The Effects on Young Children’s Problem Solving Ability of the Sustainable Environmental Education Based on Thinking Tools Approach

2021 ◽  
Vol 17 (1) ◽  
pp. 59-79
Author(s):  
Yoon-Ji Choi ◽  
Younoak Yu
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Thinking Tools

Sustainable Campuses

2017 ◽  
Author(s):  
Scott Ashmann ◽  
Felix Pohl ◽  
Dave Barbier
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Green Infrastructure ◽  
Human Population ◽  
Teaching And Learning ◽  
Urban Sustainability ◽  
Local Communities ◽  
Environmental Stewardship ◽  
University Campuses ◽  
Urban Environmental Education

This chapter examines sustainable urban campuses and their impact on their students and local communities. It also considers elements of green infrastructure, learning, and community through the lens of urban environmental education trends, namely: City as Classroom, Problem Solving, and Environmental Stewardship. After providing an overview of aspects of sustainable university campuses, the chapter discusses the ways that such campuses address urban sustainability related to infrastructure, teaching and learning, as well as connections to the community. It shows that the built environment and lifestyles are important for urban campuses, given their location in areas of highly concentrated buildings and dense human population. It argues that environmental education in cities can benefit from harnessing the power that lies within a university campus's academic, infrastructural, and community-related resources.

scholarly journals PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

scholarly journals MÉTODO DE RESOLUÇÃO DE PROBLEMAS NO ENSINO MÉDIO: UMA PROPOSTA INTERDISCIPLINAR ABORDANDO O TEMA AGROTÓXICOS

2018 ◽  
Vol 3 (2) ◽  
pp. 643-664
Author(s):  
Daniel das Chagas de Azevedo Ribeiro ◽  
Camila Greff Passos ◽  
Tania Denise Miskinis Salgado
Keyword(s):  
High School ◽  
Public School ◽  
Problem Solving ◽  
Environmental Education ◽  
Scientific Knowledge ◽  
Environmental Issues ◽  
Porto Alegre ◽  
Audio Recording ◽  
Written Production ◽  
The City

Resumo: Este artigo apresenta a análise de um experimento no qual se utilizou a metodologia de Resolução de Problemas (RP) no Ensino Médio. A pesquisa visa à averiguação das formas de contribuição da sequência didática efetuada para a aprendizagem de conteúdos conceituais, procedimentais e atitudinais pertinentes às questões ambientais que os Agrotóxicos podem ocasionar. A investigação teve como sujeitos 35 alunos do 3º ano do Ensino Médio de uma escola pública estadual da cidade de Porto Alegre/RS. Com o intuito de coletarmos os dados, foram utilizados o Diário de Campo dos pesquisadores, a produção escrita dos estudantes e a gravação do áudio da aula em que os educandos experienciaram a RP. A experiência realizada propiciou o incremento dos conteúdos conceituais, procedimentais e atitudinais relativos aos conhecimentos científicos abordados e aos problemas ambientais pertinentes aos Agrotóxicos.Palavras-chave: Resolução de Problemas. Ensino Médio. Educação Ambiental. Agrotóxicos. Abstract: This article presents the analysis of an experiment in which Problem Solving methodology (RP) was used in High School. The research aims to investigate the contribution of the didactic sequence carried out to the learning of conceptual, procedural and attitudinal contents pertinent to the environmental issues that Pesticides can cause. The investigation had as subjects 35 students of the 3rd year of high school in a state public school in the city of Porto Alegre / RS. In order to collect the data, we used researchers’ Field Diary, students’ written production and the audio recording of the class in which the students experienced RP. The study facilitated the development of conceptual, procedural and attitudinal contents related to scientific knowledge addressed and environmental problems related to Pesticides.Keywords: Problem Solving. High School. Environmental Education; Pesticides.

Environmental Education: A Mismatch Between Theory and Practice

1992 ◽  
Vol 8 ◽  
pp. 147-166 ◽  
Author(s):  
Helen Spork
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Social Transformation ◽  
Environmental Ethic ◽  
Theory And Practice ◽  
Participatory Process ◽  
Environment Education ◽  
Ethical Change ◽  
Awareness Raising

Environmental education has received widespread recognition over many years as being an important process in the preservation and improvement of the world's environment (Lucas, 1979; UNESCO-UNEP, 1988). Environmental education assumes this importance through its potential to involve people at local, national and global levels in a socially active, problem solving, critical and participatory process (Greenall, 1987, 1990; Robottom, 1987) to ultimately develop environmentally literate, responsible and active citizens (Hines, Hungerford and Tomera, 1986/87; Stapp, 1969). Obviously then, environmental education is much more than just a process of knowledge transmission about the environment and awareness raising of specific environmental problems. Rather, environmental education is described by many (e.g. Greenall, 1987; Huckle, 1983; Lucas, 1979; Robottom, 1987) as a process that facilitates the challenging of dominant environmental attitudes and behaviour patterns of individuals, groups and entire societies to bring about positive social transformation and the development of a new environmental ethic.For environmental education to fulfil this role of social and ethical change, it is internationally recognised that environmental education must address knowledge, awareness, skill, attitude and participation objectives (UNESCO-UNEP, 1976, 1978, 1988). Much of the literature on environmental education encapsulates this range of objectives into three broad categories or forms - education in the environment, education about the environment and education for the environment. Education in and about the environment is intended to develop the knowledge, awareness, attitude and skill objectives, while education for the environment has its focus on the values, ethics, problem solving and action objectives.

Environmental Education as Educational Reform

1987 ◽  
Vol 14 (3) ◽  
pp. 197-200 ◽  
Author(s):  
Ian Robottom
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Educational Reform ◽  
Education Programme ◽  
Critical Problem ◽  
Nineteen Seventies ◽  
World Community ◽  
The Social ◽  
The World ◽  
Education Conference

Ten years on from the landmark environmental education conference at Tbilisi, it is salutary to reflect on the extent to which some of the distinguishing characteristics espoused in the nineteen-seventies are manifest in environmental education of the 'eighties. The critical problem-solving interest of environmental education recommended in the literature of the 'seventies was consistent with the social/political concerns of the world community at the time—concerns to which the UNESCO environmental education programme was a response. However, this critical problem-solving interest is not commonplace in schools, and still represents a serious challenge to the existing patterns of schooling. Consequently the position that environmental education should entail widespread educational reform is nowadays becoming stronger and more evident.

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