10.1093/heapro/daz078.
Full textAbstract:
Abstract We sought to develop and evaluate a health literacy measure in a multi-national study and to examine demographic characteristics associated with health literacy. Data were obtained from Demographic Health Surveys conducted between 2006–15 in 14 countries in Sub-Saharan Africa. Surveys were the same in all countries but translated to local languages as appropriate. We identified eight questions that corresponded to the National Academy of Medicine (NAM) definition of health literacy. Factor analysis was used to extract one measure of health literacy. Logistic regression was employed to examine the relationship between demographic characteristics and health literacy. A total of 224 751 individuals between the ages of 15 and 49 years were included. The derived health literacy measure demonstrated good internal consistency (Cronbach’s α = 0.72) and good content validity. The prevalence of high health literacy overall was 35.77%; females 34.08% and males 39.17%; less than or equal to primary education 8.93%, some secondary education 69.40% and ≥complete secondary 84.35%. High health literacy varied across nations, from 8.51% in Niger to 63.89% in Namibia. This is the first known study to evaluate a measure of health literacy relying on the NAM definition utilizing a large sample from 14 countries in Sub-Saharan Africa. Our study derived a robust indicator of NAM-defined health literacy. This indicator could be used to examine determinants and outcomes of health literacy in additional countries.
4
Leonard, Anna, Nampa Meameno Hamutumwa, and Chiku Mnubi-Mchombu. "Use of electronic resources by law academics: a case study from the University of Namibia." Collection and Curation 39, no. 3 (January 2, 2020): 57–68. http://dx.doi.org/10.1108/cc-06-2019-0017.
Full textAbstract:
Purpose The purpose of this paper is to examine the use of e-resources by the Faculty of Law’s academic staff at the University of Namibia’s (UNAM’s) main campus. The study aimed to determine their level of awareness of electronic resources (e-resources) available to them, how useful and effective they found these e-resources, and the challenges they face in accessing them. Design/methodology/approach A convenient sampling technique was used to select a sample of 12 law academics from the population of 17. The study used both qualitative and quantitative research methods using questionnaires and a semi-structured interview guide. Findings Findings revealed that the majority of the law academics were aware of the e-resources subscribed by UNAM’s library, although some were not aware of the newly subscribed international law databases. The findings further revealed that the academics used e-resources for research, publications and teaching purposes, but irregular training, bandwidth problems and limited searching skills hindered their use of e-resources. Practical implications Findings could be used to inform future collection-development decisions, realignment of information-literacy training and promotion and marketing of library services. Originality/value This study has made a significant contribution in the understanding the use of electronic legal resources by law academics at UNAM. The findings and recommendations could also benefit similar academic institutions in developing countries like Namibia.
5
Shyng, Jyh-Harng. "Research on Effective Teaching Courses Planning for Environmental Literacy in Climate Change." Journal of Contemporary Educational Research 5, no. 7 (July 30, 2021): 122–30. http://dx.doi.org/10.26689/jcer.v5i7.2370.
Full textAbstract:
The earth’s environment has been affected by drastic changes in the weather and generally, countries have been vigorously promoting the implementation of environmental education. Through teaching designs from teaching theories with Taiwan’s higher education general education curriculum; the general course of Sustainable Development and Climate Change, this study developed a multi-teaching model and used the two-stage teaching strategy of observation and action in a variety of teaching activities arranged in each week of the semester in order to gradually improve students’ environmental literacy. The specific actions and cognitions of adjustment and mitigation are to achieve the teaching goal of cultivating the ability of environmental literacy among students in the course as well as obtain feedback from the questionnaires on teaching after the course. The multi-teaching model constructed by the institute would obviously help students to improve their learning effectiveness.
6
February, Pamela J. "Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (January 1, 2020): 15–28. http://dx.doi.org/10.32642/julace.v4i1.1422.
Full textAbstract:
A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.
7
Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (December 23, 2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.
Full textAbstract:
Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.
8
Taj, Saira, Tahira Kalsoom, and Moafia Nader. "An Exploratory Study to Measure the Environmental Literacy Level of Teachers Teaching at Secondary Schools in Punjab, Pakistan." Global Social Sciences Review V, no. II (June 30, 2020): 149–56. http://dx.doi.org/10.31703/gssr.2020(v-ii).14.
Full textAbstract:
This study measured the environmental literacy (EL) level that the secondary school teachers in Punjab (Pakistan) possessed and found mean scores of various groups of teachers, demographically categorized, significantly different when assessed on scales of environmental literacy. Data collection was done by adapting a valid tool titled as Middle School Environmental Literacy Instrument and administered on 1626 teachers randomly selected from five out of 36 districts of Punjab through stratified random sampling technique. The EL level of teachers was assessed according to environmental knowledge, environmental dispositions, cognitive skills, and environmentally responsible behavior. The application of descriptive and complex inferential statistics showed moderate composite score of EL. Also moderate scores on individual scales were found with the exception of the scale on issue analysis. On this scale, the scores were high. However, scores of women teachers were higher than those of male instructors. The experience variable had not shown significantly different scores on EL.
9
Shyng, Jyh-Harng. "The Practice of Deming Cycle Improvement Mechanism in Climate Change Environmental Education." Journal of Contemporary Educational Research 5, no. 8 (August 30, 2021): 205–14. http://dx.doi.org/10.26689/jcer.v5i8.2463.
Full textAbstract:
Cultivating environmental literacy is one of the most important tasks in the face of climate change. The purpose is to construct the general curriculum content of improving climate change adaptation to environmental literacy, and to plan the evaluation mechanism of learning effectiveness. The use of learning theory, Problem-Based Learning (PBL) theory and Plan-Do-Check-Act (PDCA) cycle theory to improve the curriculum content and teaching continued to improve. This study focuses on the design courses from the three cognitive aspects of “conceptual cognition,” “practical exercise” and “hands-on experience.” Teach students how to cope with and respond to climate change to establish environmental literacy to mitigate the impact of natural reactions, and enhance awareness of environmental literacy by learning the science of climate adaptation and mitigation. The results of the actual implementation of the effectiveness assessment shows that, through student’s feedback learning results, the courses presented gains for more, to know the appropriateness and necessity of curriculum planning, can be provided to the basic research of environmental literacy teaching curriculum planning.
10
Farida, I., H. Hadiansyah, M. Mahmud, and A. Munandar. "Project-Based Learning Design for Internalization of Environmental Literacy with Islamic Values." Jurnal Pendidikan IPA Indonesia 6, no. 2 (October 17, 2017): 277. http://dx.doi.org/10.15294/jpii.v6i2.9452.
Full textAbstract:
<p>This research aims to produce teaching and learning design to develop environmental literacy among students through project-based learning to internalize the Islamic values. The program was developed through research and development design with three phases: a preliminary study, development program, and feasibility studies. This research produces three characteristics of the teaching and learning programs i.e.: (a) Developing environmental literacy of students based on Islamic values by using project-based teaching and learning; b) Developing the main themes of ‘Green Living’ of which is divided into four sub-themes: ‘Save our water,’ ‘Save our Soil,’ ‘Use Eco-friendly Products’ and ‘Waste for Life’; c) Facilitating students to conduct learning activities, in order to develop scientific skills and environmental literacy. The design model was validated by experts’ judgment. The tests showed that this design is feasible to be used in courses. It is suggested that the theme be broadened to include other relevant themes with environmental issues. The study is recommended to be followed up with testing and implementation by integrating the themes in other relevant subjects.<br /><br /></p>
11
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.
Full textAbstract:
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.
12
Kaya, Volkan, and Doris Elster. "A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies." Sustainability 11, no. 6 (March 15, 2019): 1581. http://dx.doi.org/10.3390/su11061581.
Full textAbstract:
This study is based on a Delphi study on environmental literacy which is an important part of science education. The main goal is to clarify the framework, including concepts, contexts, and competencies of environmental literacy, and to reach consensus on this framework in accordance with expert opinions. This study used a mixed method research design, which included both qualitative and quantitative methods, to reveal expert opinions. The exploratory sequential design, one type of mixed method research, was used in this Delphi study and performed in three consecutive steps. The sample consisted of 45 experts who initially agreed to participate in this study, with 20 of the 45 participating in the first step Delphi. The numbers of participants in the second and third Delphi steps are 44 and 31, respectively. This study concluded there was a consensus about the definition, sub-dimensions, and competencies of environmental literacy and the institutions, social groups, and people responsible for the development of qualified environmentally-literate individuals. Additionally, there was agreement concerning what to do to support the development of environmental literacy, topics that should be included in the curriculum and textbooks, and teaching methods and extra-curriculum activities for the development of environmental literacy.
13
De la Hoz, Alejandro, Javier Cubero, Lina Melo, Miguel A. Durán-Vinagre, and Susana Sánchez. "Analysis of Digital Literacy in Health through Active University Teaching." International Journal of Environmental Research and Public Health 18, no. 12 (June 21, 2021): 6674. http://dx.doi.org/10.3390/ijerph18126674.
Full textAbstract:
As we have seen as a consequence of the COVID-19 global pandemic, our scientific-technological society requires a transformation of knowledge in a global, digital and virtual manner. In light of this, and to improve the public health skills of professionals working to promote health education, one of the current priorities is to train pre-service teachers on how to search for health-related scientific knowledge relating to bio-health through digital literacy in health. The objectives of this study were to determine the level of eHealth literacy, scientific knowledge in health and confidence on the part of students, analyzing the degree of improvement following a teaching intervention with students of the Bachelor’s Degree of Education of the University of Extremadura. A quasi-experimental longitudinal study was carried out with pre-test and post-test groups and a mixed data analysis. It involved the application of an active cooperative methodology with tutoring using the jigsaw technique, with the use of four quality digital browsers to enhance scientific rigor. The results show that the initial level of eHealth literacy and confidence was problematic. Following the intervention with the cooperative methodology, both these levels and the level of scientific knowledge in health reached an excellent level. In conclusion, this suggests that university training programs need to be implemented to improve digital and scientific skills in health education as they are currently insufficient. It has been demonstrated that a cooperative active methodology improved these levels and accordingly its use in active and digital higher education should be promoted.
14
Schumm, Jeanne Shay, Sharon Vaughn, Diane Haager, and Janette Kettmann Klingner. "Literacy Instruction for Mainstreamed Students." Remedial and Special Education 15, no. 1 (January 1994): 14–20. http://dx.doi.org/10.1177/074193259401500104.
Full textAbstract:
In this study we investigated six widely used basal reading programs for suggestions for literacy instruction for mainstreamed special education students (MSE). The kindergarten, first-, third-, and fifth-grade materials were analyzed for each of the six basal reading programs selected. A basal analysis instrument, based on a literature review and focus-group interviews, was designed to record teaching suggestions for mse students. Only two of the basal reading programs included suggestions directed to the needs of mse students, and their suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting the needs of mse students in general education classrooms.
15
Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.
Full textAbstract:
Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
16
Spooner, Fred, Christopher J. Rivera, Diane M. Browder, Joshua N. Baker, and Spencer Salas. "Teaching Emergent Literacy Skills Using Cultural Contextual Story-Based Lessons." Research and Practice for Persons with Severe Disabilities 34, no. 3-4 (September 2009): 102–12. http://dx.doi.org/10.2511/rpsd.34.3-4.102.
Full textAbstract:
Recent statistics suggest that the number of English-language learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy practices, specifically for English-language learners with a moderate or severe intellectual disability. The participants in this study were one Latina paraprofessional and an English-language learner with a moderate intellectual disability. A multiple probe design across skill sets was used to evaluate number of items correct throughout three skill sets derived from a cultural contextual story-based lesson protocol. Results suggest that the cultural contextual story-based lessons did increase emergent literacy skills for this student. Future research and implications are discussed.
17
Saragih, Mandra, Habib Syukri Nst, Rita Harisma, and Ismail Hanif Batubara. "Digital Literation Models Development Based School Culture to Improve Students' Life Skill in the 21st Century." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (June 1, 2021): 307–16. http://dx.doi.org/10.35445/alishlah.v13i1.362.
Full textAbstract:
This research aims to develop digital literacy model through a school culture-based. Digital literacy was chosen considering the development of information through digital media. This study used Research and Development (RD). The research step was to collect data and design a product in a literacy model design based on school culture. The components of developing a school culture-based digital literacy model consist of participants, select participants, a digital literacy program in the form of training, the content of digital literacy programs in the form of exercise, media, teaching materials, assessment, program socialization, implementation, evaluation and mentoring. This research is the design of a guideline for implementing a school culture-based digital literacy model that can be used in digital literacy activities in schools.
18
Kaya, Volkan Hasan, and Doris Elster. "German Students’ Environmental Literacy in Science Education Based on PISA Data." Science Education International 29, no. 2 (May 27, 2018): 75–87. http://dx.doi.org/10.33828/sei.v29.i2.2.
Full textAbstract:
The main aim of this study was to determine the factors that affect the environmental literacy (EL) of 15-year-old students in Germany. The data were based on findings from the PISA 2015 of German students (n = 6.504), which were published on the official PISA site (http://www.pisa.oecd.org). According to the results, there was a positive and meaningful relationship between EL and environmental optimism (EO) at a low level. There was a meaningful relationship between EL and socioeconomic characteristics (SEC). Moreover, SEC has a large effect on the EL. There was a significant relationship between both classic literature and books on art, music, or design that students have at home, number of musical instruments at home, and EL. There was, however, no significant relationship between both ‘books of poetry’ and ‘books to help with school work that students have at home’ and EL . Results show that there was a significant relationship between some of the selected teaching characteristics (frequency of adapting lessons, teachers’ providing individual help, teachers’ explanations of scientific ideas, and teacher changing the structure) and EL, while there was no significant relationship between EL and teachers continuing frequency of teaching. Recommendations for the promotion of EL in schools are discussed.
19
Bruselius-Jensen, Maria, Ane Høstgaard Bonde, and Julie Hellesøe Christensen. "Promoting health literacy in the classroom." Health Education Journal 76, no. 2 (July 28, 2016): 156–68. http://dx.doi.org/10.1177/0017896916653429.
Full textAbstract:
Objective: Research has shown that developing health literacy in early life is critical to reducing lifestyle-related diseases, with schools being identified as central settings for this purpose. This paper examines how one classroom-based health educational programme, IMOVE, helped Danish primary school pupils develop health literacy related to physical activity. It discusses curriculum-integrated health education’s contribution to promoting health literacy. Design: Qualitative classroom observation. Setting: IMOVE was implemented in 12 school classes (grades 5–7) in four public schools in Copenhagen, Denmark, during the autumn and winter of 2013–2014. Participants numbered 281 pupils and nine teachers. Method: We used Nutbeam’s conceptualisation of health literacy as a theoretical framework to assess which levels of health literacy the programme would promote; we assessed these using data derived from 59 IMOVE lesson transcripts. Results: IMOVE primarily contributed to the development of functional health literacy by building a relational understanding between everyday practice and step numbers. We observed the presence of interactive health literacy in discussions about how pupils and teachers could change their daily practices. Only a limited number of discussions supported the development of critical health literacy. Conclusion: Our findings suggest that educators can successfully integrate health literacy development into classroom-based curriculum teaching, with pupils’ own step counts and associated reflections positively influencing learning. However, in this study, classroom teaching was limited to a focus on cognitive skills and only partially supported the development of more critical health literacy skills. Our findings call for further research into approaches to support classroom-based critical health literacy development.
20
Anggraini, Nike, Khoiron Nazip, Puteri Kusuma Wardhani, and Dian Sri Andriani. "Analysis of Environmental Literacy Skill of Biology Teacher Candidates in Human and Environmental Courses." SEJ (Science Education Journal) 5, no. 1 (May 31, 2021): 29–40. http://dx.doi.org/10.21070/sej.v5i1.1169.
Full textAbstract:
This study examines the environmental literacy abilities of prospective Biology teacher students in the Biology Education Study Program, FKIP Sriwijaya University. The research subjects are Palembang and Indralaya class students who are teaching Human and Environmental Sciences Courses for the 2019/2020 academic year in Semester II. The skills measured in this study are Environmental Knowledge, Environmental Competence and Attitudes towards the environment formulated by the OECD and NAEE. The method used in this research is descriptive quantitative, with research subjects totaling 75 students. The technique of collecting data is through interviews, and surveys using an instrument sheet consisting of 20 multiple choice questions, 20 essays and 20 attitude scales. The data analysis technique used the SPSS 18 program. The test instrument used was modified from the Middle Schools Environment Survey/Instrument (MSELS/I) test questions and adapted to the physical conditions and environmental problems in the city of Palembang. The results showed that the prospective Biology teacher students were in the medium category for the Environmental Knowledge and Competence aspect, and got the high category for Environmental Attitudes.
21
Liu, Qiong, Zhongming Cheng, and Min Chen. "Effects of environmental education on environmental ethics and literacy based on virtual reality technology." Electronic Library 37, no. 5 (October 7, 2019): 860–77. http://dx.doi.org/10.1108/el-12-2018-0250.
Full textAbstract:
Purpose This study aims to propose the corresponding ways and methods to strengthen the environmental moral education based on scientific research methods, rigorous scientific theory and the specific content of environmental moral education. Design/methodology/approach In this study, taking 360 volunteers of Yangtze University, Hubei, as the research samples, the 32-week (3 h per week) experimental research was preceded in this study. Among the 360 distributed copies of questionnaires, 289 copies are valid, with the retrieval rate 80 per cent. Findings The research results show significant correlations between environmental education and environmental ethics; environmental ethics and environmental literacy; and environmental education and environmental literacy. Research limitations/implications The research on the environmental moral education in China was still in the primary stage, and there were few results that can be used for reference. As a result, there was a lack of empirical research in this paper, which needed to be further expanded and improved. Practical implications This study put forward a series of new judgments and new views to solve the problems, which provided a good theoretical basis for the current education and teaching work of the majority of educators and valuable reference for future research on related topics. This study was helpful to further enhance the environmental moral awareness and environmental moral level. Aiming at the problems existing in environmental moral education, this study proposed a series of solutions to make the whole society, schools and families work together for the improvement and development of environmental moral education. Originality/value This study was helpful to promote environmental moral quality and level, promote the harmony between man and nature and form a good habit of environmental protection in the whole society.
22
Syahmani, Syahmani, Ellyna Hafizah, Sauqina Sauqina, Mazlini Bin Adnan, and Mohd Hairy Ibrahim. "STEAM Approach to Improve Environmental Education Innovation and Literacy in Waste Management: Bibliometric Research." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 2 (January 11, 2021): 130–41. http://dx.doi.org/10.23917/ijolae.v3i2.12782.
Full textAbstract:
The need for environmental literacy in development agenda has been pressing since the UN proposed the agenda of achieving Sustainable Development Goals (SDGs). One of the vital aspect of in sustainable development is about waste management to reduce earth’s pollution. Environmental Literacy were considered as one of the few perspectives necessary for SDGs to be achieved. Education for Sustainable Development (ESD), formerly known as Environmental Education, through science education is one way to develop the environmental literacy of the society through classroom activities. One approach that fits closely to this need is STEAM approach. STEAM is a combination of five different disciplines namely Science, Technology, Engineering, Art and Mathematics. This approach has a room for developing students’ environmental literacy within its Arts aspect. Teaching Environmental literacy through STEAM would help students not only learning how to be a scientist or engineer, but also building their scientific awareness to environmental issue, which will be the underlying value of their STEM insight. This study seeks to find the current state of the arts of this concept through a bibliometric research. This research was conducted using the Publish or Perish application to create a database of journal articles, which further managed using Zotero application. After managing the database, this study classified and visualized the database using VOSviewer software. The terms “Environmental Literacy”, “STEAM”, and “waste management” were used to search the relevant published journal article related to all three concepts, as indexed in Google Scholar since 1969 to 2020. This study found only a total of 163 result from Google Scholar Index. Further refinement of the results shows that published research are still scarce in the last 51 years and in need of further study to strengthen the concept. Authors also discuss about several suggestions on how STEAM could be considered as a way to develop students Environmental Literacy on waste management.
23
Syahmani, Syahmani, Ellyna Hafizah, Sauqina Sauqina, Mazlini Bin Adnan, and Mohd Hairy Ibrahim. "STEAM Approach to Improve Environmental Education Innovation and Literacy in Waste Management: Bibliometric Research." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 2 (January 11, 2021): 130–41. http://dx.doi.org/10.23917/ijolae.v3i2.12782.
Full textAbstract:
The need for environmental literacy in development agenda has been pressing since the UN proposed the agenda of achieving Sustainable Development Goals (SDGs). One of the vital aspect of in sustainable development is about waste management to reduce earth’s pollution. Environmental Literacy were considered as one of the few perspectives necessary for SDGs to be achieved. Education for Sustainable Development (ESD), formerly known as Environmental Education, through science education is one way to develop the environmental literacy of the society through classroom activities. One approach that fits closely to this need is STEAM approach. STEAM is a combination of five different disciplines namely Science, Technology, Engineering, Art and Mathematics. This approach has a room for developing students’ environmental literacy within its Arts aspect. Teaching Environmental literacy through STEAM would help students not only learning how to be a scientist or engineer, but also building their scientific awareness to environmental issue, which will be the underlying value of their STEM insight. This study seeks to find the current state of the arts of this concept through a bibliometric research. This research was conducted using the Publish or Perish application to create a database of journal articles, which further managed using Zotero application. After managing the database, this study classified and visualized the database using VOSviewer software. The terms “Environmental Literacy”, “STEAM”, and “waste management” were used to search the relevant published journal article related to all three concepts, as indexed in Google Scholar since 1969 to 2020. This study found only a total of 163 result from Google Scholar Index. Further refinement of the results shows that published research are still scarce in the last 51 years and in need of further study to strengthen the concept. Authors also discuss about several suggestions on how STEAM could be considered as a way to develop students Environmental Literacy on waste management.
24
Bilianska, Mariia, and Olga Yaroshenko. "ABILITY TO FOSTER SCHOOLCHILDREN’S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS’ PROFESSIONAL TRAINING." Problems of Education in the 21st Century 78, no. 6 (December 5, 2020): 907–19. http://dx.doi.org/10.33225/pec/20.78.907.
Full textAbstract:
An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. The scientific studies on formation of students’ ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students’ environmental literacy is not efficient. Ability of prospective Biology teachers to form students’ ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students’ ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses “Conducting Ecological Pedagogical Activities”, “Technologies of Environmental Education and Upbringing”, “Methods of Teaching Ecology”, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students' attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students’ environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology. Keywords: ecological literacy, elective courses, environmental upbringing, pre-service biology teachers
25
Champlin, Sara, Diana Stewart Hoover, and Michael Mackert. "Health Literacy in Adult Education Centers: Exploring Educator and Staff Needs." Health Promotion Practice 21, no. 2 (August 2, 2018): 198–208. http://dx.doi.org/10.1177/1524839918789690.
Full textAbstract:
Objective. Incorporating health content into adult education courses is promising for increasing health literacy skills among “hard-to-reach” populations. The purpose of this study was to gain previously untapped knowledge of adult education personnel (i.e., educators, staff) about the strategies and programs that would be beneficial for helping students learn about health. Method. Personnel ( N = 53) from three literacy coalitions completed an online survey that assessed interest and preferences for developing a health literacy curriculum. Results. Personnel indicated general concepts such as health services and insurance as those of greatest priority. Additionally, tools designed for general use (completion of forms) were favored. Personnel preferred programs that focused on general skills over those designed to address specific health topics, χ2(1) = 11.52, p = .001. Conclusions. Adult education personnel find greatest value in health literacy programs aimed at increasing general skills rather than disease-/topic-specific content. There were several mismatches in topics noted as a “priority” and those for which personnel felt comfortable teaching. A focus on fostering general health skills will help all students—not just those with specific health concerns such as diabetes and asthma. Teaching health literacy through general skill development could make health programs exciting, engaging, and accessible for students.
26
Tatel-Suatengco, Rosarito, and Jennifer S. Florida. "Family literacy in a low-income urban community in the Philippines." Journal of Early Childhood Literacy 20, no. 2 (April 27, 2018): 327–55. http://dx.doi.org/10.1177/1468798418766604.
Full textAbstract:
The growth of literacy in the Philippines is attributed to the formalization of the education system. Learning experiences from formal schooling and the home environmental influence, complement and reinforce the role of the teacher and the parent in promoting literacy. Home literacy practices which are centred on parent-child interaction can promote literacy through the sharing of information. This study examines home practices that are directly or indirectly associated with or promote family literacy. Narratives and stories of participant families about their literacy practices were gathered through naturalistic life-story interviews, observation and participation in selected outside activities. Themes were drawn from the data collected, wherein interpretative phenomenological analysis was applied in the analysis. Four themes were identified which focus on language; home strength and activities; faith, values and aspirations; and home and school connection. Languages used at home by the family serve as a springboard for family literacy, which also supports classroom instructions. Household chores and other home activities are used as a support to learn literacy concepts taught in school, such as science concepts, survival skills, hygiene and childcare. Family literacy practices are anchored in family values and aspirations that enable each family to pursue and sustain their literacy practices. Storytelling and reading are practised at home, which provides opportunities for teaching and learning among family members. Each family in this study found ways to maximize their limited resources to support the literacy of their children for better education. The findings suggest that the economic condition of the family is not a deterrent to family literacy practices. Family literacy practices depend upon the unique dynamics of each family, which are influenced by the languages used at home, household activities, family values and aspirations. Literacy practices are also related to teaching and learning activities at school.
27
Krejci, Sarah E., Shirma Ramroop-Butts, Hector N. Torres, and Raphael D. Isokpehi. "Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues." Sustainability 12, no. 23 (December 7, 2020): 10209. http://dx.doi.org/10.3390/su122310209.
Full textAbstract:
The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.
28
Melis, Claudia, and Per-Arvid Wold. "Kindergarten Teacher Students’ Knowledge Regarding Crucial Environmental Challenges." Nordic Studies in Science Education 17, no. 3 (September 14, 2021): 265–76. http://dx.doi.org/10.5617/nordina.8087.
Full textAbstract:
Global warming and a decline in pollinating insects are among the most crucial challenges today and a sufficient degree of scientific literacy is required for citizens in order to understand these issues and take action for sustainable development in general. Several studies have investigated knowledge associated with the greenhouse effect and the effect of the ozone layer. These have deduced that despite improvement in teaching tools, a high proportion of pupils and students still confuse these two phenomena. Previous research has also shown that plant biology is a neglected subject and students struggle to differentiate between pollination and seed dispersal. This study investigates the understanding regarding the mechanisms underlying global climate change and pollination by conducting a survey with four classes of Norwegian kindergarten teacher students, at the beginning of the academic year (n = 103), and by asking follow-up questions after completed teaching (n = 111). It was observed that approximately 40 percent of the students confused the greenhouse effect with the effect of the hole in the ozone layer. One fifth of the students mentioned photosynthesis while describing the importance of the Sun for life on Earth. About one third of them connected pollen to plant reproduction and two thirds believed that pollen is seeds. A survey at the end of the academic year showed that a substantial proportion of the students displayed teaching resilience. These results can be interpreted in the light of constructivist learning theory and might partly be explained by the role mass media play in influencing scientific literacy. For future citizens to make informed decisions, ecological issues should be prioritised in education.
29
Prescott, Debbie. "Telling Reflections: Teaching Sustainably in a Complex Learning Environment." Australian Journal of Environmental Education 32, no. 1 (January 29, 2016): 80–90. http://dx.doi.org/10.1017/aee.2016.2.
Full textAbstract:
AbstractThis article examines learning design in a postgraduate preservice teacher setting. The overarching aim was to embed environmentally responsive approaches throughout two companion units for diverse student cohorts. This article reports on a teacher educator self-study in a regional university with extensive online delivery for large units (300–800 students) in a 1-year course. The author examines how assessment tasks in literacy- and numeracy-oriented units are designed to meaningfully integrate environmental sustainability using contextual cues, collaborative learning, complex tasks, and reflexivity. The author argues for the use of these four key guidelines of environmentally responsive pedagogies alongside environmental education programs to emphasise messages of sustainability even in units that are not traditionally environmentally oriented. Challenges include problematising the nature of effective teaching and dealing with the complexities of purposeful learning. Innovative unit learning design alone, however, is inadequate if the surrounding systems are fragmented and seen as separate to learning about sustainability.
30
Gill, Marie E. "Drug court handbooks suitability for programme participants with low literacy." Health Education Journal 77, no. 8 (July 16, 2018): 995–1006. http://dx.doi.org/10.1177/0017896918786531.
Full textAbstract:
Objective: The objective of this study was to describe the suitability of adult drug court handbooks for participants with low literacy. Methods: A convenience sample of seven drug court participant handbooks from urban drug courts in three regions of the USA were assessed for reading and literacy suitability for low-literacy learners using the Fry Index Readability Formula and the Suitability Assessment of Materials (SAM). The Fry Index Readability Formula follows an objective approach using a three-step process of counting three random samples of 100-word passages to calculate grade reading level. The SAM uses a 0–2 range scale to assess six distinct factors of written materials to yield a numerical score as superior, adequate or not suitable. Results: All handbooks were written above the reading level for low-literacy learners with scores at the eighth grade reading level or higher. A few handbooks scored adequate ratings in some SAM categories, and only two handbooks scored superior ratings in any one category. Overall SAM scores showed all handbooks were not suitable for low-literacy learners. Conclusion: Findings indicate that drug court participant handbooks from this sample are not written for low-literacy learners. Key recommendations are to develop a drug court handbook appropriate for participants with low literacy, assess drug court participants’ literacy for reading grade level and comprehension and provide multi-modal teaching formats to promote effective learning.
31
Wyatt, Meg. "Academics' Conceptions of Teaching Sustainability." Australian Journal of Environmental Education 30, no. 2 (December 2014): 278–79. http://dx.doi.org/10.1017/aee.2015.16.
Full textAbstract:
AbstractOver the last decade, a growing number of universities have committed to ensuring that sustainability is integral to higher education with the intent of preparing eco-literate graduates who can make positive contributions to the sustainability of the environment. With particular consideration for the increasingly internationalised teaching environment of many higher education institutions, this study sought to explore how academics’ conceptions of teaching sustainability might differ across disciplines. This study builds upon the seminal work of Reid and Petocz (2006), Cotton, Bailey, Warren, and Bissell (2009) and Cotton, Warren, Maiboroda, and Bailey (2007), who explored the views of academics across a range of disciplines not traditionally associated with sustainability. This study extends their research by specifically identifying academics from a variety of disciplines who might be considered experts in the field of sustainability.The study takes a constructivist view of ‘conceptions’ that are developed through one's experiences, beliefs and interactions with community. The theoretical framing also identifies pedagogical approaches recommended in the fields of sustainability and intercultural education, and establishes eco-literacy and environmental ethics as integral to one's conceptions of sustainability.This research applied a multi case-study approach, including open-ended interview questions with participants from four different faculties of Monash University, namely: Science; Business and Economics; Education; and Medicine, Nursing and Health Sciences. All four participants were selected on the basis of the synopsis of the unit they taught overtly stating that sustainability-related content was included in the syllabus, and thus might be defined as experts in the teaching of sustainability. The data was analysed using descriptive followed by interpretative coding, which ultimately identified six different components that might contribute to the participants’ conceptions about their teaching. These components included: discipline; conceptions of sustainability; ethical position; pedagogical approach; approach to intercultural education; and approach to eco-literacy.The findings of the study conclude that there were likely to be disciplinary differences in the academics’ conceptions of teaching sustainability. While there was no evidence of a disciplinary link to the academics’ understanding of what sustainability is, the research did appear to support a correlation between an academic's previous education and their ethical position. Furthermore, the current discipline of their unit appeared to strongly reflect their pedagogical approach to teaching sustainability. The research also highlights that, while there are clearly some innovative teaching strategies being utilised, there is room for more transformational learning to be included in syllabus design. Additionally, as the number of unit outlines that overtly referred to sustainability was surprisingly low, and not all sustainability-related units seemed to demonstrate a comprehensive approach to the teaching of eco-literacy, questions are raised about whether all students are actually engaging in sustainability education as signatories of the Talloires Declaration have pledged.The significant contribution of this study is represented by its implications for the development of curriculum and syllabus design in the field of sustainability education. Having highlighted the potential disciplinary differences between approaches to teaching sustainability, a range of stakeholders, including university faculties and individual academics, can review how sustainability education is taught in their curriculum and address areas that require greater attention to ensure students receive a comprehensive exposure to the skills and knowledge required to develop eco-literacy.
32
Yi, Kyoung June, Erin Cameron, Matthew Patey, Angela Loucks-Atkinson, T. A. Loeffler, Erin McGowan, Anne-Marie Sullivan, Christopher Borduas, and Richard Buote. "University-based physical literacy programming for children: Canadian community stakeholders’ recommendations." Health Promotion International 34, no. 5 (August 6, 2018): 992–1001. http://dx.doi.org/10.1093/heapro/day063.
Full textAbstract:
Summary ‘Physical literacy’ (PL) education—that is, teaching foundational skills, attitudes, behaviors and knowledge about lifelong involvements in physical activities, is an important aspect for health promotion among children. Universities have been playing a critical role by teaching future PL professionals. Additionally, various universities have offered university-based PL programming for neighborhood children as a way of public health promotion service and community engagement. However, this additional role of universities and the ways of promoting the quality of this type of health promotion service programming have not been investigated in the current research literature. Therefore, the purpose of this study was to identify the practicable strategies to enhance the quality of university-based PL programming for children from the perspectives of community stakeholders. Overall, 24 community stakeholders who held professional positions that are related to PL education participated in a 90-min focus group interview. This grounded theory study identified that university-based PL programming for children should be (i) inclusive, (ii) collaborative, (iii) welcoming and (iv) responsive. Practical suggestions and recommendations were also provided. This study has provided empirical knowledge to prioritize aspects for the future actions in planning and implementing university-based PL programming for children and informed for further cross-cultural comparisons amongst the perspectives of participants, university service providers and community stakeholders. The knowledge acquired from this research will also be translated to university service providers who operate similar type of health promotion service programming to the public.
33
Yohana, Corry, Rizki Firdausi Rachma Dania, and Dorojatun Prihandono. "Study of the Influence of Education and Literation of Entrepreneurship in Vocational High Schools: Indonesian Case." Academic Journal of Interdisciplinary Studies 10, no. 1 (January 17, 2021): 34. http://dx.doi.org/10.36941/ajis-2021-0004.
Full textAbstract:
This paper aims to explain the factors that influence of entrepreneurship education and entrepeneurship literacy of vocational students (SMK). A paper based on research on 1,440 vocational grade XI students in 12 provinces in Indonesia obtained through random techniques, in the sense that each student has the same opportunity. Primary data collection is done through the distribution of questionnaires to students and analyzed by SEM techniques through the help of the Lisrel program version 8.70. The study found that the variables of school management, the role of teachers, teaching factories, and community participation had a positive influence on supporting facilities variables and entrepreneurship education variables. Facility support itself has a positive effect on entrepreneurship education, furthermore it has a positive effect on students' entrepreneurial literacy. On the other hand, external cooperation indicators contribute the strongest value for the school management variable, competent educator indicators of the teacher role variable, production training in the factory teaching variable, production marketing assistance in the community participation variable, and capital assistance information in the supporting facilities variable. In the entrepreneurship education variable, the indicator that contributes the strongest value is the identification of business prospects, while the entrepeneurship literacy variable is an indicator of business creativity. The implication is that entrepreneurship education efforts need to pay more attention to the above influence variables as well as indicators that have the effect strength of each variable.
Received: 20 August 2020 / Accepted: 2 November 2020/ Published: 17 January 2021
34
Smith, Thomas E., Kristin V. Richards, Lisa S. Panisch, and Victoria M. Shelton. "Teaching Financial Problem Solving: A Curriculum Model From a Pilot BSW Course." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 1–10. http://dx.doi.org/10.18084/1084-7219.23.1.1.
Full textAbstract:
Social work clients need financial literacy skills. Many clients are faced with the task of overcoming increasingly complex and challenging financial obstacles that can take a dire toll on their physical and environmental stability and mental well-being. Social workers who lack skills in financial literacy are at a disadvantage when helping their clients overcome economic hardships. Financial therapy is an emerging intervention that merges techniques of psychotherapy with financial education. This integrated approach can be used by social workers in generalist settings to promote financial problem solving. Few baccalaureate social work (BSW) programs provide students with education about financial problem solving from this angle. A curriculum model and overview of a pilot course introducing BSW students to a manualized form of this approach is presented. Overall, students found the course beneficial and expressed interest in using this intervention in practice. Student feedback is reviewed, along with directions for further study.
35
Carlina, Ellin, and Djukri. "Science Project-based Learning Integrated with Local Potential to Promote Student’s Environmental Literacy Skills." Advanced Journal of Social Science 4, no. 1 (July 3, 2018): 1–7. http://dx.doi.org/10.21467/ajss.4.1.1-7.
Full textAbstract:
The learning process of science requires teaching which gives students the opportunity to be active in direct experience learning and thinking about the problems in real-life. However, science learning method that is widely used so far only conventionally, so it has not accommodated students in providing direct experience and solutions to real life problems. In order to realize the science learning that allows students to build their own understanding of real life problems, suitable learning model is needed and one of which is project-based learning. This research was conducted to know the effectiveness of science project-based learning which is integrated with natural potential of Baruppu’ in Junior High School students’ environmental literacy skills. Sample consisted of 50 students in grade VII of SMPN 1 Baruppu’. Quasi-experimental with Non-equivalent Control-Group Design was used to know the effectiveness of learning model in student’s environmental literacy skills: cognitive skill and environmental affect components. The study design consists of two groups: 26 students of class VIIA as experimental group and 24 students of class VIIB as control group. Data collected consisted of scores that measured cognitive skill and scores from environmental affect survey. Data analysed utilizing an independent samples t-test to determine any differences in environmental literacy skills between experimental and control groups after treatment. The result showed that the science project-based learning which is integrated with natural potential of Baruppu’ was effective to promoted student’s environmental literacy skills.
36
Pan, Chung-Ting, and Shih-Jang Hsu. "Effects of a One-day Environmental Education Program on Sixth-Graders’ Environmental Literacy at a Nature Center in Eastern Taiwan." Sustainability 12, no. 12 (June 20, 2020): 5043. http://dx.doi.org/10.3390/su12125043.
Full textAbstract:
This study assessed the effects of a one-day environmental education program on sixth-graders’ environmental literacy at a nature center in eastern Taiwan. In this program, the use of role play and games for teaching about Formosan black bear and forest conservation was adopted. A nonequivalent control group design was used to collect data. The experimental group (N = 100) received the one-day environmental education program and the control group (N = 73) did not receive any environmental instruction. The ANCOVA results indicated that students’ environmental knowledge and locus of control were effectively improved by the end of the program. Besides, students in the experimental group showed a lower utilization preference than students in the control group. One month after the end of the program, the present study discovered retained effects on students’ environmental knowledge, environmental responsibility, locus of control, and environmental action. Moreover, students in the experimental group showed a higher preservation and a lower utilization preference than those in the control group in the follow-up test. Based on this study, implications for program development and instructional practice were presented.
37
DAMAYANI, Ninis Agustini, Encang SAEPUDIN, and Neneng Komariah. "THE EARLY EDUCATION OF ENVIRONMENTAL HEALTH LITERATION AS THE EFFORT OF DEVELOPING RURAL TOURISM." GeoJournal of Tourism and Geosites 33, no. 4 (December 31, 2020): 1579–84. http://dx.doi.org/10.30892/gtg.334spl20-611.
Full textAbstract:
Awareness of environmental preservation begins with learning about environmental health for children in the tourist village area. The main objective of this program is to build a strong community foundation regarding the importance of environmental health in maintaining the balance of rural nature. The research objective was to determine the implementation and pattern of environmental health literacy education in the village of Paledah, Padaherang District, Pangandaran Regency. The research method used is qualitative. The consideration of choosing this method is the character of data that is able to maintain the integrity of the object. This means that research data is understood as an integrated unit. The process of collecting data was accomplished through interviews, discussions, observations, and library studies. Validity and reliability tests are carried out through the process of data triangulation and source triangulation—descriptive data analysis through stages of data reduction, data presentation, and conclusion drawing. Sources of data in this study are 5 persons. They are the managers of a tourist village 3 people and two people of parents’students. The results showed that there were five components in the implementation of environmental health literacy education in Paledah, Padaherang District, Pangandaran Regency. The components are (1) learning starts from simple experience, (2) provides positive experiences outside the house, (3) focuses on experience rather than teaching, (4) shows the person who cares about the environment and pleasure being in the real world, (5) the teacher as a model in maintaining the natural environment. The pattern of learning environmental health literacy involves four main elements, namely the teacher, children as students, parents, and learning media. Through this pattern, a synergy of instructors in village tourism managers and parents at home can be built to act in harmony in providing environmental health literacy for children, especially regarding the control of the implementation of environmental health literacy in children's daily lives.
38
Hilmiyati, Mia, Anna Fitri Hindriana, and Sri Redjeki. "Contextual Teaching Learning (CTL) Learning Through School Media Environment Utilization To Improve Literacy Of Science And Achievement Test." Edubiologica Jurnal Penelitian Ilmu dan Pendidikan Biologi 6, no. 1 (December 28, 2019): 36. http://dx.doi.org/10.25134/edubiologica.v6i1.2361.
Full textAbstract:
The study of X grade biology in high school shows that teachers have not utilized the school environment such as school garden and school field as a medium of learning. School environments are potentially exploited for learning on biodiversity materials, because school environments have a lot of plant diversity in both gene, species and ecosystem levels, as well as the students' science literacy skills are still low that affect student learning outcomes. Therefore overcome these problems one of them is by applying the learning that can cover the science not only from the side of theory, but from the application also is the learning of CTL combined with the utilization of school environmental media. The purpose of this study is to increase the ability of science literacy and to know the improvement of students' cognitive achievement after using CTL learning through the utilization of school environment media on the material of plant biodiversity. The research design used was pre test-post test control group design. In this research design there are two groups selected by purposive sampling, that is group of X grade MIPA-2 as experiment class and� X grade MIPA-1 as control class. Based on the results of research and data analysis, the average gain of science literacy is 0.63 point for the control class seen as the medium category and the average gain for the experimental class is 0.80 point seen as the high category. It means that CTL program through school media environment gives an improfement to science literacy of student, While the average of gain students' cognitive achievement score is� 0.29 point for control class see as low category and 0,68 for experiment class seen as medium category. It means that CTL program through school media environment gives an improvment to student�s cognitive achievement. The result of hypothesis testing on posttest data of science literacy, t count > t table (8,829 > 2.015) there is significant difference of posttest value between experiment class and control class. Whereas in posttes data of learning result t value > t table (8,763 > 2.015) there is difference significantly mean posttes value, between experiment class and control class. Observation result of CTL learning implementation through utilization of school environment media can be done very well, at inquiry stage with percentage of 88%, community learning stage 87%, questioning stage 87%, real assessment stage 88%. The result of questionnaire of student response to this learning gave interesting response with value 80%Keywords: CTL learning; School environmental media; Science literacy; Achievement test
39
Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
Full textAbstract:
Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
40
Knowles, Anne Kelly. "A Case for Teaching Geographic Visualization without GIS." Cartographic Perspectives, no. 36 (June 1, 2000): 23–37. http://dx.doi.org/10.14714/cp36.823.
Full textAbstract:
This article argues for the value of teaching geographic visualization to non-geography majors by having them make maps manually, using punched mylar, colored pencils, and light tables instead of computerbased geographic information systems or mapping programs. The essay contrasts the experiences of attempting to teach principles of geographic visualization using ArcView GIS in an introductory human geography course and using manual methods in an upper-level research methods course in history. Several conclusions emerge: (1) using manual methods to visualize spatial information quickly gets students thinking geographically; (2) the ease of learning the fundamental concepts and techniques of geographic visualization using manual methods makes it possible to integrate visualization into courses outside the discipline of geography; (3) geographic visualization can tremendously enrich the study of history, prompting students to think in ways they might not otherwise; and (4) teaching visualization with mylar has distinct advantages for history courses because physical map layers reinforce the notion that places are palimpsests of change. Manual methods make it possible to teach geographic visualization at colleges and universities that have no geography department or GIS courses. Their use should be encouraged as an adaptable, inexpensive, effective way to promote geographic learning and geographic literacy in U.S. higher education.
41
Kleinveldt, Lynn Tatum, and Mbali Zulu. "Integrating tablet technology into information literacy training at CPUT libraries: a pilot project." Library Hi Tech News 33, no. 4 (June 6, 2016): 10–14. http://dx.doi.org/10.1108/lhtn-12-2015-0083.
Full textAbstract:
Purpose The purpose of this study is to highlight the techniques and applications used to adapt information literacy (IL) modules in such a way that students acquired the IL skills through the use of tablet technology. The focus at higher education institutions has been placed on embracing the ever-changing Web technologies to enhance teaching and learning. This case study reports on a collaborative effort between faculty and librarians in 2014, where tablet technology was integrated into the Information Literacy Certificate Programme of Environmental Management Extended Curriculum Programme (ECP) students. Design/methodology/approach To support teaching with technology at the Cape Peninsula University of Technology (CPUT), a pilot project was conducted in 2014 using tablet technology to train IL to a group of 20 ECP Environmental Management students in the Applied Sciences Faculty. All modules were adapted for this purpose meaning that students used the tablet throughout the training sessions. Findings Good collaboration between librarians and faculty, as well as interaction between students increased. Some of the challenges faced were unstable internet connection; many Web applications identified by the trainers to use during the training were not compatible with the Nexus 7 Tablet. Overall, the training went well. In the end, the librarians were successful in achieving learning to take place among students. Originality/value Currently CPUT Libraries promotes the Information Literacy (IL) Certificate Programme to first year students, integrating IL into the curriculum of faculty. It is hoped that this paper will give insight for academic librarians wishing to incorporate mobile technologies into their IL training programmes.
42
Kuruppuarachchi, Janaka, Vineetha Sayakkarage, and Buddhika Madurapperuma. "Environmental Literacy Level Comparison of Undergraduates in the Conventional and ODLs Universities in Sri Lanka." Sustainability 13, no. 3 (January 20, 2021): 1056. http://dx.doi.org/10.3390/su13031056.
Full textAbstract:
Developing positive attitudes by upgrading the environmental literacy level is very important to protect nature from anthropogenic pressures. This study evaluates existing knowledge, awareness, attitude and behavior, perceived issues, and solutions of undergraduates on major environmental issues of two national universities with different teaching methods of the Open University of Sri Lanka (OUSL: open distance learning) and the University of Peradeniya (UP: conventional). A questionnaire survey (29 structured and 04 open-ended items) was adapted with 800 undergraduates of engineering, science, management, law, and arts/ social sciences disciplines. We computerized descriptive statistics, such as frequency and cross-tabulation, and mean comparison using the SPSS software. The results showed that there was no significant difference (p > 0.05) of existing environmental knowledge in undergraduates of two universities. However, there was a significant difference in undergraduates’ family income (F = 5.387, p < 0.001) and family educational background (p < 0.05) with environmental knowledge. School education played a main role in building environmental concepts for undergraduates. The environmental attitude and behavior of both student groups showed a fairly favorable status. The majority of respondents suggested that TV and radio were the most effective media for environmental awareness. Undergraduates of the OUSL and UP were more interested in “tree planting”/ “gardening” (22.7%) and “hiking (mountain climbing)” (25.7%), respectively. Both OUSL and UP groups recognized “global warming” as the major global environmental issue and air pollution as the local issue. This study highlights the importance of building environmental knowledge among undergraduates, mainly on global and local environmental issues, to improve sustainable environment management.
43
Manfredi, Louise R., Meriel Stokoe, Rebecca Kelly, and Seyeon Lee. "Teaching Sustainable Responsibility through Informal Undergraduate Design Education." Sustainability 13, no. 15 (July 27, 2021): 8378. http://dx.doi.org/10.3390/su13158378.
Full textAbstract:
Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.
44
Arga, Hana Sakura Putu, and Galih Dani Septiyan Rahayu. "Influence of Environment-based Learning Materials to Improve the Eco-literacy of PGSD Students." Mimbar Sekolah Dasar 6, no. 2 (August 1, 2019): 208. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17521.
Full textAbstract:
Human concern on the environment is unfortunately seen decreasing, which has resulted in negative environmental damages caused by human actions. To address this issue, this research seeks to see the influence of environment-based teaching materials in social studies learning to improve the eco-literacy of students of primary school teacher education (PGSD, Pendidikan Guru Sekolah Dasar) study program. This research involved third semester 60 PGSD students of a private university in Bandung Regency, Indonesia. Therefore, this research investigated the differences of environment-based learning materials and conventional learning in improving the eco-literacy of PGSD students. This research used a quasi-experimental method with nonrandomized pretest-posttest control group design and used quantitative observation instruments in the form of checklists to obtain the data. The results revealed that by using environment-based learning resources, the social studies learning could improve the eco-literacy of PGSD students, and was considered better than implementing conventional learning.
45
Keinonen, Tuula, Irmeli Palmberg, Jari Kukkonen, Eija Yli-Panula, Christel Persson, and Rytis Vilkonis. "Higher Education Students’ Perceptions of Environmental Issues and Media Coverage." Discourse and Communication for Sustainable Education 7, no. 1 (December 1, 2016): 5–22. http://dx.doi.org/10.1515/dcse-2016-0001.
Full textAbstract:
Abstract This study aims to find higher education students’ perceptions about environmental issues and how the perceptions are related to perceptions of media coverage. This study investigates higher education students’ perceptions of the seriousness of environmental issues and their relation to perceptions of media coverage. Higher education students perceived a global problem, lack of clean water, as most serious environmental problem. Media has had an effect on students’ perceptions on environmental issues: when students perceived the problem as serious they also perceived the information in media concerning it appropriate. Students perceived that the media underestimate and obscure some environmental problems such as biological diversity and global warming. It was concluded that higher education educators need more knowledge of students’, future decision makers’ concerns and perceptions about environmental issues to develop more effective teaching practices in higher education. Through education environmental issues literacy, which is a precursor for engaged protection of the environment, can be fostered. This study offers some insights into higher education students’ perceptions of the media’s role in environmental issues.
46
McCleery, Jennifer A., and Gerald A. Tindal. "Teaching the Scientific Method to At-Risk Students and Students with Learning Disabilities Through Concept Anchoring and Explicit Instruction." Remedial and Special Education 20, no. 1 (January 1999): 7–18. http://dx.doi.org/10.1177/074193259902000102.
Full textAbstract:
Increased attention is being devoted to the development of science literacy as repeated findings demonstrate students' lack of scientific understanding. To provide all students an opportunity to become science-literate, significant changes have been proposed in both the content being addressed and the instructional practices being used in teaching science. In this study, we manipulated both of these facets to teach the scientific method to at-risk students and students with learning disabilities. The content was framed with concepts and principles, and instruction was explicit, using rules to guide classroom activities. A combination of classroom observations and problem-solving tasks yielded significant differences between students taught with this enhanced approach over that achieved when instruction simply provided hands-on constructivistic activities not anchored to concepts or not explicitly delivered through rules.
47
Meyer, Nanna, Mary Ann Kluge, Sean Svette, Alyssa Shrader, Andrea Vanderwoude, and Bethany Frieler. "Food Next Door: From Food Literacy to Citizenship on a College Campus." International Journal of Environmental Research and Public Health 18, no. 2 (January 11, 2021): 534. http://dx.doi.org/10.3390/ijerph18020534.
Full textAbstract:
Industrial agriculture and food corporations have produced an abundance of food that is highly processed, nutritionally poor, and environmentally burdensome. As part of a healthy campus initiative, generated to address these and other food production and consumption dilemmas, a student-run “local and sustainable” food establishment called Food Next Door (FND) was created. This intrinsic case study evaluated food literacy in health science students, faculty, and staff first as a pilot to build the case for FND and further explicated customers’, volunteers’, and leads’ experiences with FND, identifying potential pathways from food literacy to citizenship. Ten returning customers, eight recurring nutrition student volunteers, and three graduate student leads participated in interviews that were analyzed for themes and subthemes. The findings show a progression in themes. Customers’ experiences highlight FND’s fresh, flavorful food, smiling and supportive staff, and personal transformation. Volunteers’ themes identified greater awareness of new foods and plant-based eating, acquiring new knowledge and skills in commercial kitchens, and deepening their connection to food, each other, and to where food comes from. Leads’ themes show opportunities to gain managerial skills, a deeper understanding of food and skills from being immersed in value-based food systems, and confidence in peer teaching. Experiencing and becoming part of the food value chain through FND built food literacy, shifted values, and transformed students into food citizens.
48
Agnew, Shire, and Alexandra C. Gunn. "Students’ engagement with alternative discursive construction of menstruation." Health Education Journal 78, no. 6 (March 21, 2019): 670–80. http://dx.doi.org/10.1177/0017896919835862.
Full textAbstract:
Objectives: Understandings of menstruation, including those within teaching, continue to draw on dominant discourses that construct menstruation as shameful and secret. This study trialled a new pedagogical approach to menstruation education that offered opportunities to engage with and mobilise alternative discourses. Design: Teachers of students (aged 10–12 years) in school years 7 to 8 were invited to participate in two workshops that used a critical literacy pedagogy to encourage learning about menstruation at schools. Classroom lessons were collaboratively planned. The teaching of the lessons was observed, and interviews with teachers and small groups of participating students were undertaken. Setting: South Island, New Zealand. Methods: Transcripts of workshops and interview data, in combination with field notes from the observed lessons, were subjected to discourse analysis. Results: Teachers still engaged with discourses of shame and secrecy in their work. Students, on the other hand, were observed to challenge discourses of shame and secrecy, and explored alternatives with which they could construct new meanings about menstruation. Conclusion: Findings suggest that it is important for teachers to examine personal constructions of menstruation. By approaching the teaching of menstruation in a way that offers space for students to engage with a variety of alternative discourses, teachers can help broaden the manner in which menstruation is understood.
49
Baarid, Nurul Aini, and Kamal Yusuf. "ISU DAN TREN PENELITIAN PENGEMBANGAN BAHAN AJAR BAHASA ARAB TAHUN 2017-2020." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 4, no. 1 (April 21, 2021): 139. http://dx.doi.org/10.35931/am.v4i1.524.
Full textAbstract:
Abstract
The aim of this study is to determine the research tren for the development of Arabic teaching materials in year 2017-2020 of Postgraduate students at UIN Sunan Ampel in Surabaya whether this tren is consistent with the development of Industrial Revolution 4.0, which is linked by a system that unites the real and virtual world, or vice versa. The research method used is descriptive analysis research by collecting library data, recording and processing literacy data related to these issues. The results showed that research on the development of Arabic teaching materials to improve four language skills was ranked first as the most emerging research topic with a percentage of 0.6%, secondly research on the design of Arabic teaching materials with a percentage of 0.08%, third research on the Arabic learning curriculum for comparative studies and its development with a percentage of 0.08%, then research on the pedagogical and professional competences of teachers and their effects on student achievement with a percentage of 0.07%, then technology-based research for learning Arabic with a value 0.07%, research on the influence of the language environment by 0.04%, then research on the development of an assessment instrument of 0.02% and research on strategies, media, and methods of learning Arabic as well as book analysis research respectively ranked last with a percentage of 0.01% as the least frequent research topic.
Keywords: Development research, Teaching materials, Arabic language
50
Stotz, Sarah, Jung Sun Lee, Hui Rong, and Deborah Murray. "The Feasibility of an eLearning Nutrition Education Program for Low-Income Individuals." Health Promotion Practice 18, no. 1 (August 20, 2016): 150–57. http://dx.doi.org/10.1177/1524839916661717.
Full textAbstract:
Background. Online eLearning may be an innovative, efficient, and cost-effective method of providing nutrition education to a diverse low-income audience. Aims. The intent of this project is to examine perceptions of nutrition educators regarding the feasibility of an eLearning nutrition education program tailored to low-income Georgians. Method. Semistructured individual interviews were conducted, guided by the constructivist theory. The interview guide focused on three themes: accessibility, literacy, and content. A prototype of the program also served as a talking point. Interviews were conducted in two urban Georgian counties in a location chosen by each participant. We recruited a convenience sample of Georgian nutrition educators ( n = 10, 100% female, 50% Black). Interviews were transcribed and analyzed using constant comparative method. Results and Discussion. Motivation is considered the primary barrier to program feasibility. Neither access to the Internet nor literacy are considered significant barriers. Inclusion of skill-based, visual education methods such as cooking videos, recipes, and step-by-step teaching tools was highlighted. Nutrition educators perceived this program would be a feasible form of nutrition education for the priority audience. Conclusions. Findings from this study will inform the user-centered development of the program.