scholarly journals Characterization of Environmental Education in Spanish Geography Textbooks

2021 ◽  
Vol 13 (3) ◽  
pp. 1159
Author(s):  
Juan Antonio García-González ◽  
Saúl García Palencia ◽  
Irene Sánchez Ondoño
Keyword(s):  
Decision Making ◽  
Secondary Education ◽  
Environmental Education ◽  
Compulsory Education ◽  
Environmental Problems ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Official Curriculum ◽  
The Subject

Environmental problems endanger the sustainability and survival of our planet. A way to raise awareness of the seriousness of the current environmental situation among future citizens and instill proactive behaviors that place the environment at the center of decision-making is environmental education. This study analyzes nine primary and secondary education textbooks in order to see what environmental education students receive as part of the subject of geography across the years of compulsory education in Spain. These textbooks are published by three different and main companies, which are a good example of the adaptation of the official curriculum. The study was conducted using the design and development of a coding sheet combining analysis of format (quantitative) and content (qualitative). The results show much room for improvement there is in environmental education in Spain. This improvement should start from the organization of the curriculum and its subsequent transposition into the textbooks. Thus, many changes are needed if we wish to build a society capable of effectively solving the threat of the environmental problems that surround us.

scholarly journals Environmental Education to Change the Consumption Model and Curb Climate Change

2020 ◽  
Vol 12 (18) ◽  
pp. 7475
Author(s):  
Leticia-Concepción Velasco-Martínez ◽  
Juan-Jesús Martín-Jaime ◽  
Ligia-Isabel Estrada-Vidal ◽  
Juan-Carlos Tójar-Hurtado
Keyword(s):  
Climate Change ◽  
Environmental Education ◽  
Compulsory Education ◽  
Reliability And Validity ◽  
Principal Component ◽  
Education Students ◽  
Responsible Consumption ◽  
The Subject ◽  
Consumption Model ◽  
Mitigate Climate Change

Environmental education plays a fundamental role in the fight against climate change and the transformation towards a more sustainable and environmentally friendly socio-economic model. This study shows how to evaluate the effectiveness of a program for compulsory education students in Spain. The subject of the program focused on the effects of climate change in relation to our consumption model and the generation of waste. A mixed research methodology is proposed that combines a quantitative (10 items on the Likert scale, n = 714) and qualitative approach (category construction and analysis on open-ended questions). A study of the reliability and validity of the measure was carried out through a categorical principal component analysis (CATPCA). The multivariate analysis of variance (MANOVA) correlates the gender and educational level of the students to the learning acquired in the program. For example, the results show how students are convinced that adopting minimal pro-environmental habits (turning off lights and unplugging electronics, choosing public transport to get around, or using solar and wind power to produce electricity) can help mitigate climate change. The conclusions show the difficulties and challenges of education for responsible consumption, emphasizing the development of environmental education programs for reducing the effects of climate change.

Using Wikis for Environmental Education and Awareness of Primary and Secondary Education Students in Greece

2015 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Marianna Poutakidou ◽  
Dimitris Gouscos
Keyword(s):  
Social Media ◽  
Secondary Education ◽  
Environmental Education ◽  
Research Work ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Education And Awareness ◽  
Research Questions ◽  
Use Of Social Media ◽  
Basic Ideas

Environmental education (EE) institutions worldwide strive to promote awareness and learning related to the protection of the environment and sustainability issues. In this effort, they take stock of the capabilities of online and social media. This paper briefly overviews characteristic examples for the use of social media for environmental education, as well as basic ideas that underpin the use of wikis in particular in education and learning, and discusses the ways in which wikis can be used, within environmental education programs, for raising environmental awareness of primary and secondary education students. This discussion is based on a research project employing wikis and conducted during 2011-2012 in Athens, Greece. The research questions guiding this project, the design and implementation choices of the research, the difficulties encountered and the revisions decided, as well as the research results and findings, together with proposals for further research work, constitute the contents of the paper.

scholarly journals TOPICS OF MEDIA LITERACY IN THE CONTENT OF PRIMARY AND SECONDARY EDUCATION IN THE SUBJECT OF THE LATVIAN LANGUAGE

2021 ◽  
Vol 5 ◽  
pp. 588-598
Author(s):  
Sandra Murinska ◽  
Inga Kaļva-Miņina
Keyword(s):  
Critical Thinking ◽  
Secondary Education ◽  
Media Literacy ◽  
Information Literacy ◽  
Digital Content ◽  
Primary And Secondary Education ◽  
Lack Of Information ◽  
Teachers And Students ◽  
The Subject

People are facing the growth and access of information, as well as the various forms of communication. While some part of society experience a lack of information, others are flooded with printed, broadcast and digital content. UNESCO argues that media and information literacy can provide answers to questions related to our culture of information and critical thinking. Media literacy must be discussed through education, because teachers are the key person to literacy of the society. An important way to update media literacy among teachers and students is to introduce it in the curriculum. The topic of media literacy is currently included in the curriculum based on the new competency approach in Latvia. When evaluating the curriculum of the subject of the Latvian language, the aim of the paper is to determine which topics and aspects of media literacy are included in the curriculum of the Latvian language and what pupils' skills and knowledge they promote.  

scholarly journals Análise da percepção e das práticas de Educação Ambiental em escolas de Curitiba/PR: subsídio à sensibilização socioambiental

2017 ◽  
Vol 11 (1) ◽  
pp. 87
Author(s):  
Carla Luciane Blum Vestena ◽  
Leandro Redin Vestena
Keyword(s):  
Elementary Schools ◽  
Environmental Education ◽  
Subject Matter ◽  
Environmental Problems ◽  
Environmental Perception ◽  
Education Students ◽  
Open Questions ◽  
Del Rio

ResumoEsse artigo apresenta a percepção de alunos de quarto e quinto ano do Ensino Fundamental, de escolas públicas e privadas, situadas próximas ao rio Belém, na cidade de Curitiba, Estado do Paraná sobre os problemas socioambientais e as práticas de Educação Ambiental desenvolvidas em suas escolas. Realizou-se uma entrevista, contendo três perguntas semiabertas e uma pergunta em que a resposta deveria ser na forma de um desenho. Conclui-se que a percepção dos alunos dos quartos anos é menos elaborada, em relação ao dos alunos de quintos anos. Os alunos apresentam pouco conhecimento dos problemas ambientais, apesar da grande maioria conhecer o rio Belém, embora alguns desconheçam o seu nome. A prática de Educação Ambiental é de caráter intraescolares, sendo relacionada aos conteúdos de animais e plantas, aos rios e a observação da natureza. As metodologias empregadas pelos professores na Educação Ambiental não estão alcançando seus objetivos propostos.Palavras-chave: Percepção ambiental; Educação Ambiental; alunos.  AbstractThis paper presents the perception of fourth and fifth year students at state and private elementary schools located close to the River Belém in Curitiba-PR, Brazil, with regard to socio-environmental problems and environmental education practices undertaken in their schools. They were interviewed using three half-open questions and a fourth question to be answered in the form of a drawing. Results show that perception of fourth year students was lower than that of fifth year students. The students showed little knowledge of environmental problems, despite the majority of them knowing River Belém, although some of them do not know its name.  Environmental Education at the schools is intramural and involves such subject matter as animals, plants, rivers and nature observation. The methodology used by teachers to provide environmental education is not reaching the proposed objective.Keywords: Environmental Perception; Environmental Education; Students. ResumenEn este artículo se muestra la percepción de alumnos de cuarto y quinto grado de las escuelas primarias, tanto públicas como privadas, ubicadas cerca del río Belém, en la ciudad de Curitiba, Estado de Paraná en cuanto a los problemas socio-ambientales. Además, se investigó la percepción de los mismos sobre las actividades de Educación Ambiental desarrolladas en sus escuelas. Se les ha realizado una entrevista con tres preguntas semi-abiertas y una en la que la respuesta debe ser en la forma de un dibujo. Se concluye que la percepción (conocimiento) de los estudiantes de las salas de cuarto grado es menos elaborado en relación con los alumnos quinto grado. Los estudiantes presentan poco conocimiento de los problemas ambientales, a pesar que la mayoría conoce el río Belém, aunque algunos desconocen su nombre. La mayoría de las actividades de Educación Ambiental son de carácter intraescolar, estando relacionados los contenidos con los animales y las plantas, los ríos y la observación de la naturaleza. Las metodologías empleadas por los docentes de Educación Ambiental no están alcanzando los objetivos propuestos.Palabras clave: Percepción ambiental; Educación Ambiental; estudiantes.

scholarly journals Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents

2018 ◽  
Vol 13 (09) ◽  
pp. 148 ◽  
Author(s):  
Agnès Ros-Morente ◽  
Enric Cabello Cuenca ◽  
Gemma Filella Guiu
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Experimental Design ◽  
Well Being ◽  
Control Group ◽  
Education Students ◽  
Primary And Secondary Education ◽  
Study Results ◽  
Quasi Experimental ◽  
Group A

The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and the Happy 12-16 during an academic course. Both innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 of secondary education participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students.

scholarly journals Analysis of the Concept of Energy in the Spanish Curriculum of Secondary Education and Baccalaureate: A Sustainable Perspective

2019 ◽  
Vol 11 (9) ◽  
pp. 2528 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Francisco Luis Naranjo-Correa ◽  
Milagros Mateos-Núñez
Keyword(s):  
Quantitative Analysis ◽  
Secondary Education ◽  
Environmental Education ◽  
Teaching And Learning ◽  
Environmental Problems ◽  
Qualitative And Quantitative Analysis ◽  
Education Curriculum ◽  
Qualitative And Quantitative ◽  
Science Technology Society ◽  
Science Technology

Teaching and learning of concepts within the science, technology, society, and environment (STSE) approach, such as energy, are key elements in improving students’ competencies in sustainability within the framework of environmental education. The overall objective of this research has been to analyze the concept of energy in secondary education curriculum from a sustainable perspective. Likewise, the levels of cognitive demand in the curriculum for the students’ acquisition of the concept are analyzed. The design of the research is a descriptive, exploratory type, with mixed qualitative and quantitative analysis of the obtained data. A methodology similar to that carried out in other researches was followed, and an analysis established a system of categories to classify the references found. The results obtained reveal that the regulations that govern teaching of secondary education (12–18 years) deal in depth, and in an compulsory way, with the concept of energy. However, more action is required to promote sustainability at all stages of education, in order to alleviate current and future environmental problems.

scholarly journals The Nature of Imagination in Education for Sustainability

2015 ◽  
Vol 31 (2) ◽  
pp. 289-292 ◽  
Author(s):  
Sally Jensen
Keyword(s):  
Environmental Education ◽  
Environmental Problems ◽  
Environmental Knowledge ◽  
Education For Sustainability ◽  
The Subject ◽  
Way Of Knowing

The importance of imagination in education has a significant history (Egan, 1986, 2001; Eisner, 1976; Greene, 1988; Steiner, 1954; Warnock, 1976); however, scholarship is often theoretical, and the involvement of imagination in understanding sustainability is often overlooked (Jones, 1995; Judson, 2010; Stewart, 2009). Imagination has rarely been the subject of Environmental Education (EE) and research. Its nature is contested, and its workings can be concealed by formal notions of knowing and learning. Contemporary environmental philosophies argue that education can often contradict its aims through limited understandings of environment and knowledge (Orr, 1991, 1992; Weir, 2008; Whitehouse, 2011). This thesis reconceptualises imagination as a way of knowing and learning in environmental terms. The study investigates the role of imagination in Education for Sustainability (EfS) contexts and critically analyses how imagination is involved in understanding sustainability for teachers and learners. The possibility of imaginationasenvironmental knowledge, and as essential to resolving environmental problems, is applied in this research.

scholarly journals Interés y Motivación del Estudiantado de Educación Secundaria en el uso de Aurasma en el Aula de Educación Física (Secondary Education students' interest and motivation towards using Aurasma in Physical Education classes)

Retos ◽  
2020 ◽  
pp. 333-340
Author(s):  
Antonio José Moreno Guerrero ◽  
Carmen Rodríguez Jiménez ◽  
Magdalena Ramos Navas-Parejo ◽  
Jose María Sola Reche
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Communication Technology ◽  
Spatial Orientation ◽  
Teaching And Learning ◽  
Education Students ◽  
Information And Communication ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Interest And Motivation

Las tecnologías de la información y la comunicación (TIC) están inmersas en los procesos de enseñanza y aprendizaje. El objetivo de esta investigación es conocer la predisposición y motivación en el aprendizaje de la orientación espacial de los alumnos de Educación Secundaria Obligatoria (ESO), a través del uso de la aplicación Aurasma. La metodología de investigación es cuantitativa, descriptiva, correlacional y predictiva. Los instrumentos utilizados son el FEFS-J y el cuestionario EDMCQ-PE. La muestra está formada por 1076 alumnos de la ESO de Andalucía. Los resultados muestran que existe una relación entre la valoración dada por los alumnos en relación con el uso de Aurasma, con el interés mostrado hacia la tarea y su motivación, teniendo una influencia directa y consistente en la energía dada por la asignatura de Educación Física para el desarrollo de otras tareas. Se concluye que el uso de Aurasma en las sesiones de Educación Física para el desarrollo de la orientación espacial es valorado positivamente por los alumnos de la ESO, mostrando interés y motivación por la asignatura.Abstract. Information and communication technology (ICT) is immersed into teaching and learning processes. The objective of this research is to know the predisposition and motivation towards learning spatial orientation in students of Compulsory Secondary Education, through the use of the Aurasma application. The research methodology is quantitative, descriptive, correlational, and predictive. The instruments used are FEFS-J and EDMCQ-PE questionnaires. The sample was composed by 1076 students from Compulsory Secondary Education in Andalusia. The results show that there is a relationship between the assessment given by the students in relation to the use of Aurasma during the session, and interest and motivation shown towards the task, with direct and consistent influence on the energy put in the subject of Physical Education for the development of other tasks. As a conclusion, the use of Aurasma for the development of spatial orientation in Physical Education classes is valued positively by the students of Compulsory Secondary Education, showing interest and motivation towards the subject. 

Interspecific Ethics

1995 ◽  
Author(s):  
Bryan G. Norton
Keyword(s):  
Natural Resources ◽  
West Coast ◽  
Environmental Problems ◽  
Deep Ecology ◽  
Environmental Groups ◽  
Seven Principles ◽  
The Subject ◽  
Human Use ◽  
Environmental Goals

What makes deep ecology deep? This is perhaps the most perplexing question about the much-discussed but little-understood deep ecology movement. Its spokespersons, who are mostly West Coast and Australian academics, all cite, with some degree of affirmation, Norwegian philosopher Arne Naess’s 1974 article, “The Shallow and the Deep Ecology Movement.” But nobody, not even Naess himself, still accepts the seven principles of deep ecology that were outlined in the original paper. There seems to be agreement, however, that the movement gains its unity and identity from a shared belief that nature has value independent of its uses for human purposes. To put their point critically, movement proponents all believe that our current environmental policies are in a profound sense “unjust” to other species. Most simply, the deep ecology movement has clearly defined itself in opposition to “shallow ecologists,” or as some of them put it less pejoratively, “reform environmentalists,” who are taken to include all of the mainline environmental groups. Deep ecology, given its self-proclaimed opposition to all “shallow” approaches, represents a modern version of the idea that environmentalists sort themselves into two broad classifications based on opposed motives. More precisely, we can understand deep ecologists’ characterization of two opposition groups as a theory intended to explain the behavior of contemporary environmentalists: Environmentalists pursue two opposed approaches to environmental problems because some believe, while others do not, that elements of nature have independent value. Some environmentalists, according to this theory, are interested only in conserving natural resources for future human use; others, deep ecologists, act to protect nature for its own sake. If indeed deep ecologists are offering such an explanatory theory, it is important to ask exactly what behavioral phenomena are to be explained: Do reform environmentalists pursue policies that differ significantly from those pursued by deep ecologists? Or do they pursue the same policies, but employ importantly different strategies and tactics in these pursuits? These two questions will be the subject of the next two sections, respectively. Along the way, we can also assess the strengths and weaknesses of the deep ecologists’ contribution to environmental goals.

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