scholarly journals Innovating Science Teaching by Participatory Action Research – Reflections from an Interdisciplinary Project of Curriculum Innovation on Teaching about Climate Change

2018 ◽  
Vol 1 (1) ◽  
pp. 93-112
Author(s):  
Timo Feierabend ◽  
Ingo Eilks
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Curriculum Innovation ◽  
Critical Approach ◽  
Participatory Action ◽  
Essential Components ◽  
Innovation Project ◽  
Past Experiences ◽  
Core Issues

This paper describes a three-year curriculum innovation project on teaching about climate change. The innovation for this study focused on a socio-critical approach towards teaching climate change in four different teaching domains (biology, chemistry, physics and politics). The teaching itself explicitly aimed at general educational objectives, i.e., fostering students’ communication and evaluation abilities as essential components for preparing young people for active participation in society. Participatory Action Research has been used as a collaborative strategy of cyclical curriculum innovation and research. Using past experiences and selected results from accompanying research, this project and its methodology will be reflected upon from the viewpoint of the chemistry group taking part in the project. Core issues reflected upon include how the project contributed to the creation of feasible curriculum materials, how it led to innovative structures in practice, and whether itsupported experienced teachers’ ongoing professional development. General considerations for the process of curriculum innovation will also be derived.

scholarly journals Church Involvement in Education for Sustainability: Using Participatory Action Research to Design a Faith-Based Education for Sustainability Programme in a Christian Community, New Zealand

2021 ◽  
Author(s):  
◽  
Xiaoming Gong
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Action Research ◽  
Participatory Action Research ◽  
Participatory Design ◽  
Education For Sustainability ◽  
Critical Approach ◽  
Participatory Action ◽  
Christian Community ◽  
Faith Based

<p>This study develops and analyses a faith-based education for sustainability (EFS) programme as a means of addressing the issue of climate change in an urban Christian community â St Johnâ s in the City, Presbyterian Church, Wellington, New Zealand. It also, explores a participatory design and practice process for an adult-focused community EFS programme within a Christian context. The outcome of the study may serve as a model of adult-focused community of EFS which can be used by other faith-based communities in New Zealand. The critical approach, which is considered as an important approach to EFS, aims to achieve social change by fostering critical thinking in relation to sustainable issues. However, the so-called rhetoric-reality gap of critical approach causes difficulty for practicing the approach. As such, it was hoped that this study, informed by Freirian critical pedagogy, bridges the â rhetoric-realityâ gap of the critical approach in EFS practice. The methodology of this research â participatory action research (PAR) â aims to empower participants by involving them as co-researchers in the research process. Combined with group discussion and in-depth individual interview, participatory method â diagramming was used as the main research method. The PAR methodology was proved effective for the faith-based EFS programme design and it was also represented a democratic EFS process in itself. Therefore, it informed the subsequent practice of the St Johnâ s programme that was designed by this research as an action research (AR) project and also functioned as a dialogical education programme. In the St Johnâ s programme, the participants as discursive subjects would gain freedom to critically enquire their relationships with Godâ s world and with each other and would be facilitated to take realistic actions on sustainable issues associated with climate change through the critical enquiry.</p>

scholarly journals Church Involvement in Education for Sustainability: Using Participatory Action Research to Design a Faith-Based Education for Sustainability Programme in a Christian Community, New Zealand

2021 ◽  
Author(s):  
◽  
Xiaoming Gong
Keyword(s):  
Climate Change ◽  
New Zealand ◽  
Action Research ◽  
Participatory Action Research ◽  
Participatory Design ◽  
Education For Sustainability ◽  
Critical Approach ◽  
Participatory Action ◽  
Christian Community ◽  
Faith Based

<p>This study develops and analyses a faith-based education for sustainability (EFS) programme as a means of addressing the issue of climate change in an urban Christian community â St Johnâ s in the City, Presbyterian Church, Wellington, New Zealand. It also, explores a participatory design and practice process for an adult-focused community EFS programme within a Christian context. The outcome of the study may serve as a model of adult-focused community of EFS which can be used by other faith-based communities in New Zealand. The critical approach, which is considered as an important approach to EFS, aims to achieve social change by fostering critical thinking in relation to sustainable issues. However, the so-called rhetoric-reality gap of critical approach causes difficulty for practicing the approach. As such, it was hoped that this study, informed by Freirian critical pedagogy, bridges the â rhetoric-realityâ gap of the critical approach in EFS practice. The methodology of this research â participatory action research (PAR) â aims to empower participants by involving them as co-researchers in the research process. Combined with group discussion and in-depth individual interview, participatory method â diagramming was used as the main research method. The PAR methodology was proved effective for the faith-based EFS programme design and it was also represented a democratic EFS process in itself. Therefore, it informed the subsequent practice of the St Johnâ s programme that was designed by this research as an action research (AR) project and also functioned as a dialogical education programme. In the St Johnâ s programme, the participants as discursive subjects would gain freedom to critically enquire their relationships with Godâ s world and with each other and would be facilitated to take realistic actions on sustainable issues associated with climate change through the critical enquiry.</p>

PETANI KUNINGAN DALAM PUSARAN KONFLIK KELAS

1970 ◽  
Vol 13 (2) ◽  
Author(s):  
Nanang Susanto
Keyword(s):  
Climate Change ◽  
Land Use ◽  
Action Research ◽  
Participatory Action Research ◽  
Soil Nutrients ◽  
Qualitative Approach ◽  
Participatory Action ◽  
Cost Of Production ◽  
Depth Interviews ◽  
Participatory Observation

Penelitian ini menguji teori Marx yang mengatakan bahwa dalam proses kapitalisasi, petani lahan kecil akan tergusur oleh petani lahan besar. Penelitian ini menggunakan pendekatan kualitatif dengan metode Participatory Action Research (PAR). Menggunakan teknik observasi partisipasi di lapangan, studi ini melakukan wawancara mendalam terhadap petani. Analisis data yang digunakan bersifat induktif. Penelitian ini menghasilkan kesimpulan, bahwa teori Marx tidak terjadi di malar Aman. Adapun penyebab menurunnya pertanian disebabkan menurunnya unsur hara tanah, mahalnya biaya produksi, alih fungsi lahan dan perubahan cuaca. Sedangkan strategi petani lahan kecil untuk mempertahankan kehidupan yaitu melakukan pola tanam tumpang sari, melakukan pekerjaan tambahan, dan mengatur keuangan.This study examines Marx's theory which says that in the process of capitalization, small land farmers will be displaced by large land farmers. This study uses a qualitative approach with the method of Participatory Action Research (PAR). Using the techniques of participatory observation in the field, the study conducted in-depth interviews on farmers. Analysis of the data used is inductive. This study led to the conclusion that Marx's theory does not happen in Aman malar. The cause of the decline of agriculture due to declining soil nutrients, the high cost of production, land use and climate change. While the strategies of small land farmers to sustain life is to do the planting patterns of intercropping, do extra work, and manage finances.

scholarly journals Use of participatory action research approach to develop a self-management resource for persons living with dementia

Dementia ◽  
2021 ◽  
pp. 147130122199728
Author(s):  
Sherry Dupuis ◽  
Carrie McAiney ◽  
Lisa Loiselle ◽  
Brenda Hounam ◽  
Jim Mann ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Primary Care Providers ◽  
Self Management ◽  
Research Approach ◽  
Care Providers ◽  
Participatory Action ◽  
Action Research Approach ◽  
Care Partners ◽  
Essential Components

This article describes the use of a participatory action research (PAR) approach to developing a self-management resource for persons living with dementia and care partners. Despite growing evidence that persons with dementia are able to contribute in meaningful ways to decision-making about their care and life preferences, few opportunities exist for them to participate in the design of resources and services meant for them. There is also a need to support the self-management of persons living with dementia with the provision of accurate, high quality, user-friendly information. The Living Well with Dementia resource was developed through a partnership with persons with dementia, family members, Alzheimer Society representatives, primary care providers, and researchers. The methods used in the development of this resource are outlined in six steps employed in this process, from establishment of a PAR team to final resource creation. Informed by a whole systems approach, the resource brings together essential components of self-management into a comprehensive system of care and support for living. It empowers users to be active participants in the application of new knowledge to their lives. Better self-management has important implications for access to health care and quality of life for persons with dementia and care partners.

The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico

2022 ◽  
pp. 952-974
Author(s):  
Sara Costa Carvalho ◽  
Pablo Meira Ángel Cartea ◽  
Ulisses M. Azeiteiro
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
State Of The Art ◽  
The State ◽  
Participatory Action ◽  
Heritage Education ◽  
Northern Portugal ◽  
Food Consumed

This chapter is dedicated to the food-heritage-education for climate emergency trinomial (FoHECE). It disseminates a study in the Euroregion of Eixo Atlântico. This Euroregion (Galicia, Spain and Northern Portugal) has been a victim of climate change (CC) due to drought. The project consisted of a participatory-action-research (PAR) with a set of environmental education facilities (EEF) that promote the connection local heritage-global reality. The main objective of the study was to help re-signifying activities in education for climate emergency based on dietary styles. Thus, a pedagogical activity was created with each facility, according to the PAR methodology, to sub-themes of the diet-CC binomial (e.g,. types of food consumed, origin, type of production, presentation) and to food aspects of each EEF surrounding. In addition to the state-of-the-art review on FoHECE, results are discussed, and recommendations are suggested for future approaches and adaptations of this methodology to other contexts.

scholarly journals Shifting Gears: Lessons Learnt From Critical, Collaborative, Self-Reflection on Community-Based Research

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Lulza Olim de Sousa ◽  
Emerentia Antoinette Hay ◽  
Schalk Petrus Raath ◽  
Aubrey Albertino Fransman ◽  
Barend Wilhelm Richter
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Community Based Research ◽  
Self Reflection

This article reflects the learning of five researchers in higher education in South Africa who took part in a participatory action research project to educate teachers how to integrate climate change issues into their teaching and learning. It was the first time any of the researchers had used participatory action research. We are all from natural science backgrounds and now involved in education for sustainable development. We had been trained in more traditional, objective, and researcher-driven methodologies grounded in a positivist paradigm. The purpose of this article is to share our learning about the changes we had to make in our thinking and practices to align with a participatory paradigm. We used reflective diaries to record our journey through the action research cycles. A thematic analysis of our diaries was supplemented by recorded discussions between the researchers. The analysis revealed that, while it was challenging to begin thinking in a different paradigm, we came to appreciate the value of the action research process that enabled teachers to integrate climate change issues into their teaching in a participatory way. We also concluded that we require more development to be able to conduct participatory research in a manner true to its values and principles. The conclusions we came to through our collaborative reflections may be of value to other researchers from similar scientific backgrounds who wish to learn what shifts in paradigm, methods, and processes are needed to be able to conduct community-based research in a participatory way.

scholarly journals Applying Participatory Action Research Methods in Community-Based Adaptation With Smallholders in Myanmar

2021 ◽  
Vol 3 ◽  
Author(s):  
Wilson John Barbon ◽  
Chan Myae ◽  
Rene Vidallo ◽  
Phyu Sin Thant ◽  
Emilita Monville-Oro ◽  
...  
Keyword(s):  
Climate Change ◽  
Action Research ◽  
Participatory Action Research ◽  
Land Tenure ◽  
Smallholder Farmers ◽  
Research Effort ◽  
Participatory Action ◽  
Community Based ◽  
Diverse Range ◽  
Adaptation Options

The effects of climate change to agriculture being largely location specific, it is crucial that adaptation measures recognize the value of targeted, context-specific, community-based strategies and processes. This research deployed participatory action research relying on a diverse range of socio-technical methods for facilitating community-level adaptation in climate-smart villages. Smallholder farms in four unique agro-ecologies in Myanmar were targeted. Results and insights from the 3-year, participatory action research effort chronicle how the climate-smart village approach was implemented in the four targeted climate-smart villages (CSVs). The key support systems needed for effective community engagement in implementing the CSVs are discussed. Social learning helped nurture capacities of farmers to find solutions and test and improve adaptation options. Using a combination of socio-technical processes, smallholder farmers, researchers, and facilitators improved their understanding of climate change, drivers of vulnerability, and coping activities. With this knowledge and understanding, the farmers in the CSVs identified a menu of adaptation options that they would test and adopt (and scale). This “portfolio approach” to deriving adaptation options ensured that there were opportunities for men, women, and landless households to participate in the community adaptation process. This approach allowed farmers to determine what was their preferred entry point. Invariably, such approaches nurture incremental adaptation with associated incremental learning. The research suggests that land tenure regimes influence the nature of the adaptation options and their eventual uptake. In villages with high incidence of landlessness, the adaptation options were limited to homesteads, the small patch of land around the household dwelling. A more secure tenure status provided farmers with freedom to engage in diversified and long-term production systems. Poverty and wealth levels of households were other factors influencing the uptake of adaptation options, especially those aimed at diversifying production for reduced risks.

scholarly journals Raising Awareness of Agency to Address Climate Change: The Do One Thing (DOT) Strategy

2021 ◽  
Vol 10 (2) ◽  
pp. 1-16
Author(s):  
Irene Muller ◽  
Lesley Wood
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Action Research ◽  
Environmental Education ◽  
Participatory Action Research ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
Participatory Action ◽  
Community Members ◽  
Action Research Approach

The United Nations Children's Fund 2008 report, Our Climate, Our Children, Our Responsibility, warned that children will suffer most from the effects of climate change. Environmental education is one way to prepare children to cope and enable them to educate their families and friends about the need to act now to minimise the danger climate change poses. This article reports on findings from a participatory action research project aimed at integrating education for sustainable development into the Grade 7 curriculum, with a specific focus on climate change. Critical participatory action research has a transformative intent, engaging participants in learning to cultivate a sense of purpose and increase their capacity to solve local problems. Learner responses to qualitative questionnaires and recorded discussions related to the Do One Thing (DOT) strategy were used to determine learning about climate change and enable both learners and community members to identify action for change. Thematic coding was used to evaluate the effectiveness of the DOT strategy in increasing awareness of agency and resultant learning. The findings indicate that not only did the learners gain knowledge about the causes and consequences of climate change but the potential of the learners and community members to identify possible actions for change was increased as well. We provide suggestions as to how teachers can use the DOT strategy as part of an action research approach to integrating environmental education for sustainable development in order to raise awareness of local environmental threats and encourage learners and their families to behave in a more environmentally friendly way. The explanation of the research process offered in this article also highlights how participatory learning activities can help engage learners as active agents in their own learning.

Participatory Action Research as/in Adult Education

2020 ◽  
Vol 11 (4) ◽  
pp. 21-33
Author(s):  
Meagan Call-Cummings ◽  
Melissa Hauber-Özer
Keyword(s):  
Social Justice ◽  
Adult Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Critical Approach ◽  
Participatory Action ◽  
Participatory Inquiry ◽  
Learner Needs

Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with the critical approach to adult education, particularly the belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this paper is to offer a review of three critical, participatory inquiry methods that are anchored in three concepts foundational to PAR and to present readers with a useful description of how to implement these methods in diverse contexts.

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