scholarly journals Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable Development

2008 ◽  
Vol 10 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Jacqueline Vanhear ◽  
Paul Pace
Keyword(s):  
Sustainable Development ◽  
Concept Mapping ◽  
Concept Maps ◽  
Education For Sustainable Development ◽  
Pedagogical Tools ◽  
Learning Patterns ◽  
Long Run ◽  
Incoming Information ◽  
Before And After ◽  
Research In Education

Integrating Knowledge, Feelings and Action: Using Vee Heuristics and Concept Mapping in Education for Sustainable DevelopmentAlthough children are regularly showered with environmental knowledge, this is rarely transformed into concerned action, probably because it is not meaningful for the learner and/or is highlighted at the expense of a personalized process of learning. Research in Education for Sustainable Development shows that besides knowledge acquisition feelings, psychological factors and active participation while learning are important determinants of commitment. Fostering an attitude of responsible environmental action is not dependent on what knowledge is delivered, but on how it is delivered and experienced. This paper describes the use of Vee Heuristics and Concept Mapping as pedagogical tools within the context of primary school learners' different learning patterns. It provides illustrations of Concept Maps constructed before and after the learning programme and discusses some implications of the findings. This paper suggests that the use of Vee Heuristics and Concept Mapping along with an awareness of how the child prefers to learn may be steps towards tapping-in the child's internal talking so that educators can understand how each learner responds to incoming information. Learning about environmental issues becomes relevant, meaningful and, in the long run, conducive to improved environmental responsible behaviour.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

Using Concept Maps to Enhance Students' Prior Knowledge in Complex Learning

2010 ◽  
pp. 163-181 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Empirical Study ◽  
Prior Knowledge ◽  
Concept Mapping ◽  
Concept Maps ◽  
Cognitive Styles ◽  
Future Research ◽  
Instructional Tool ◽  
Cognitive Tool ◽  
New Learning ◽  
Before And After

As an instructional tool, concept map has been widely used to teach complex subjects in schools. Research suggests that concept mapping can help bridge learners’ prior knowledge with new learning, reduce the cognitive load involved in learning and improve comprehension, content retention, and knowledge transfer. Existing literature focuses on cognitive features, cognitive styles and differences between instructor provided and student generated concepts. However, little is known about the effects of concept maps as a cognitive tool to influence learners’ learning, specifically before and after the learning takes place. This chapter offers a discussion of general research in concept mapping and theories that support such instruction. Finally, an empirical study is presented with suggestions for future research in concept mapping.

scholarly journals Perceptions of Research in Education for Sustainable Development: An International Perspective

2010 ◽  
Vol 1 (2) ◽  
pp. 5-24 ◽  
Author(s):  
Anita Pipere ◽  
Jyrki Reunamo ◽  
Marion Jones
Keyword(s):  
Sustainable Development ◽  
Educational Research ◽  
Research Capacity ◽  
Education For Sustainable Development ◽  
International Perspective ◽  
Common Language ◽  
International Perspectives ◽  
Constructive Dialogue ◽  
Research In Education ◽  
Methodological Aspects

Abstract This paper reports on a study undertaken to investigate international perspectives of what constitutes research in education for sustainable development (ESD). By employing inductive thematic content analysis, the authors sought to examine the perceptions of 66 ESD researchers from 19 countries. The findings reveal a concern with the methodological aspects of research and an emergent need for synergy between the methodology of educational research and specific themes relevant to ESD research. The significant overlap of themes and aspects of ESD research apparent across the different contexts within which the researchers were embedded indicates a unified core of ESD research, although there is also evidence of contextual factors influencing the research agenda. Based on the findings of this study, the paper concludes that there is an overlap between educational research and ESD research, but that the latter has its own specific aims, themes and political supporters. In an endeavour to develop a shared understanding about ESD research across disciplines and research context, a common language has to be developed to facilitate a constructive dialogue and research capacity building in this novel field.

scholarly journals Outlook on Research in Education for Sustainable Development

2013 ◽  
Vol 11 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Cornelia Gräsel ◽  
Inka Bormann ◽  
Kerstin Schütte ◽  
Kati Trempler ◽  
Robert Fischbach
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Research In Education

scholarly journals Education for Sustainable Development and Innovation in Engineering School: Students’ Perception

2021 ◽  
Vol 13 (11) ◽  
pp. 6002
Author(s):  
Fatma Fourati-Jamoussi ◽  
Michel J. F. Dubois ◽  
Marie Chedru ◽  
Geoffroy Belhenniche
Keyword(s):  
Sustainable Development ◽  
Engineering Students ◽  
Education For Sustainable Development ◽  
Training Process ◽  
School Students ◽  
International Program ◽  
Before And After ◽  
The One ◽  
Academic Year ◽  
Over Time

This article is the continuation of the work that has already been completed in a first study on the perception of engineering students at UniLaSalle Beauvais about education for sustainable development (SD) and innovation. Its purpose is to show the evolution over time of the perception of engineering students regarding SD and innovation after integrating the international program called “Go-LaSalle”. In this training process, students spend the second semester of their third academic year in partner universities of the worldwide Lasallian network. To identify and measure the change of students’ perception, we have designed a survey that was sent to two engineers’ training classes (specialties) Agronomy and Agro-Industries and Food and Health. The results show that although some differences and similarities appear between the two specialties, there are few significant changes on student’s perception before and after the six-month international program (called “Go-LaSalle”). Finally, the study shows, on the one hand, that the students trust the institution, the companies and their teachers more than their own inclinations; on the other hand, it allows the institution to adapt their training to both collective needs and the demands of the environment.

scholarly journals Preliminary investigations into the selective use of concept maps in teaching introductory physical chemistry to non-chemistry specialist students

2016 ◽  
pp. 43-48
Author(s):  
Julia Percival ◽  
Simon Lygo-Baker
Keyword(s):  
Biological Sciences ◽  
Physical Chemistry ◽  
Concept Mapping ◽  
Teaching Methods ◽  
Concept Maps ◽  
Course Content ◽  
Chemistry Students ◽  
Qualitative Feedback ◽  
Before And After ◽  
Preliminary Study

Recently we have undertaken a preliminary study on the introduction of concept mapping into a physical chemistry module being delivered to non-chemistry specialist students. Previously this module was known for being conceptually challenging and more unpopular amongst biological sciences students than other biological modules of similar difficulty. Here, we discuss the introduction of concept maps at certain points in the module to assist with student’s ability to connect ideas and therefore answer questions they have not previously been able answer reliably. These are combined with additional large group workshops and in-lecture examples to help the students to connect the questions with the course content. Also included are the experiences of the staff delivering the module before and after this introduction and some qualitative feedback from the students involved. This study has since lead to a change in the way introductory physical chemistry is taught to non-chemistry students at Surrey and has informed teaching methods for subsequent years.

The Effect of Concept Mapping on Critical Thinking of Jordanian Nursing Students

2020 ◽  
Vol 26 (1) ◽  
pp. e19-e24
Author(s):  
Huthaifah Khrais ◽  
Ali M. Saleh
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Concept Mapping ◽  
Concept Maps ◽  
Assessment Tool ◽  
Teaching Strategy ◽  
Traditional Lecture ◽  
Before And After ◽  
Quasi Experimental ◽  
The Mean

AimThe aim of this study was to explore the effectiveness of concept maps in improving the critical thinking of nursing students.MethodThis quasi-experimental study was conducted using a pretest–posttest design among two groups of a total of 115 nursing students. Participants were either exposed to concept mapping sessions or taught with traditional lecturing; the assessment tool was a test of critical thinking completed before and after the intervention.ResultsThe mean scores for critical thinking were higher in the group that engaged in mapping sessions compared to the traditional lecture group.ConclusionThis study supports the usefulness of concept maps as a teaching strategy to promote development of nursing students' critical thinking abilities. These findings could provide valuable evidence for establishing concept mapping as a promising teaching strategy for nursing students.

PENERAPAN STRATEGI BELAJAR PEMETAAN KONSEP DALAM PEMBELAJARAN SISTEM SYARAF PADA MANUSIA (UPAYA PENINGKATAN KEBERMAKNAAN KONSEP PADA SISWA KELAS VIII MTS N 1 KOTA BENGKULU

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Zetmi Heryanti
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Concept Maps ◽  
Concept Map ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Before And After ◽  
Nerve System ◽  
Better Than

Abstract: This research aims to determine the ability of students in preparing the concept mapping and its relation with the learning results of second grade student of MTsN 1 Bengkulu city in learning the nerve system using concept maps without the help of diagram and concept maps with the help of diagram. Data collection is done through the instrument in the form of tests conducted at the time before and after delivery of the material. The test aims to obtain data about student learning outcomes. This research is conducted through two actions, the first action is the concept mapping without the aid of diagram and on the second act of concept mapping with the help of diagram. Based on t test at the level of confidence 1% can be stated that the level of achievement of student learning outcomes concept map without using the diagram and concept map using the t value is 9.901 and t table value is 2.704. So it can be concluded that there are differences in learning outcomes with concept mapping without diagram and mapping the concept with the diagram which the result of learning concept mapping with the help of diagram better than the mapping of the concept without the diagram. Keywords: The concept mapping Abstrak: Penelitian ini bertujuan untuk mengetahui Kemampuan siswa dalam menyusun pemetaan konsep serta hubungannya dengan hasil belajar siswa kelas II MTsNKodia Bengkulu dalam pembelajaran sistem syaraf dengan menggunakan peta konsep tanpa bantuan carta dan peta konsep dengan bantuan carta. Pengumpulan data dilakukan melalui instrument yang berupa tes yang dilakukan pada saat sebelum dan sesudah penyampaian materi.Tes ini bertujuan untuk memperoleh data tentang hasil belajar siswa. Penelitian ini dilaksanakan melalui dua tindakan, tindakan pertama yaitu pemetaan konsep tanpa bantuan carta dan pada tindakan kedua pemetaan konsep dengan bantuan carta. Berdasarkan uji t pada tingkat kepercayaan 1 % dapat dikemukakan bahwa tingkat pencapaian hasil belajar siswa peta konsep tanpa menggunakan carta dan peta konsep dengan menggunakan carta nilai t hitungnya adalah 9,901 dan nilai t tabel adalah 2,704.Jadi dapat disimpulkan bahwa terdapat perbedaan hasil belajar dengan pemetaan konsep tanpa carta dan pemetaan konsep dengan carta yang mana hasil belajar pemetaan konsep dengan bantuan carta lebih baik dari pada pemetaan konsep tanpa carta. Kata Kunci: Peta Konsep

scholarly journals Repositioning Entrepreneurship in Economics Education: A Veritable Tool for Achieving Education for Sustainable Development (Esd) In Nigeria

2020 ◽  
pp. 1-5
Author(s):  
Ede O Maxwell ◽  
◽  
Kingsley Akarowhe ◽  
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Education For Sustainable Development ◽  
Economics Education ◽  
Entrepreneurial Education ◽  
Self Reliance ◽  
Long Run ◽  
Development Goals ◽  
Nigerian Government

Global economic realities of recession, depression and unemployment tend to put nations in setback, in terms of retarding their sustainable development. The global community in recent times adopted entrepreneurial education as a tool to achieve sustainable development goals (SDGs). The Nigerian government has overtime formulated, enacted policies and adopted varied strategies for a favorable sustainable development which have yield little or no benefits. Economics education play the role of inculcating skill and depositions on learners for managerial functions; self-reliance and in the long-run sustainable development. In same vein, entrepreneurship is an outfit whose benefit in sustaining development of a nation cannot be fathom. This however draws the attention of this paper which is directed on the need to reposition entrepreneurship in Economics education a veritable tool for achieving education for sustainable development (ESD) in Nigeria. The paper highlighted the concepts of entrepreneurship, Economics education, sustainable development, as well as the place of entrepreneurship in Economics Education in achieving sustainable development in Nigeria. The paper recommended among others that government should provide soft loans to enable Economics Education graduates with entrepreneurship skills establish entrepreneurship outfits

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