Comparison of the Science Education Curriculum and the Environmental Education Curriculum for Promoting Environmental Education

2020 ◽  
Vol 41 (2) ◽  
pp. 155-175
Author(s):  
Jin-A Yoon ◽  
Younkyeong Nam
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Education Curriculum

Teachers Characteristics, Related factors and Environmental Education Curriculum Implementation in Secondary Schools in Cross River State, Nigeria

GIS Business ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 136-158
Author(s):  
Eneji Chris-Valentine Ogar ◽  
Petters Janet Sunday ◽  
Onnoghen Usang Nkanu ◽  
Asuquo Edung Etim
Keyword(s):  
Regression Analysis ◽  
Environmental Education ◽  
Secondary Schools ◽  
Classroom Management ◽  
Curriculum Implementation ◽  
Education Curriculum ◽  
Related Factors ◽  
Significance Level ◽  
Cross River ◽  
Cross River State

This study assessed the influence of teacher’s characteristics and other related factors in the implementation of Environmental Education curriculum in secondary schools in Cross River State, Nigeria. Two research designs were used, survey inferential and Expost facto research design. The study is located in the department of Environmental Education, University of Calabar, Nigeria. Two research questions converted into two hypotheses were formulated for the study.  A sample of three hundred (300) respondents were selected using the multistage random sampling technique comprising of twenty five (25) lecturers and two hundred and seventy five (275) postgraduate and final year undergraduate students in the department of Environmental Education, University of Calabar. Data was collected using a structured questionnaire, the instrument administration was done by the researchers and same were collected 100%. Pearson Product Moment Correlation Analysis and regression analysis were used to test the hypotheses at 0.05 significance level and 298 and 290 degrees of freedom respectively. The result shows that teacher’s characteristics do significantly influence Environmental Education curriculum implementation in secondary schools. The regression analysis also shows that 6 factors listed impedes the implementation of Environmental Education curriculum, while four were not significant factors influencing Environmental Education curriculum in secondary schools. It was however recommended that teachers with competence in pedagogic knowledge of Environmental Education with classroom management skill should be employed to drive the process, while arrangement should be put in place to make Environmental Education a subject for students to offer and write in final senior secondary school examination among other.

Lasting Conservation and Science-Related Outcomes Associated with Science Education, Environmental Education, and Outdoor Science Education

2021 ◽  
Vol 31 (1) ◽  
pp. 116
Author(s):  
Jackson ◽  
Stevenson ◽  
Peterson ◽  
Lawson ◽  
Olson ◽  
...  
Keyword(s):  
Science Education ◽  
Environmental Education

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2015 ◽  
pp. 100-117 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

Innovative Instructional Strategies for Teaching Materials Science in Engineering

2017 ◽  
pp. 1-19 ◽  
Author(s):  
Fahrettin Ozturk ◽  
Tanju Deveci ◽  
Ebru Gunister ◽  
Rodney J. Simmons
Keyword(s):  
Science Education ◽  
Knowledge Base ◽  
Instructional Strategies ◽  
Materials Science ◽  
Technological Development ◽  
Triple Bottom Line ◽  
Education Curriculum ◽  
Bottom Line ◽  
Effective Teaching Strategies ◽  
Current Curriculum

Advancements in materials production and materials science education accelerate innovations in many engineering fields. Therefore, strong Materials Science education is extremely important for quality part development and efficient designs. Comfort, safety, and cost requirements can be met utilizing technology and knowledge base advancements. This chapter firstly introduces the contents of a more contemporary materials science education curriculum, and advanced content-related laboratory applications. The applicability of incorporating such content in the current curriculum and number of semester hours necessary to teach such a course are discussed. Finally, it explains the role that engineering educators have in preparing students to develop designs that add to the “triple bottom line” which considers costs in economic, social, and environmental terms. Successful Materials Science education helps technological development and increases innovations. This chapter is significant for its detailed discussion on the shortcomings of current Materials Science education and its recommendations of effective teaching strategies.

Environmental degradation: The urgency of socio-historical contextualisation and the contribution of non-hegemonic perspectives

2020 ◽  
pp. 147821032096500
Author(s):  
Renato Crioni ◽  
Vânia Gomes Zuin
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Natural Resources ◽  
Environmental Degradation ◽  
Well Being ◽  
Environmental Issue ◽  
Surplus Value ◽  
Cultural Form ◽  
Historical Contextualisation ◽  
Empirical Record

This article aims to discuss the issue of environmental degradation based on understanding the material foundation of modern socialisation, which in capitalism is centred on the production of surplus value. This topic is justified by the hegemonic way in which the environmental issue is currently addressed: the inevitability of environmental degradation considering a supposed historical march towards the progress of humanity, to the detriment of natural resources. The argument put forth is that effective environmental education depends on proper contextualisation of the capitalist process. Central to this discussion is an ideological understanding of the neutrality of science and the assumption of the inevitable ongoing environmental degradation considering a presumed population explosion and pursuit of human well-being. Thus, alternative historical-cultural forms are sought to address the tensions that emerge between humanity and nature, or culture and nature, divided into the origin of the hegemonic cultural form consolidated in late modernity. Levi-Strauss’ work is taken here as an accurate historical-empirical record, namely the Nambikwara people of the Brazilian Midwest in the context of the 1930s. The referential used in this article seeks to articulate science education and environmental education with the critical theory.

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