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Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.
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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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Dhakal, Keshav Raj. "Teaching Geography in Secondary School: Teachers Perceptions and Experiences." Geographic Base 6 (October 27, 2019): 32–41. http://dx.doi.org/10.3126/tgb.v6i0.26165.
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Geography has the feature of being a science by examining the relationship of human and nature. Geography occupies very important role in school education. In secondary level education within Nepal there is a provision of selection of geography as an optional subject. This paper examines the perception and experiences about geography as an academic discipline from the teacher of secondary levels. Qualitative research method is used in this study and the semi structured interview method is applied. A semi structured interview guideline is applied for the participant in this study. Data are categorized into seven different groups and the analysis is carried out through the interpretations. The Research findings are discussed in relation to the theme and some recommendations have been given. This article provides useful information on the topic of perceptions and experiences of geography teachers on geography teaching in secondary school of Nepal.
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Markowska, Anna. "Using Area Cartograms in Teaching Geography in Secondary Schools." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-240-2019.
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<p><strong>Abstract.</strong> An area cartogram is one of the cartographic presentation forms. It is a unique way of presenting statistical data, in which the surface of the individual spatial units is proportional to the value of the phenomenon. Due to its specificity, the area cartogram is an interesting way of graphical representation of phenomena, in particular, the demographic and economic problems of the world.</p><p>In my research, I discuss an empirical study that I have conducted among pupils of the secondary school in Poland. On the basis of the list of advantages and disadvantages of area cartograms collected by B.D. Denta (1999), I assumed that contiguous area cartograms seem to be more useful in teaching in the secondary schools than non-contiguous cartograms. I compared the three types of contiguous area cartograms (preserving the spatial continuity of the presentation, having no gaps between neighboring units &ndash; Figure 1): square cartograms, mosaic cartograms and diffusion-based cartograms (Gastner-Newman algorithm).</p>
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Dhakal, Keshav Raj. "Availability and Utilization of Instructional Materials in Teaching Geography in Secondary Schools." Third Pole: Journal of Geography Education 17 (May 23, 2018): 51–58. http://dx.doi.org/10.3126/ttp.v17i0.19982.
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This study examines the availability and utilization of instructional materials in geography teaching in community secondary schools in Kathmandu district. There are altogether sixteen community secondary schools offering geography as an optional subject. Out of sixteen secondary schools offering geography as an optional subject eight schools are selected for the study on the basis of random sampling. The sample for this study comprised of one hundred seventy four students from selected secondary schools. The survey and observation are used for primary data collection. The data are analyzed using percentage. The results reveal that printed and graphic instructional materials for teaching geography in secondary schools are available and their utilization is of high extent while audio, visual and audio-visual instructional materials for teaching geography are not available sufficiently and they are used less often in the classrooms for teaching geography. The local materials are rarely utilized in schools by the teachers. All stakeholders in education must rise to the challenges of making instructional materials are available and utilized in secondary schools.The Third Pole: Journal of Geography Vol. 17: 51-58, 2017
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Wu, Li, Linying Li, Hongye Liu, Xianfu Cheng, and Tongxin Zhu. "Application of ArcGIS in Geography Teaching of Secondary School: A Case Study in the Practice of Map Teaching." Wireless Personal Communications 102, no. 4 (January 17, 2018): 2543–53. http://dx.doi.org/10.1007/s11277-018-5276-6.
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Svobodová, Hana, Michaela Spurná, and Petr Knecht. "The perspectives of geography, and geography teaching, in secondary pre-service teachers in Czechia." Geografie 125, no. 4 (2020): 501–26. http://dx.doi.org/10.37040/geografie2020125040501.
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The position of geography in Czechia at all levels of education has been declining. In order to improve this situation, it is necessary to innovate university pre-service teachers’ training. It is necessary, however, to first examine Czech pre-service geography teachers’ perspectives of geography as a discipline – and their perspectives of geography teaching. The analytical framework of the study is based on Simon Catling’s typology of geography perspectives. The survey was conducted with 183 pre-service geography teachers at nine geography departments in eight Czech universities. In the questionnaire survey the respondents ranked seven statements belonging to the perspectives of geography as a discipline and to geography teaching. In general, the most commonly held perspectives of geography as a discipline were “Interactionist”, “Earthist”, and “Globalist”. The “Globalist” perspective predominantly concerns perspectives of geography teaching. Research findings are used to formulate recommendations for the remedy of the image of geography.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Andjelkovic, Sladjana, and Dragana Pavlovic. "New media in teaching of geography: Literature review." Glasnik Srpskog geografskog drustva 95, no. 4 (2015): 173–95. http://dx.doi.org/10.2298/gsgd1504173a.
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This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education studies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.
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Alam, Sarfaraz, and Sukhvinder Sukhvinder. "Analyzing Evaluation Process in Secondary School Geography of India." National Geographical Journal of India 66, no. 1 (March 31, 2020): 69–80. http://dx.doi.org/10.48008/ngji.1731.
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The process of evaluation of students is closely linked to their teaching-learning process in schools. However, the nature of evaluation techniques in a subject depends to an extent on grades at which it is taught as well as its philosophical and methodological orientation. In lower grades, for example, the focus is more on short and descriptive questions compared to higher grades where long and explanatory questions become important. The nature of school geography is different from other subjects for it focuses mainly on the spatial dimension of reality. For learning the spatial dimension of reality of the earth, maps and globes are the key teaching tools. While most techniques of evaluation in school geography are similar to other school subjects, it also uses certain techniques for evaluating students which are generally not popular in other subjects. This paper discusses use of various techniques of evaluation in school geography. It analyses how techniques of evaluation vary with grades. It identifies those techniques of evaluation that are unique to school geography. The study informs that mapping, map reading and fieldbased exercises are generally associated with geography.
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Ahammad, Faiyaz. "A study of teaching effectiveness, scientific attitude and achievement in geography among higher secondary school students." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 4 (2021): 124–36. http://dx.doi.org/10.5958/2278-4853.2021.00235.4.
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Ivkov-Dzigurski, Andjelija, Ljubica Ivanovic, and Milana Pasic. "Possibilities of computer application in modern geography teaching process." Glasnik Srpskog geografskog drustva 89, no. 1 (2009): 139–51. http://dx.doi.org/10.2298/gsgd0901139i.
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Geography is a science that follows modern trends in the development of contemporary science. One of the crucial things that gives teaching process a high quality in the application of modern techniques and methods. Modern organization of the teaching process in primary and secondary schools is unimaginable without innovations. This would mean changes and new elements in all segments of the teaching process. Good organization, innovation and new tendencies in the development of the science can raise the quality of the teaching process, thus enabling the student to study fully and rationally. Innovations should help students develop a dialectic way of thinking when explaining objects, phenomena and processes in nature and society, as well as enable them to notice cause and effect relationships. The application of new methods should provide maximum activity of the students in terms of their research and independent work. Computers are used in many different ways therefore they can be used very rationally in different segments of the teaching process.
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Richards, Deidra Margaret, Roland Birbal, and Mala Ramdass. "The Use of a Constructivist Blended Approach to Teaching Geography in a Secondary School." Asian Education Studies 5, no. 2 (December 18, 2020): 38. http://dx.doi.org/10.20849/aes.v5i2.819.
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This action research study used qualitative and quantitative methods to investigate students’ performance in assessments and their perceptions and experiences with the use of a constructivist blended approach to teach secondary school geography. The constructivist blended model which used the 5-E strategy (Engage, Explore, Explain, Elaborate and Evaluate) informed teaching and assessment. Methods of data collection were test scores, an open-ended questionnaire, and a focus group interview.Findings suggest that although students’ performance in the assessment and their perceptions and experiences of the constructivist blended classroom strategy were generally positive, several students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, and performed better in the assessments, their experiences of schooling in an authoritarian, post-colonial education system challenged its effective use.
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Constance, Suzanne Marle, and Charles Musarurwa. "Integration of ICTs into the teaching and learning of Secondary School Geography: The Seychelles Experience." Journal of Geography Education in Africa 1 (October 30, 2018): 14–26. http://dx.doi.org/10.46622/jogea.v1i.2535.
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This study aimed to establish the extent to which Information and Communication Technologies (ICTs) have been integrated into the teaching and learning of Geography in Seychelles Secondary Schools. The focus was on key issues such as policy provisions for the integration of ICTs into the Seychelles curriculum; teachers’ and students’ perceptions about the use of ICTs in teaching and learning of Geography; the types of ICTs used; and challenges faced in the integration of ICTs. Possible solutions are also explored. The researchers opted for a qualitative methodological approach to generate rich and in-depth data. The aim was to learn and understand from the case rather than to prove and establish cause and effect. Thus, various methodologies such as document analysis, focus group discussions and interviews were employed. Geography teachers and students were the main participants in the study, although other participants such as Ministry of Education officials were also interviewed. It is anticipated that the research findings and recommendations will benefit policymakers and practitioners in the Seychelles education system.
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Iatenko, Vladimir. "Fundamentals of implementation of the integrated content of learning geography and economy." Univers Pedagogic, no. 2(70) (July 2021): 10–13. http://dx.doi.org/10.52387/1811-5470.2021.2.02.
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In September 2020, Ukraine adopted the State Standard for Basic Secondary Education (No. 898 of September 30, 2020), which defined new requirements for the Model and Model Curricula. The article reveals the methodological foundations for the implementation of the intellectual content of teaching geography and economics, which is very important for the professional formation and development of both future teachers and practicing teachers. Attention is focused on the formation of a holistic natural-scientific picture of the world through the study of geographical concepts, objects and subjects of study of physical, social and economic geography, the main goal and tasks of integrating the content of teaching geography, research methods. Methodological recommendations are given for additional research of complex, interrelated topics (problems), geographical patterns, global processes, basic principles on which modern geographical knowledge is based. Designed for future teachers (students of institutions of higher education) and practicing teachers of institutions of general secondary education, methodologists of postgraduate education.
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Nuwategeka, Expedito, and Stephen Odama. "Training of Geography Teachers for Secondary Schools at University in Uganda: An Analysis of Gulu University Teacher Trainees’ Teaching Practice." Advances in Social Sciences Research Journal 7, no. 6 (June 22, 2020): 271–79. http://dx.doi.org/10.14738/assrj.76.8194.
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The changes in learner characteristics and the learning environment in the twenty first century calls for adjustments in teacher training to meet the needs of the contemporary learners. This study analyses training of geography teachers at Gulu University with the view of assessing the application of contemporary geography teaching methodologies for the twenty first century learners. Time- series data were collected from teacher trainees’ lesson plans used during school practice running for three consecutive years of 2016, 2017, and 2018. Teaching methods as well as types of instructional materials were extracted from eighty one lessons taught by teacher trainees in thirty six schools in both rural and urban Uganda. Using SPSS 16.0 software, data was analysed to generate frequencies, counts and cross-tabulations. Findings reveal that question and answer method was the most used while guided discovery was the least used, followed by demonstration. Fieldwork and project methods were not used at all. It was also found out that in 12% of all the lessons, there was no use of instructional materials in the teaching/learning process. The study recommends that the curriculum structure of future geography teacher trainees be improved to factor in contemporary teaching styles which use modern teaching equipment relevant to the current generation of technology and learners, and the training of lecturers who mentor geography teacher trainees at universities be institutionalized.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Virranmäki, Eerika, Kirsi Valta-Hulkkonen, and Jarmo Rusanen. "Powerful knowledge and the significance of teaching geography for in-service upper secondary teachers – a case study from Northern Finland." International Research in Geographical and Environmental Education 28, no. 2 (January 26, 2019): 103–17. http://dx.doi.org/10.1080/10382046.2018.1561637.
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Caesar, Mohd Iqbal Mohd, Rosmawijah Jawawi, Rohani Matzin, Masitah Shahrill, Jainatul Halida Jaidin, and Lawrence Mundia. "The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons." International Education Studies 9, no. 2 (January 25, 2016): 51. http://dx.doi.org/10.5539/ies.v9n2p51.
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<p class="apa">Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines the potential benefits of adopting a PBL approach in teaching and learning in secondary geography classrooms. It takes into account the inputs needed from both teacher and students in determining the success of the approach implementation. The study shows how, through careful planning and preparation, PBL activities can effectively enhance students’ engagements and improve their grasp of geographical content knowledge. However, the teacher’s shortcomings in performing the role of facilitator did highlight a limitation for the research, which hindered the success of the implementation. Future research should continue to actively examine experiences from teachers in PBL applications, discussing the circumstances to identify the conditions necessary for successful implementation of PBL within a variety of contexts.</p>
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Bogale, Mekonnen, Muluken Ayalew, and Wubishet Mengesha. "The Competitiveness of Travel and Tourism Industry of Sub-Saharan African Countries in the World Market." African Journal of Hospitality, Tourism and Leisure 10(1), no. 10(1) (February 28, 2021): 131–44. http://dx.doi.org/10.46222/ajthl.19770720-91.
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The purpose of this study was to investigate competitiveness of Travel and Tourism industry of Sub-Saharan African countries in the world market. The study used Normalized Revealed Comparative Advantage (NRCA) and Relative Trade Advantage (RTA) indexes as a measure of competitiveness based on secondary data from ITC trade database covering between 2000 and 2019. The findings of the study revealed that SSA countries like Mauritius, South Africa, Seychelles and Namibia have competitive T&T industry consistently in the years between 2000 and 2019. However, SSA countries such as Botswana, Tanzania, Senegal, Kenya and Rwanda have competitiveness vary by years. Moreover, South Africa has highest comparative advantage followed by Tanzania and Mauritius. The study provided valuable information to industry leaders, policy makers, business owners and international organizations such as UN and UNESCO to design appropriate strategies and systems aiming to sustain and improve travel and tourism industry competitiveness in SSA countries. It is the first study in applying NRCA and RTA indexes to investigate the competitiveness of T&T Industry in SSA countries. Keywords: Competitiveness; export; import; performance; tourism; travel
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Nurbol, Ussenov, Zhoya Kairat, Аbdimanapov Bakhadurkhan, Mamadiyarov Marat, Tleubergenova Kenjekey, and Malika Ussenova. "Students’ Views on the Use of Technology in Geography Course." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 42. http://dx.doi.org/10.3991/ijet.v15i23.18781.
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Use of technology in education enables students to be motivated and eager to participate in the lesson and is also a more effective tool in increasing motivation, encouraging students to the lesson and understanding the sub-ject. The aim of this study is to determine the views of secondary school students on the use of technology in geography lessons. Qualitative re-search method was used in this study. Semi-structured interviews were car-ried out with 32 students who took geography lessons in Kazakhstan dur-ing the 2018-2019 academic year. The semi-structured interview form de-veloped within the scope of this research was used as a data collection tool. Results of the study showed that secondary school students found tech-nology effective and funny to use in geography lessons. Projections, com-puters, tablets and smart phones were specified by the students as useful technological tools for teaching geography. Results of the study were dis-cussed with relevant literature and important implications for further re-search and practices were presented.
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Kaitho, Simon Sila. "Effect of Teaching Using Preferred Learning Styles on Students’ Performance, in Biology and Geography in Secondary Schools in Nairobi County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 1 (September 30, 2019): 23–31. http://dx.doi.org/10.51317/ecjces.v1i1.97.
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The purpose of this study was to determine the effect of teaching using preferred learning styles on students’ performance, in Biology and Geography in secondary schools in Nairobi County. Students in both private and public schools in Nairobi County have not been performing satisfactorily in sciences. A study, therefore, was done to establish the effect of matching teaching styles with preferred learning styles on students' performance in Biology and Geography. Multivariate analysis of variance in Geography F (1, 1315) = 2870.1, p = .000) and in Biology F (1, 1315) = 2994.1, p = .000), and linear regression in Geography, F (1, 1315) = 2870.056, p = .000, and in Biology, F (1, 1315) = 2994.137, p = .000 analysis showed statistically significant effect on performance of students taught using preferred learning styles. The findings lead to a conclusion that there is a need to inform teachers to identify and teach their learners according to the learners' preferred learning styles to enhance their performance in sciences.
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Huang, Jing. "Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity." Sustainability 13, no. 16 (August 12, 2021): 9025. http://dx.doi.org/10.3390/su13169025.
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This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.
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Álvarez-Martínez-Iglesias, José María, Jesús Molina-Saorín, Francisco Javier Trigueros-Cano, and Pedro Miralles-Martínez. "The Development of Historical Competencies in Secondary Education: A Study Based on the Analysis of Sources in Spanish and Italian History Textbooks." International Journal of Learning, Teaching and Educational Research 20, no. 4 (April 30, 2021): 137–51. http://dx.doi.org/10.26803/ijlter.20.4.8.
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This work presents the results of research whose main objective was to analyze the sources present in Geography and History textbooks used in Spain and Italy in secondary education, as well as how they were designed for use by the teaching staff of this subject. This research was carried out for the benefit of teachers and for the improvement of the teaching-learning process. The sample was configured on the basis of a rigorous analysis of textbooks belonging to relevant publishers in Spain and Italy, whose selection was made using a quantitative and descriptive research method based on the interpretative paradigm, with the help of an SPSS statistical program. As for the main results obtained, the data indicated that the tasks requested from students (based on the use or analysis of sources) are of a low cognitive level, which makes it difficult to learn critical and reflective historical thinking. Finally, it was concluded that for students to strengthen the development and acquisition of critical thinking, the use of textbooks must be integrated with other, more active resources and more participatory teaching strategies, putting both competency-based teaching and its assessment in quarantine.
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Toppo, Neha, and Rahman Rahman. "Socio-cultural Sustainability through Study Material: English Language Teaching in India." Problemy Ekorozwoju 16, no. 2 (July 1, 2021): 245–49. http://dx.doi.org/10.35784/pe.2021.2.26.
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Teaching materials are the primary source of input in the language classroom. The potential of English language teaching (ELT) materials to preserves and transmit our culture, value, identity, and language make it significant for socio-cultural sustainability. The materials developed by the National Council of Education and Research Training (NCERT) are far and wide running study materials in primary and secondary schools in India. India exhibits a massive variety of cultures, customs, languages, and religious beliefs. The selection and development of apt materials is, therefore, a matter of serious deliberation. The centrally developed material, despite numerous benefits, often lacks in representing different groups of students, especially the backward and marginalized ones. The contents, in most cases, are representative of the mainstream. Therefore, the study suggests teachers developed supplementary materials to which learners from all the groups can relate. The researcher has taken the context of Jharkhand and illustrates self-developed supplementary materials prepared using contents from learners’ social and cultural backgrounds. The article offers various suggestions on how to develop such materials that could bring socio-cultural equity in the classroom, making a significant contribution to social sustainability.
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Batez, Maja, Tanja Petrušič, Špela Bogataj, and Nebojša Trajković. "Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students." Sustainability 13, no. 2 (January 10, 2021): 606. http://dx.doi.org/10.3390/su13020606.
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This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group x time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.
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Batez, Maja, Tanja Petrušič, Špela Bogataj, and Nebojša Trajković. "Effects of Teaching Program Based on Teaching Games for Understanding Model on Volleyball Skills and Enjoyment in Secondary School Students." Sustainability 13, no. 2 (January 10, 2021): 606. http://dx.doi.org/10.3390/su13020606.
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This study investigated the effects of the Teaching Games for Understanding (TGfU) model implemented in physical education classes on volleyball skills and enjoyment in secondary school students. A total of 54 students (18 girls) from two classes participated in this study, of whom 28 (age = 15.5 ± 0.7 years) were randomized to a TGfU model (EXP) group and 26 (age = 15.7 ± 0.6 years) to a control group (CON) that maintained their usual physical-education activities. Four tests for volleyball skills were conducted: service, overhead, and forearm passing and setting. Additionally, the sport enjoyment questionnaire was used the first and the last week of intervention. Results from repeated measures analysis of variance (ANOVA) showed a significant interaction for overhead passing (F 1, 58 = 5.273, p = 0.025, Partial ƞ2 = 0.083) and forearm passing (F 1, 58 = 4.641, p = 0.035, Partial ƞ2 = 0.074). When examining the impact of TGfU program on service accuracy, there was a significant main effect for time (p < 0.01) with both groups improving their result after the six-weeks intervention (EXP-ES = 0.32, % change = 9.1% vs. CON-ES = 0.57, % change = 14.4%). There were no significant time or group × time effects for setting (p ˃ 0.05). The EXP group showed significantly better results for enjoyment compared to the CON group (p ≤ 0.05). The findings show the effectiveness of the TGfU model of short duration (12 lessons) in an educational context to improve volleyball skills. We also highlight the importance of enjoyment during these classes compared to traditional physical education classes.
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Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.
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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.
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Griffiths, Jo. "Bridging the school placement gap with peer micro-teaching lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 227–38. http://dx.doi.org/10.1108/ijlls-11-2015-0035.
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Purpose – An adapted version of lesson study (peer micro-teaching lesson study (PMLS)) was used in a one-year initial teacher education (ITE) programme for prospective secondary school teachers of geography, history, citizenship and social science in England. The purpose of this paper is to support student-teachers through an opportunity to share knowledge, skills and practice from their first teaching placements. Design/methodology/approach – In cross-curricular groups (of three or four), the student-teachers co-designed lessons that focused on developing thinking skills when teaching advanced-level content. Two “research lessons” were designed following the use of an initial questionnaire. Feedback from student-teachers was sought through a post-PMLS questionnaire. Participants’ discussions were recorded between the two “research lessons” to capture references to subject knowledge (SK), placement experiences and exploratory talk. Findings – Principal findings to emerge from the project were: cross-curricular PMLS helped to support student-teachers’ development between their two school environments. The collaborative process allowed them to build on their first school experiences by sharing and reflecting on their placements, learning from each other’s pedagogical practice and by improving SK both within and outside of their own specialism. Originality/value – The work is the first known use of PMLS in ITE in the UK, demonstrating that it can be used as a bridge between the first and second school placements. It elaborates a cross-curricular collaborative vision for the use of modified forms of LS in the preparation of new teachers in programmes that are now largely school-led.
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Aznar, Pilar, María Calero, María Martínez-Agut, Olga Mayoral, Àngels Ull, Victoria Vázquez-Verdera, and Amparo Vilches. "Training Secondary Education Teachers through the Prism of Sustainability: The Case of the Universitat de València." Sustainability 10, no. 11 (November 13, 2018): 4170. http://dx.doi.org/10.3390/su10114170.
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Designing the training of future teachers through holistic and interdisciplinary visions is vital to developing coherent contents, epistemologies, and methodologies that put Education for Sustainability into action. The research presented here analyzes the teaching guides from the curriculum for the Master’s Degree in Secondary Education Teaching at the Universitat de València (Spain). A collaborative study on the inclusion of sustainability in a selected sample of teaching guides was conducted from an Action/Research methodological approach. The study includes an analysis of the competences identified by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and their expected contribution to the 17 SDGs in the United Nations 2030 Agenda. The results of this research point to the need to promote collaborative work across disciplines in order to engage teachers in the transition to sustainability and encourage them to participate in the research process.
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Biasutti, Michele, Eleonora Concina, Sara Frate, and Ibrahim Delen. "Teacher Professional Development: Experiences in an International Project on Intercultural Education." Sustainability 13, no. 8 (April 8, 2021): 4171. http://dx.doi.org/10.3390/su13084171.
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The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.
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Omoniyi, Tayo, Lucky Uzoma Nwosu, and Fakokunde Jubril Busuyi. "Effect of two Computer Instructional Modes on Secondary School Students’ Achievement in Geography, in Lagos State, Nigeria." Journal of Education in Black Sea Region 6, no. 1 (December 4, 2020): 158–66. http://dx.doi.org/10.31578/jebs.v6i1.227.
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There is a growing concern about secondary school students’ poor performance in geography, a subject that is prerequisite for many professional pursuits. To enhance their performance in the subject, several strategies have been adopted. This study is an intervention, which investigated relative effects of computer instructional modes (computer graphics and animations computer) on secondary school students’ achievement in geography. The moderator variable was mental ability. Two hypotheses were formulated and tested at 0.05 level of significance. The pre-test, post-test control group quasi-experimental design, involving 3x2 factorial matrix was adopted for the study. One hundred and four senior secondary two geography students from three secondary schools in Lagos state constituted the sample for the study, which lasted for eight weeks. Two procedural instruments (computer graphics and animation instructional packages) and two measuring instruments, namely Geography Achievement Test r = 0.79, and Mental Ability Test r=0.88 were used. The data collected were analysed using Analysis of Covariance (ANCOVA). The magnitude of the students’ post-test achievement scores was determined using Multiple Classification Analysis (MCA), while Scheffe post-hoc analysis was used to explain the direction and source of significant effects. Findings showed that there were significant main effects of instructional mode on the students’ achievement in geography (F (2, 91) = 14.414, p< 0.05). There was no significant interaction effect of treatment and mental ability on students’ achievement in geography. Consequently, it was recommended that the computer instructional modes be used alongside with conventional method in the teaching of geography.
Keywords: computer graphics, computer animation, instructional mode, achievement in geography, mental ability and geography
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Heras-Sevilla, Davinia, Delfín Ortega-Sánchez, and Mariano Rubia-Avi. "Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity." Sustainability 13, no. 9 (May 7, 2021): 5233. http://dx.doi.org/10.3390/su13095233.
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The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model.
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Khatiwada, Shambhu Prasad. "Status and Barriers of Classroom-based student Assessment Practices in Geography at Secondary level in Nepal." Interdisciplinary Research in Education 4, no. 2 (December 31, 2019): 123–31. http://dx.doi.org/10.3126/ire.v4i2.27935.
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The main focus of this article is to analyze the status and barriers to effective use of classroom-based student assessment practices for geography teacher at secondary levels. The data for this paper were generated from the empirical study. The purposive sampling method was used to select both communities (12) and institutional (4) schools from different Provinces as well as ecological zones. This paper concludes that the majority of geography teachers still use traditional means of student assessment practices, such as terminal exams, half-yearly exams, and annual exams. Some teachers have used both the paper-pencil test and classroom-based student assessment practices in general and particular in geography subject. But the number of such teachers is very low. The classroom-based student assessments such as homework, classwork, group discussion, project work and so on are an integral part of geography teaching. This paper has also identified barriers to the effective use of classroom-based assessment practices.
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Li, Fangfei, Tinghe Jin, Palitha Edirisingha, and Xi Zhang. "School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context." Sustainability 13, no. 18 (September 10, 2021): 10147. http://dx.doi.org/10.3390/su131810147.
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As the COVID-19 pandemic began to spread all over the world, many educational institutions have shifted to a full-time online teaching mode. Although online teaching has been widely explored, the unprecedented initiatives of mass-scale full-time online education at the secondary school level are yet to be unravelled. By using a qualitative approach and drawing on the conceptualisation of learning engagement and Community of Inquire model as conceptual frameworks, this study explored how secondary school students in China engaged with online education during the COVID-19 pandemic and what factors influenced their sustainable online learning engagement. This research examined the perspectives of twenty-four students and five teachers through semi-structured interviews and observations of online classes. Findings indicate that the students’ online learning engagement involved three inter-related categories: emotional, cognitive and behavioural engagement. Contextual factors influencing the sustainability of students’ online learning engagement were identified by the participants, including teacher presence, parental involvement, and a supportive learning environment/community. The findings in this paper have implications for teacher development, family support and establishment of e-teaching platforms in emergency remote teaching for young students. Finally, the study puts forward best practices for the sustainable development of the emergency remote teaching in the future public crises.
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Papanthymou, Anastasia, and Maria Darra. "The Contribution of Learner Self-Assessment for Improvement of Learning and Teaching Process: A Review." Journal of Education and Learning 8, no. 1 (December 31, 2018): 48. http://dx.doi.org/10.5539/jel.v8n1p48.
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The present study is a literature review of 37 empirical studies from Greece and internationally of the last decade and aims at investigating the contribution of learner self-assessment to: a. enhancement of learning motivation, b. improvement of academic performance/learning, c. development of self-regulating learning and d. raise of self-esteem. According to the findings, enhancement of learning motivation as an outcome of learner self-assessment process has been identified in Greek Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally has been identified in Secondary education in English and Physical education. In Greece, improvement of academic performance/learning as an outcome of learner self-assessment has been found in Higher education, in Secondary education in Physics and in Primary education in English, whereas internationally at all levels of education, in almost all subjects of Secondary education and in Primary education in Language Arts, English and Mathematics. Development of self-regulating learning has been identified in Higher education in Greece and internationally, whereas in Secondary education in Geography and Geometry only internationally. Furthermore, raise of student’s self-esteem as an outcome of self-assessment has been found internationally, in Secondary education in Religious education and in Greek Primary education in English language learning. Moreover, self-assessment process has also been examined internationally in non-formal education where English is taught as a second language with positive outcomes in performance/learning. Finally, self-assessment is implemented through various practices and tools such as rubrics, checklist, scripts, think boards, reflective journals, mind maps and in combination with learning or teaching models.
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Chand, Deepa Dewali, and Parmeshwar Mohan. "Impact of school locality on teaching and learning: A qualitative inquiry." Waikato Journal of Education 24, no. 2 (November 21, 2019): 65–72. http://dx.doi.org/10.15663/wje.v24i2.672.
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This research examined the impact of school location on teaching and learning through a case study of two urban, two rural and two remote Fijian secondary schools. A total of 48 semi-structured interviews were conducted: 16 from each category of urban, rural and remote. Each school was represented by three teachers, three heads of department and two administrators. The study established that rural and remote schools often face different challenges to their urban counterparts: geography, poverty and funding influence the quality of education. Leadership support and adequate resources are the key to breaking the overreliance on traditional methods of teaching and enhancing student classroom interest and participation. Finally, just as schools serve different communities, geographical location impacts on external links, cooperation and professional exchange and development. Understanding the impact of school locality on teaching and learning in Fiji should benefit other developing nations and the educational community at large.
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Lam, Chi-Chung. "The Compliance Tradition and Teachers' Instructional Decision-Making in a Centralised Education System: A Case Study of Junior Secondary Geography Teaching in Changchun, China." International Research in Geographical and Environmental Education 16, no. 3 (August 15, 2007): 233–49. http://dx.doi.org/10.2167/irgee209.0.
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Patra, Anujit, and Abhijit Guha. "Pedagogical Content Knowledge (PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness in West Bengal, India." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (March 28, 2017): 218. http://dx.doi.org/10.21013/jems.v6.n3.p2.
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<em>The present study is concerned with the subject of Geography and its teachers in secondary school. The objective was to find out the status of pedagogical content knowledge (PCK) in Geography teachers and also its effect on Self-efficacy and Teacher effectiveness together. For conducting this study descriptive survey method was employed. The data was collected from 401 Geography teachers of secondary schools of West Bengal. The data was analyzed through SPSS 21. The MANOVA result led to reject the null hypothesis at 0.05 level of significance that there would be no significant multivariate effect for the combined dependent variables of self-efficacy and teacher effectiveness in respect of teachers’ level of PCK in geography with Wilks' Lambda (i.e. Exact Statistic) value of .970, Pillai's Trace value of .030, Hotelling’s Trace value of .031 and Roy's Largest Root value of .031. All the ‘p’ values were less than .05. Post hoc test showed that teachers with high level of PCK in Geography were significantly different from the teachers having moderate and low levels of PCK in geography in their self-efficacy. On the other hand, teachers with high level of PCK were significantly different from the teachers having low levels of PCK in geography in teacher effectiveness. Study also revealed that, teachers self-efficacy is positively related with teacher effectiveness in geography teaching.</em>
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (August 11, 2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.
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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.
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Hossein-Mohand, Hossein, Juan-Manuel Trujillo-Torres, Melchor Gómez-García, Hassan Hossein-Mohand, and Antonio Campos-Soto. "Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers." Sustainability 13, no. 5 (March 1, 2021): 2606. http://dx.doi.org/10.3390/su13052606.
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In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.
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Baena-Morales, Salvador, Rosabel Martinez-Roig, and María J. Hernádez-Amorós. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept." Sustainability 12, no. 24 (December 10, 2020): 10309. http://dx.doi.org/10.3390/su122410309.
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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.
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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum." Water 12, no. 7 (June 30, 2020): 1877. http://dx.doi.org/10.3390/w12071877.
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Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.
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Calei, Adelino Pena, and Augusto José Fazenda. "Education for Prevention of Alcohol and Tobacco Consumption in Secondary Education in Cubal." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (July 29, 2019): 10–17. http://dx.doi.org/10.33258/birle.v2i3.360.
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The objective of the study was to characterize the current situation of alcohol and tobacco consumption in secondary school, with a view to the health education, in Cubal, Benguela province, Angola. The study was carried out in the first and second trimester of the school year and the survey to the teacher and student, interviews with school principals and participant`s observation during class and in the playground were used as methods. The sample was taken from the Fist Cycle of Secondary Education at "Kilamba" School and it concluded that teachers and students presented themselves to classes after comsuming alcohol and used to consume tobacco during break time in the court-yard. Although teachers and students were aware of the negative effect of alcohol and tobacco consumption, it was noticed that the problem at issue was not systematically addressed in the teaching-learning process of Geography, which would contribute to the prevention of alcohol and tobacco consumption in school and in general life of the citizen.
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Pozo Sánchez, Santiago, Jesús López Belmonte, Antonio José Moreno Guerrero, and Juan Antonio López Núñez. "Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching." Sustainability 11, no. 21 (October 27, 2019): 5968. http://dx.doi.org/10.3390/su11215968.
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The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.
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Derler, Hartmut, Simon Berner, Daniela Grach, Alfred Posch, and Ulrike Seebacher. "Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products." Sustainability 12, no. 1 (December 26, 2019): 233. http://dx.doi.org/10.3390/su12010233.
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Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.
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Nguyen, Thi Phuoc Lai, Thi Huy Nguyen, and Thanh Khiet Tran. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development." Sustainability 12, no. 21 (October 26, 2020): 8865. http://dx.doi.org/10.3390/su12218865.
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Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.
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Mavhura, E., T. Zinyandu, T. P. Chinyanganya, D. Manatsa, A. Manyani, and E. Siziba. "A comparative study of the teaching and learning of physical and human geography at advanced level in rural secondary schools in Makonde district in Mashonaland West province." Southern Africa Journal of Education, Science and Technology 3, no. 1-2 (March 19, 2018): 10. http://dx.doi.org/10.4314/sajest.v3i1.39807.
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.