scholarly journals Environmental Literacy and Integration of Environment Issues among Science Teachers in Region XI: Basis for Training Design

10.17158/554 ◽  
2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Rudilyn D. Garcesa ◽  
Renan P. Limjuco
Keyword(s):  
Environmental Education ◽  
Secondary Schools ◽  
Science Teachers ◽  
Science Curriculum ◽  
Environmental Issues ◽  
Environmental Literacy ◽  
Ecological Knowledge ◽  
Training Design ◽  
High Level ◽  
The Relationship

<p>The study sought to determine the relationship between the level of environmental literacy and level of integration of environmental issues of science teachers in Region XI. The results of the study will be used to design training on the integration of environmental education in science curriculum. The study employed descriptive-correlation research design. The respondents involved were 400 science teachers from 26 identified public secondary schools in Region XI random sampling. Findings showed that science teachers had high level of overall environmental literacy and integration of environmental issues. Specifically, the respondents obtained the highest level of environmental literacy in terms of ecological knowledge while lowest in the pro-environmental behavior. There was a significant relationship between the level of environmental literacy and the level of integration of environmental issues among the science teachers in Region XI. Ecological knowledge and awareness influenced the level of integration of environmental issues of the science teachers. Results implied that science teachers may have higher level of awareness and knowledge about the environment but behaving pro-environmentally did not motivate them to integrate environmental education in their classes.</p><p> </p><p><strong>Keywords: </strong>Environmental literacy, environmental issues, Science teachers, secondary schools, Descriptive-correlation, Region XI, Philippines</p><div> </div>

scholarly journals Investigation of environmental knowledge and environmental education self-efficacy levels of science teachers and teachers candidates

2020 ◽  
Vol 17 (1) ◽  
pp. 1228-1243
Author(s):  
Fatih GÜRBÜZ ◽  
Akın Aykut KONAKCI
Keyword(s):  
Environmental Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Knowledge Score ◽  
English Summary ◽  
Environmental Knowledge ◽  
High Level ◽  
The Universe

In this research, it is aimed to examine the environmental knowledge and environmental education self-efficacy levels of Science teachers and prospective science teachers in terms of various variables. In this context, screening model was used. The universe of the study consisted of the science teachers who work in Iğdır province in the 2016-2017 academic year and the 3rd and 4th class studying in the Science Teaching Department of the Faculty of Education at Bayburt University. The sample of the study consisted of 110 science teachers and 110 science teacher candidates determined by easily accesible sampling from the universe. The data collected in the study were analyzed in SPSS 25 package program and it was determined that the data collection tools of the research did not show normal distribution. Therefore, non-parametric tests KruskalWallis H and Mann Whitney U tests were used in the study. As a result of the analysis conducted in the research; it was found that science teachers had moderate self-efficacy level, science teachers had high level, environmental knowledge score averages were higher than science teachers, and science teacher candidates were on average level. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Araştırmada, fen bilgisi öğretmenlerinin ve fen bilgisi öğretmen adaylarının çevre bilgileri ve çevre eğitimi öz-yeterlik düzeylerinin çeşitli değişkenler açısından incelemek amaçlanmaktadır. Bu amaç kapsamında araştırmada tarama modeli kullanılmıştır. Araştırmanın evrenini 2016-2017 eğitim-öğretim yılında Iğdır ilinde görev yapan fen bilgisi öğretmenleri ve Bayburt Üniversitesi Bayburt Eğitim Fakültesi Fen Bilgisi Öğretmenliği Bölümündeki öğrenim gören 3. ve 4. sınıf öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise evrenden “Kolay Ulaşılabilir Örnekleme” yoluyla belirlenmiş 110 fen bilgisi öğretmeni ve 110 fen bilgisi öğretmen adayı oluşturmaktadır. Araştırmada toplanan veriler SPSS 25. paket programına işlenmiş olup yapılan analizler neticesinde araştırmanın veri toplama araçlarının normal dağılım göstermediği belirlenmiştir. Bu yüzden araştırmada non-parametrik testler olan Kruskal Wallis H ve Mann Whitney U testleri kullanılmıştır. Yapılan analizler neticesinde araştırmada; fen bilgisi öğretmen adaylarının öz-yeterlik düzeyinin orta, fen bilgisi öğretmenlerinin ise yüksek düzeyde olduğu, çevre bilgi puan ortalamalarının fen bilgisi öğretmenlerinin orta seviyenin üzerinde, fen bilgisi öğretmen adaylarının ise orta seviyede olduğu saptanmıştır.

scholarly journals An Evaluation of the Implementation Synergy between NCE-Integrated Science and the 9-Year Basic Science Curricula in Nigeria

2018 ◽  
Vol 7 (2) ◽  
pp. 55
Author(s):  
Rachel O. Atomatofa ◽  
Andrew E Avbenagha ◽  
Stella E Ewesor ◽  
Okpako C Abugor
Keyword(s):  
Science Teachers ◽  
Basic Science ◽  
Curriculum Implementation ◽  
Science Curriculum ◽  
National Commission ◽  
Colleges Of Education ◽  
Integrated Science ◽  
Research Questions ◽  
Science Curricula ◽  
High Level

The Curriculum of the Nigeria Certificate in Education (NCE) has implications for the Curriculum of the 9-yearBasic Education (BEC) programme in Nigeria. Hence the National Commission for Colleges of Education (NCCE)came up with a vision of producing well motivated teachers with high professional integrity and competence. Boththe in-service and pre-service teachers need to be conversant with the content of the 9– year Basic EducationCurriculum (BEC). Are there implementation synergies in the topics, laboratory exercises and nature of assessmentin the NCE integrated Science and the 9-year basic science curricula as perceived by the in-service and pre-serviceteachers who are recipients of the NCE-integrated science curriculum and who also implement the 9-year basicscience curriculum? 4 research questions and 4 research hypotheses guided this study. A sample of 180 pre-serviceand in-service basic science teachers who are recipients of the new 2012 NCCE Curriculum in Integrated-sciencefrom the South – South Geo-political zones in Nigeria were used. A 4-point Likert scale ’24-item questionnaire’called the Curriculum Implementation Synergy Questionnaire was used to obtain data. A cronbach alpha reliabilityco-efficient of 0.75 was obtained. Results showed that a larger proportion of both pre-service and in-service teachersagreed that there was high level of synergy in both curricula. It is recommended that the few topics and laboratoryexercises not found in both curricula should be added and the present basic science teachers who are not recipient ofthe present curriculum should be trained in line with the present curriculum.

Exploring the Relationship Between Conservation Agencies and Schools

2002 ◽  
Vol 18 ◽  
pp. 27-33
Author(s):  
Jonathon Leigh Howard
Keyword(s):  
Environmental Education ◽  
Agenda Setting ◽  
Education Resources ◽  
Government Sector ◽  
Accessible Information ◽  
High Level ◽  
The Relationship ◽  
Degree Of Fragmentation

AbstractThis study's primary aim was to address the lack of accessible information about successful government sector programs in environmental education. In doing so it also explored the role of conservation agencies in schools by quantifying the environmental education resources used and preferred by teachers, and by determining the factors that influenced conservation agencies in the developing these preferred resources. Eighty seven percent of teachers stated they used resources from conservation agencies and sixty three percent of these were from government conservation agencies. Teachers were highly selective of the resources used. Interviews with people involved in developing and implementing the programs most often preferred showed a high level of expertise involved developing such programs. However responses also raised questions about the role of conservation agencies in agenda setting, whether conflicts occur between corporatisation and environmental education, and the degree of fragmentation and territoriality between agencies. It is concluded there are limits to the role conservation agencies can play in school environmental education and that there needs to be greater cooperation in providing school environmental education resources.

A Study of the Extent and Effectiveness of Incorporating Environmental Topics in the Science Curriculum of Secondary Schools in Dade County

1997 ◽  
Vol 17 (5-6) ◽  
pp. 331-338
Author(s):  
Constantine Hadjilambrinos ◽  
Mario Junco
Keyword(s):  
Secondary Schools ◽  
Science Teaching ◽  
Science Teachers ◽  
Science Curriculum ◽  
Student Interest ◽  
Dade County ◽  
Science Courses ◽  
Quantitative Studies ◽  
Science Classes ◽  
Positive Effect

The infusion of environmental topics in science courses has long been considered an especially appropriate method of implementing the STS approach to science teaching. While this claim has been supported by anecdotal accounts and case studies, there are few relevant quantitative studies. To begin filling this void, a survey of science teachers in secondary schools in Dade County, Florida, was conducted to investigate the extent and effectiveness of the infusion of environmental topics in the science curriculum. The results of this study indicate that the responding science teachers are very likely to incorporate environmental topics in their science classes. They do this regardless of their length of tenure, and most have engaged in the practice from the beginning of their careers. Finally, while the experience of a teacher in using environmental topics has some positive effect in increasing student interest, the success of this method depends much more strongly on the frequency of its use. Those teachers routinely using environmental topics as a vehicle for teaching science are most successful with it.

scholarly journals Analfabetismo ambiental: a percepção dos docentes e discentes sobre o ambiente de uma escola do município de Guaraí-TO

2018 ◽  
Vol 23 (1) ◽  
pp. 198-224
Author(s):  
Natanael Gomes Lima ◽  
Karla Caroline Sousa Dornelas ◽  
Liberta Lamarta Favoritto Garcia Neres ◽  
Ana Paula Martins Guimarães ◽  
Júlio Cesar Ibiapina Neres ◽  
...  
Keyword(s):  
High School Students ◽  
Environmental Education ◽  
Environmental Issues ◽  
School Students ◽  
Real Dimension ◽  
Man And Nature ◽  
Teachers And Students ◽  
Basic Concepts ◽  
Relationship Of ◽  
The Relationship

O termo analfabetismo ambiental surgiu na conferência RIO-92 após destacarem a necessidade da implementação de um modelo sustentável que determinasse a relação das pessoas com os problemas ambientais, a fim de formar cidadãos comprometidos com as questões socioambientais. Neste contexto, a pesquisa teve como objetivo analisar o analfabetismo ambiental acerca da percepção dos docentes e discentes do Ensino Médio no município de Guaraí-TO, buscando identificar esse possível analfabetismo. Para o desenvolvimento deste trabalho foram utilizados recursos que auxiliassem nos levantamentos de dados, possibilitando uma visão mais clara desse analfabetismo por parte de professores e alunos. Através do uso de questionário e observações com o intuito de descrever as características dos entrevistados, foi possível perceber entre os professores uma visão predominantemente globalizada, ressaltando a relação homem-natureza e entre os alunos prevaleceu uma visão antropocêntrica, evidenciando a natureza como fonte de recursos para a sobrevivência humana. Foi possível perceber que os estudantes e profissionais da educação conhecem os conceitos básicos de ambiente, mas não possuem uma noção clara e objetiva de sua real dimensão, evidenciando o egocentrismo. Com essa análise, será possível traçar estratégias e realizar trabalhos de educação ambiental que possam contribuir para que esta comunidade escolar consiga facilmente compreender a complexidade do tema e as possíveis consequências da degradação ambiental e sociocultural nos dias atuais. Environmental illiteracy: the perception of teachers and students about the environment of a school in the municipality of Guaraí-TO The term environmental illiteracy emerged at the RIO-92 conference after highlighting the need to implement a sustainable model that determines the relationship of people to environmental problems in order to train citizens committed to social and environmental issues. In this context, the research aimed to analyze environmental illiteracy about the perception of teachers and high school students in the municipality of Guaraí-TO, seeking to identify this possible illiteracy. For the development of this work, resources were used to assist in data collection, allowing a clearer view of this possible illiteracy by teachers and students. Through the use of a questionnaire and observations to describe the characteristics of the interviewees, it was possible to perceive among the teachers a predominantly globalized view, emphasizing the relation between man and nature and among the students anthropocentric vision prevailed, evidencing nature as a source of resources for human survival. It was possible to perceive that the students and professionals of the education know the basic concepts of environment, but do not have a clear and objective notion of its real dimension. With this analysis, it will be possible to draw up strategies and carry out environmental education works that can contribute to this school community being able to easily understand the complexity of the theme and the possible consequences of environmental and sociocultural degradation. Key words: Environmental Perception, Illiteracy, Environment and Environmental Education.

El tema ambiental en las universidades mexicanas: indicadores y reflexiones / The environmental theme in Mexican universities: indicators and reflections

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Joel Ayala Castellanos
Keyword(s):  
Environmental Education ◽  
Environmental Degradation ◽  
Environmental Issues ◽  
Theoretical Context ◽  
Elective Courses ◽  
The Relationship

ABSTRACTA brief overview of the relationship between environmental degradation and the different ways in which Mexican universities seek to address environmental issues through efforts as elective courses, postgraduate and research is presented this as part of a theoretical context that is the question, if these efforts are sufficient. This opens investigative perspectives needed on environmental education in Mexican universities.RESUMENSe presenta un breve panorama de la relación del deterioro ambiental y de las diferentes formas con las que universidades mexicanas pretenden abordar el tema ambiental a través de esfuerzos como materias opcionales, posgrado e investigaciones, esto como parte de un contexto teórico donde queda la pregunta, de si estos esfuerzos resultan suficientes. Destaca la variable ambiental como trasfondo de causa y consecuencia, la necesidad de una educación ambiental crítica y pertinente, esto abre perspectivas investigativas necesarias sobre educación ambiental en las universidades mexicanas. Contacto principal: [email protected]

scholarly journals The Opinions of Science Teachers on the Weaknesses and Strengths of LGS and TEOG Systems (The Case of Kars Province)

2020 ◽  
Vol 9 (2) ◽  
pp. 20
Author(s):  
Emine Hatun Diken
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching Experience ◽  
Entrance Exam ◽  
Screening Model ◽  
School Entrance ◽  
Process Oriented ◽  
Exam System ◽  
High Level ◽  
Better Than

This study aims to determine the opinions of science teachers working in secondary schools in Kars province of Turkey regarding the comparison of the High School Entrance Exam (LGS) which is currently being applied in Turkey and the transition from primary to secondary education (TEOG) which was applied in Turkey before this exam system. The study was conducted with a screening model and data was collected through structured questions. The study group consists of 48 Science Teachers, who have teaching experience “1-10, 10-20 and over 20 years”, working in 13 different secondary schools in Kars. The main categories were tried to be determined using explanatory and inferential codes that appeared in the analysis of forms for teachers' views. As a result of the research, it was found that most science teachers expressed the opinion that it was not necessary to abolish the TEOG and enact the LGS, and that the TEOG exam served its purpose better than the LGS. Again, as a result of the research, it was found that science teachers who thought that TEOG was a stronger test than LGS expressed the opinion that TEOG should be more systematic, process-oriented, be compensated, have more impact on written exams in school, and that the exam should be a process-oriented exam spanning two semesters. It was determined that science teachers who thought that LGS was a stronger test than TEOG had expressed the opinion that LGS was a highly distinguishable test and that LGS questions were questions based on high-level thinking, high selectivity, based on interpretation, requiring knowledge, far from recitation, covering all subjects.

The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education

2020 ◽  
Vol 36 (1) ◽  
pp. 63-80 ◽  
Author(s):  
William Smith
Keyword(s):  
Environmental Education ◽  
Secondary Schools ◽  
Science Teachers ◽  
Deep Ecology ◽  
Leadership Role ◽  
The Earth ◽  
Behavioural Characteristics ◽  
Environmental Educators ◽  
Teachers And Parents

AbstractThis study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.

scholarly journals Science Investigation in New Zealand Secondary Schools:  Exploring the Links between Learning, Motivation and Internal Assessment in Year 11

2021 ◽  
Author(s):  
◽  
Humaira Moeed
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Educational Achievement ◽  
Medium Size ◽  
Internal Assessment ◽  
Study Approach ◽  
Science Investigation

<p>Science investigation is one of the three aspects of science learning, along with scientific knowledge and an understanding of the nature of science, within the constructivist science curriculum statement of the New Zealand Curriculum Framework. Year 11 students in New Zealand secondary schools who learn to investigate in science are assessed internally for National Certificate of Educational Achievement credits and grades. The purpose of this research was to gain an understanding of the phenomenon of student learning and motivation to learn in year 11 science investigation and how the recent systemic change to formal assessment in New Zealand secondary education is related to teaching and learning of science investigation in year 11. This research, which adopted a case study approach, investigated the phenomenon of science investigation at a regional level through a survey of all year 11 science teachers in the Wellington region and an in-depth study of science investigation in one coeducational, medium size, state, secondary school and one year 11 science class in that school. The data were collected through surveys, classroom observations, teacher and student interviews and document analysis. Findings suggest that the introduction of internal assessment of science investigation led to change in teacher practice. The narrow fair testing type of investigation required for internal assessment and experienced by the students encouraged a surface approach to learning rather than deep learning for understanding. Students set performance goals and were motivated to achieve credits and grades in the assessment.</p>

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