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3.
AbstractThis article discusses the scientific research work on environmental education presented during the last decade in three Brazilian conferences: the meetings of the National Association of Graduate Research on Education (Associação Nacional de Pós-Graduação e Pesquisa em Educação, ANPEd), the National Association of Graduate Research on Environment and Society (Associação Nacional de Pós-Graduação e Pesquisa em Ambiente e Sociedade, ANPPAS), and the Environmental Education Research Meetings (Encontros de Pesquisa em Educação Ambiental, EPEA). It analyzes the authors, institutions, and regions whence the studies came from, as well as their main research subjects. Our findings indicate the prevalence of women in all academic degree segments; of PhD holders and candidates; of professors in public higher education institutions located in the Brazilian Southwest and South regions; and of environmental education in formal teaching as the main subject in all three conferences. Based on these results, we discuss how this body of research relates to the development of Brazilian academic and educational policies, and indicate some of the challenges involved in building a research tradition in this field, in close dialogue with the arduous political and pedagogical path of environmental education in Brazilian schools. 相似文献
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Alternative education programmes have acted as a disciplinary practice used by schools in Prince Edward Island (PEI), Canada, as a response to providing students, especially those identified with challenging behaviours, who do not fit into ‘mainstream’ schools. This article highlights the emergence of alternative education in PEI and brings to light the complexities underpinning how a child with challenging behaviour is viewed. Through the use of Foucauldian genealogical analysis and critical discourse analysis, this research centres on the discourse of ‘alternative education’ and problematises how alternative education programmes have been put in place as a solution to the problem of the child with challenging behaviour in ‘mainstream’ schools as constituted in the 1990s in PEI, Canada. Using data generated from educational policies, government documents, and interviews with educators who worked in alternative placements and practitioners who worked with students identified as having problematic behaviour, I propose that alternative education programmes are hybrid programmes emerging from an overlapping of understanding from ‘mainstream’ education and ‘special education’. 相似文献
6.
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of ‘education’ and ‘ethics’, and that they point to an area of research that deserves more attention. In describing the intersecting nature of these ideas, I show that how education is conceived in turn shapes interpretations of ethics, and vice versa. Seen this way, I also show how ethics inquiry in an educational context can be conceived as a means to explore controversy, dissonance, unconventional ideas, and to imagine new possibilities. Finally, I argue that research at this intersection of education and ethics can provide insights that can enable us to teach, inquire, and ultimately live as if the world mattered. 相似文献
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Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders’ content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students’ science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups’ scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group’s pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students’ science content learning. 相似文献
8.
Purpose: To investigate the need for sexuality education for individuals with adult onset physical disabilities as it relates to quality of life and to identify current trends in the provision of sexuality education by health care providers relating to quality of care. Data Sources: Literature review from January 1986 to December 2016. Study Selection: Studies were selected that outlined current trends in sexuality in health care, the impact of disability on sexuality, and sexuality education from the perspectives of both patients and health care providers. Results: Searches in multiple databases yielded 41 articles that outlined the current state of sexuality education related to individuals with disabilities. The results demonstrate the importance of addressing sexuality after the onset of disability, and the inconsistencies that are present in health care practitioner education related to this topic. Conclusion: Sexuality is an important aspect of the human experience and is greatly impacted by the onset of physical disability. Despite the acknowledgment of health care providers that sexuality should be addressed in clinical practice, there is a gap in knowledge and comfort stemming from a lack of formal education on this topic. In order to enhance the quality of services provided to individuals with physical disabilities, educational programs that focus on a multidisciplinary approach to sexuality education should be established. 相似文献
9.
Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called ‘21st century skills’ and the potential of independent learning to improve student skills to better prepare them for the future. Purpose: This paper reports a study that explored the effectiveness of two different independent learning approaches: (i) guided independent learning and (ii) unguided independent learning with independent research, in enabling students in an undergraduate Macromolecules course to acquire knowledge in one chemistry context and apply it successfully in another. Sample: The study involved 144 chemistry students commencing their first term of undergraduate study at a northern university in England. Students completed pre- and post-intervention tests containing 10 diagnostic questions, of which 4 measured students’ knowledge acquisition in one context and 6 measured their ability to apply it in another. Design and methods: Diagnostic questions had been identified using a Delphi approach. Paired t-tests and chi-square tests were used to analyse the significance of any change in students’ responses to the diagnostic questions and the number of responses evidencing misconceptions, respectively. Results: Whilst guided independent learning settings were found to improve students’ knowledge and ability to apply that knowledge in novel situations, unguided independent learning had no statistically significant effect. Unguided independent learning was also linked to a statistically significant increase in the number of student misconceptions in one of the diagnostic questions. Conclusions: The results of this study show that guidance in independent learning activities is a key necessity for effective learning in higher education. This paper has strong relevance and high significance to tertiary STEM education, especially in the light of increased importance of teaching, such as the Teaching Excellence Framework in the UK, and shifts to more independent learning activities. 相似文献
10.
AbstractValues, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular. Little research has studied pre-service teachers’ perceptions of values in the classroom, their perceptions of the relationship between the different variables of values in the classroom, as well as their relationship with the democratic society. The present research attempts to do so. Twenty-two graduate pre-service teachers who participated in ‘New trends in mathematics education’ course discussed how to cultivated values in the mathematics classroom. Moreover, they answered survey questions related to the cultivation of values in this classroom. We used a combination of deductive and inductive content analysis to characterize the pre-service teachers’ texts. The research results indicate that the pre-service teachers perceived values as encouraging students’ activity in the mathematics classroom. In addition, the pre-service teachers perceived values as encouraging specific categories of values needed as skills for the citizen in a democratic society, as creativity, critical thinking and metacognition. 相似文献
11.
Background Global climate change (GCC) has become one of the most debated socio-scientific issues after an increase in media attention. Recently, there have also been several studies describing students’ and teachers’ alternative conceptions about GCC. Therefore, designing learning environments at the college level that focus on accurate conceptions of GCC has become important in order for pre-service teachers to correct their alternative conceptions. There are, however, a limited number of studies that aim to both increase pre-service teachers’ knowledge about these issues and explore their perceptions of teaching this subject. Purpose The purpose of this study was to investigate the effects of inquiry-based activities on pre-service teachers’ knowledge about GCC and their perceptions of teaching this subject. Sample The participants were 102 pre-service middle school mathematics and science teachers who were enrolled in an environmental education course. Design and methods A one group pre-test–post-test design was employed to identify changes after pre-service teachers engaged in a learning unit on GCC. The inquiry-based GCC unit was implemented during the spring semester at a public university in northeastern Turkey. The unit was implemented over seven sessions. Data were collected through two questionnaires: the ‘GCC content questionnaire’ and the ‘perceptions of teaching GCC questionnaire’. Each questionnaire was administered both before and after implementation of the unit. Content questionnaire responses were analyzed using a paired-samples t-test. Responses to the perceptions of teaching questionnaire were analyzed using inductive open coding. Results Results indicated that after the implementation the pre-service teachers significantly improved their understanding of GCC across all items in the content questionnaire, saw several benefits of and challenges about teaching GCC, and perceived themselves as better prepared to teach about GCC in their future classrooms. Conclusions Teacher education programs should integrate inquiry-based GCC instruction to increase pre-service teachers’ knowledge as well as their preparedness to teach about this important planetary issue. 相似文献
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This editorial introduces a special issue of Environmental Education Research titled ‘Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.’ The editorial begins with an overview of each of the nine articles in the issue and their contributions to land and environmental education, before outlining features of land education in more detail. ‘Key considerations’ of land education are discussed, including: Land and settler colonialism, Land and Indigenous cosmologies, Land and Indigenous agency and resistance, and The significance of naming. The editorial engages the question ‘Why land education?’ by drawing distinctions between land education and current forms of place-based education. It closes with a discussion of modes and methods of land education research. 相似文献
13.
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap. 相似文献
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ABSTRACTContrary to educational policy and research assumptions about an immanent ‘twenty-first century’ future, this article uses the concept of ‘sociotechnical imaginaries’ to trace how nonprofit actors in California invented and materialized distinctive visions of educational progress. Drawing on interview and ethnographic fieldnote data, I illustrate two contrasting sociotechnical visions: A Silicon Valley vision that aimed to reduce inequalities in test-based outcomes by disseminating ‘achievement technologies’; and an Oakland vision that aspired to address systemic environmental, economic and educational inequities using ‘civic technologies’. The diversity of these futures, and the distinctive kinds of digital technologies that co-produced these visions, trouble assumptions about ‘technology’ as an unquestioned good and problematize constructions of the ‘twenty-first century’ as an ostensibly shared, democratic future. I conclude by encouraging educational researchers to clarify a politics of the ‘twenty-first century’ and explore how ‘bounded imaginaries’, like those evident in the Oakland case, offer a potentially fruitful basis for reframing global education technology policies. 相似文献
15.
Background Argumentation is an important discourse process in science that needs to be taught and learned as part of a repertoire of strategies to support the acquisition of scientific literacy. Research in science education indicates that beliefs or perceptions and the epistemological orientations of teachers influence their approaches to science teaching. Purpose The paper aims to illustrate primary pre-service teachers’ understanding of argumentation based on a study using quantitative methodology. In particular, it aims to illustrate how these teachers view quality of arguments and teaching strategies related to argumentation in the context of a socio-scientific issue on energy. Sample 332 pre-service teachers enrolled in a university teacher education programme in Spain were investigated. Many studies on argumentation have been conducted with small sample sizes of teachers. Hence, given the sample size, the study provides findings that are likely to be generalisable. Design and methods A questionnaire was administered to the participants. The design of the questionnaire was guided by some existing analytical tools which were adapted for primary education purposes in the context of socio-scientific issues. This adaptation is novel in that the questionnaire items can potentially be used as diagnostic questions to assess primary teachers’ understanding of argumentation. Results The results suggest that pre-service teachers had difficulty in understanding arguments and different pedagogical strategies to promote argumentation in classroom. For example, they did not understand the role and the meaning of warrants in scientific arguments and their understanding of the use of different kind of strategies is limited to debates, open discussions and experiments. The age range of the participants and the length of teaching experience had no impact on the quality of their understanding of argumentation. Conclusions Pre-service science teacher education will benefit from incorporation of more robust and lengthy sessions on argumentation. For example, sessions could focus on quality as well as structure of arguments in science and more diverse pedagogical strategies to support argumentation in science lessons, such as the use of writing frames and presentations. 相似文献
16.
This article introduces the themes of a virtual special issue (VSI) of Environmental Education Research ( http://explore.tandfonline.com/content/ed/ceer-vsi) focused on policy research in environmental and sustainability education (ESE). The broad purpose behind preparing the VSI was to consider the challenges involved in linking particular concepts of environment and sustainability with key themes in educational policy, and how this remains a heavily contested practice. Examples drawn from two decades of studies published in the journal show how these might be illustrated, addressed, problematized and possibly transcended. The introduction traces how ESE researchers have dealt with key trends, complexities and issues in the policy-practice-research nexus both conceptually and empirically. It also illustrates how researchers within the field might reimagine and reinvigorate policy research on ESE, and how working with researchers from other fields who offer different perspectives, ideas and expertise might aid the cross-fertilisation of a complex terrain of ideas, policy and practice. In so doing, we hope the accompanying VSI inspires renewed interest into the (at times, fickle) relationship between ESE, and the dual worlds of possibility and tension that take place both within, and surrounding, their fields of policy and research. 相似文献
18.
Environmental Education Research has developed a Virtual Special Issue (VSI) ( http://explore.tandfonline.com/content/ed/ceer-vsi) focusing on studies of environmental and sustainability education (ESE) policy. The VSI draws on key examples of research on this topic published in the Journal from the past two decades, for three reasons. First, to provide readers with a series of snapshots into the genealogy of ESE policy research in this field. Second, to encourage renewed attention to previously published work. And third, to offer commentary on the evolution of research trends, approaches and findings. 相似文献
19.
Background: Children generally adopt the behaviours and attitudes they see in their home environment. Because of this, education provided in the school can be effective, as long as it is supported at home and by extension to the entire environment where the child interacts. Isolating the family from school influences the continuance of the school’s educational impact. In this sense, families do have a significant impact on their child’s attitude about. Purpose: The objective of this study is to determine how parents view science and technology, the factors that influence their views (gender, age, educational level), and the relationship between these opinions and the students’ science academic achievement. Sample: The present study was conducted with the parents of 169 students attending randomly chosen primary schools in a city in western Turkey. Design and methods: The ‘Scale for Determining Views of Parents regarding Science and Technology’ (SFDVPAST) was developed by the researchers and used in the present study. The scale’s reliability was 0.88. Data obtained from SFDVPAST were analysed with SPSS 11.5 using frequency (f), percentage (%), average (X), standard deviation (SD), one-way MANOVA, a univariate ANOVA for each dependent variable as a tracking test, and simple linear regression analysis to determine the relationships. Results: At the completion of this study, findings indicated that gender does not have an impact on how parents view science and technology, but age and educational level do impact parents’ views on this topic. The science academic achievement of the student correlates with the views of his/her parents on science and technology. Conclusions: Parents’ views towards science and technology have affected their age and education level, but have not affected their sex. In addition, parents’ positive view towards science and technology has affected their science academic achievement of the students. 相似文献
20.
This article focuses on three models—Marxist, representational and interpretive—which have been used to explain the development of ‘race'‐education in Britain over the last 25 years. Each model is discussed initially in terms of its core assumptions and links with mainstream sociological and/or political theory, in order to clarify its intellectual origins and conceptual basis. The analytical questions which stem from these models’ assumptions are then specified and their application in the fields of ‘race’ and ‘race’ and education illustrated briefly through a discussion of published work in these areas and a study of ‘race'‐education policy and practice in initial teacher education. The latter also provides a basis for an initial assessment of the different models’ explanatory power and for considering whether there is a need for a new conceptual framework. 相似文献
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