Pub Date : 2021-07-08DOI: 10.18497/IEJEEGREEN.967850
Sibel Balci
{"title":"Environmental Mental Models of Primary School Students: Are They Related to Gender and Grade Level?","authors":"Sibel Balci","doi":"10.18497/IEJEEGREEN.967850","DOIUrl":"https://doi.org/10.18497/IEJEEGREEN.967850","url":null,"abstract":"","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44323098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-30DOI: 10.18497/IEJEEGREEN.944378
Berat Ahi, D. Pamuk
Today, the concepts of nature and environment are frequently used interchangeably. However, environment refers to a broader order including physical, social and artificial environments (Atasoy, 2015). While the concept of environment is used mainly in the meanings of “setting” and “place of residence” and considered as the “sum of natural, economic and cultural values”, nature is defined as “the unity of settings which consists of organic and inorganic matters and where people are interacting with each other” (UNEP, 1978). Although other entities in nature depend on other living or non-living elements in the system, very few affect the environment as adversely as human beings. Various actions of people first started to change their close environments and then their distant environments and in turn started to change nature and the balance of nature has started to deteriorate due to environmental problems (Orr, 1994). People creating environmental problems try to cope with both these problems and negative events brought about by the changing order of nature. Especially in rapidly growing cities, the widespread use of industrialization along with technological developments causes people to change the environment negatively (Roth, 2002). People cannot recognize that they are creating environmental problems by forgetting that they are a part of nature, getting distanced from nature and overexploiting natural resources (Wilson, 1993). This is not only a serious threat to Abstract
{"title":"“Environment Is Like Nature”: Opinions Of Children Attending Forest Kindergarten About The Concept Of Environment","authors":"Berat Ahi, D. Pamuk","doi":"10.18497/IEJEEGREEN.944378","DOIUrl":"https://doi.org/10.18497/IEJEEGREEN.944378","url":null,"abstract":"Today, the concepts of nature and environment are frequently used interchangeably. However, environment refers to a broader order including physical, social and artificial environments (Atasoy, 2015). While the concept of environment is used mainly in the meanings of “setting” and “place of residence” and considered as the “sum of natural, economic and cultural values”, nature is defined as “the unity of settings which consists of organic and inorganic matters and where people are interacting with each other” (UNEP, 1978). Although other entities in nature depend on other living or non-living elements in the system, very few affect the environment as adversely as human beings. Various actions of people first started to change their close environments and then their distant environments and in turn started to change nature and the balance of nature has started to deteriorate due to environmental problems (Orr, 1994). People creating environmental problems try to cope with both these problems and negative events brought about by the changing order of nature. Especially in rapidly growing cities, the widespread use of industrialization along with technological developments causes people to change the environment negatively (Roth, 2002). People cannot recognize that they are creating environmental problems by forgetting that they are a part of nature, getting distanced from nature and overexploiting natural resources (Wilson, 1993). This is not only a serious threat to Abstract","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44110062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-24DOI: 10.18497/IEJEEGREEN.781724
Magdalena Hoły-Łuczaj, Kamil Luczaj
show that Abstract This paper advocates developing an alternative path for encouraging environmentally responsible actions related to technical artifacts (useful, human-made objects). Environmental education can enhance the positive intrinsic motivation to care for and respect artifacts as unique individuals embedded in the network of functionality and not only because neglecting them may lead to an ecological catastrophe (negative intrinsic motivation) or because of external motivators, e.g. saving money (extrinsic motivation). Such a reinforcement of positive engagement with artifacts through environmental education may complement existing incentive strategies to behave in a pro-environmental manner. The paper concludes with suggestions for classroom activities targeted at undergraduate students for cultivating a revised understanding of everyday artifacts.
{"title":"On the Alternative Approach to Artifacts in Environmental Education","authors":"Magdalena Hoły-Łuczaj, Kamil Luczaj","doi":"10.18497/IEJEEGREEN.781724","DOIUrl":"https://doi.org/10.18497/IEJEEGREEN.781724","url":null,"abstract":"show that Abstract This paper advocates developing an alternative path for encouraging environmentally responsible actions related to technical artifacts (useful, human-made objects). Environmental education can enhance the positive intrinsic motivation to care for and respect artifacts as unique individuals embedded in the network of functionality and not only because neglecting them may lead to an ecological catastrophe (negative intrinsic motivation) or because of external motivators, e.g. saving money (extrinsic motivation). Such a reinforcement of positive engagement with artifacts through environmental education may complement existing incentive strategies to behave in a pro-environmental manner. The paper concludes with suggestions for classroom activities targeted at undergraduate students for cultivating a revised understanding of everyday artifacts.","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48399181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.18497/iejeegreen.817608
O. Moreno-Fernández
The theatre as a didactic resource in the educational field has a great pedagogical value (Cutillas-Sánchez, 2006). Unlike in other European and Latin American countries, in Spain it has not had a great protagonist (Baldwin, 2014; De Diego, 2004). However, in recent years in Spain there are various experiences that are taking place in educational classrooms where the theatre is used as a teaching and learning tool, highlighting its usefulness to promote the teaching-learning processes. Therefore, and based on the research conducted, we can affirm that the benefits of this resource at the educational level are related to educational implications referring to both competencies and skills, as well as to the teaching-learning processes (table 1).
{"title":"Theatre as a teaching resource to work on socio-environmental problems in primary education","authors":"O. Moreno-Fernández","doi":"10.18497/iejeegreen.817608","DOIUrl":"https://doi.org/10.18497/iejeegreen.817608","url":null,"abstract":"The theatre as a didactic resource in the educational field has a great pedagogical value (Cutillas-Sánchez, 2006). Unlike in other European and Latin American countries, in Spain it has not had a great protagonist (Baldwin, 2014; De Diego, 2004). However, in recent years in Spain there are various experiences that are taking place in educational classrooms where the theatre is used as a teaching and learning tool, highlighting its usefulness to promote the teaching-learning processes. Therefore, and based on the research conducted, we can affirm that the benefits of this resource at the educational level are related to educational implications referring to both competencies and skills, as well as to the teaching-learning processes (table 1).","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46025101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-15DOI: 10.18497/iejeegreen.772763
Emel Okur-Berberoglu
Outdoor education is one of the popular subjects in education recently and used synonymously with different concepts such as adventure education, nature education, museum education, recreation education or experiential education. It is also considered as complementary of mainstream education and a rich learning environment by the researchers. The literature mentions different positive outputs of outdoor plays. There are not many studies related to unstructured outdoor plays. The aim of this study is to determine some effects of unstructured outdoor plays on a child in New Zealand. Qualitative approach is used within a case study. The defined themes at the end of the study are observing, exploring, cognitive development, creativity and self-confidence. It is needed more experimental studies with control groups.
{"title":"Some Effects of Unstructured Outdoor Plays on a Child: A Case Study from New Zealand","authors":"Emel Okur-Berberoglu","doi":"10.18497/iejeegreen.772763","DOIUrl":"https://doi.org/10.18497/iejeegreen.772763","url":null,"abstract":"Outdoor education is one of the popular subjects in education recently and used synonymously with different concepts such as adventure education, nature education, museum education, recreation education or experiential education. It is also considered as complementary of mainstream education and a rich learning environment by the researchers. The literature mentions different positive outputs of outdoor plays. There are not many studies related to unstructured outdoor plays. The aim of this study is to determine some effects of unstructured outdoor plays on a child in New Zealand. Qualitative approach is used within a case study. The defined themes at the end of the study are observing, exploring, cognitive development, creativity and self-confidence. It is needed more experimental studies with control groups.","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41407680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.18497/iejeegreen.781808
G. Diaz, Beatriz Olivia Camarena Gómez, D. Lomelí, Carlos Alberto Mirón-Juárez
Almost four decades after having integrated environmental education in primary education in Mexico, it is important to prove the relationship between the environmental behavior shown by students and the environmental education they perceive, therefore, a structural equations model was designed and tested with information provided by 217 sixth grade students. The model showed regression coefficients between practice of environmental education and its causality directly and positively with values (0.035), skills (0.333), attitudes (0.269) and pro-environmental behavior (0.290). It is confirmed that the environmental education that is taught in a transversal way in schools is significant and that teaching practice should be promoted in the use of materials, institutional support and didactic resources focused on promoting environmental attitudes, skills and values in children.
{"title":"A Structural Model of the Teaching Practice and Pro-Environmental Behavior in Elementary Mexican Students","authors":"G. Diaz, Beatriz Olivia Camarena Gómez, D. Lomelí, Carlos Alberto Mirón-Juárez","doi":"10.18497/iejeegreen.781808","DOIUrl":"https://doi.org/10.18497/iejeegreen.781808","url":null,"abstract":"Almost four decades after having integrated environmental education in primary education in Mexico, it is important to prove the relationship between the environmental behavior shown by students and the environmental education they perceive, therefore, a structural equations model was designed and tested with information provided by 217 sixth grade students. The model showed regression coefficients between practice of environmental education and its causality directly and positively with values (0.035), skills (0.333), attitudes (0.269) and pro-environmental behavior (0.290). It is confirmed that the environmental education that is taught in a transversal way in schools is significant and that teaching practice should be promoted in the use of materials, institutional support and didactic resources focused on promoting environmental attitudes, skills and values in children.","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41979649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-14DOI: 10.18497/iejeegreen.794680
Murat Genç, Erol Sozen
Bangladesh Cyclone in 1990, Luzon Island 1991 Mt. Pinatubo explosion in the Philippines, floods in China between 1991 and 1995, 1994 Colombia Landslide, 1995 Indian Earthquake, 1995 Kobe Earthquake, 2004 Southeast Asian Tsunami, 1996 US Hurricane Fran, 2007 Peru Earthquake and 2011 Japan Earthquake are the major current examples of the destruction of natural disasters (Munich; 2010). The fact that more than half of the world’s population is in cities and the continuous rise in this rate increases the risks of loss in cities (UNCHS, 2009). One of the most important impacts of natural disasters is on the infrastructure systems in cities and these negative effects become clear as the economic levels of the countries decrease (DHA, 1995). Natural disasters are natural events that have important implications for human life in every country and their economic, social and sociological effects. In other words, disasters are the events that society will have difficulty to overcome. They also affect the society in general by disrupting daily life and human activities, which poses great problems in terms of economic, physical and social aspects (Ergünay, 1996). Natural disasters are earthquake, storm, avalanche, flood, landslide, drought, volcano eruptions, and frost and so on (Munich, 2010; Şahin and Sipahioğlu, 2007; Kanat, 2016). The negative effects of natural disasters to life are increasing day by day. The loss of life caused by natural disasters in the world in 2009 was four times higher than in the 1980s. It was determined that 950 natural disasters occurred in 2010 were much higher than the previous 30-year average (Munich, 2010: 20). The earthquake is one of the disasters Abstract
{"title":"The Sustainable Scale of Earthquake Awareness, Development, Validity and Reliability Study","authors":"Murat Genç, Erol Sozen","doi":"10.18497/iejeegreen.794680","DOIUrl":"https://doi.org/10.18497/iejeegreen.794680","url":null,"abstract":"Bangladesh Cyclone in 1990, Luzon Island 1991 Mt. Pinatubo explosion in the Philippines, floods in China between 1991 and 1995, 1994 Colombia Landslide, 1995 Indian Earthquake, 1995 Kobe Earthquake, 2004 Southeast Asian Tsunami, 1996 US Hurricane Fran, 2007 Peru Earthquake and 2011 Japan Earthquake are the major current examples of the destruction of natural disasters (Munich; 2010). The fact that more than half of the world’s population is in cities and the continuous rise in this rate increases the risks of loss in cities (UNCHS, 2009). One of the most important impacts of natural disasters is on the infrastructure systems in cities and these negative effects become clear as the economic levels of the countries decrease (DHA, 1995). Natural disasters are natural events that have important implications for human life in every country and their economic, social and sociological effects. In other words, disasters are the events that society will have difficulty to overcome. They also affect the society in general by disrupting daily life and human activities, which poses great problems in terms of economic, physical and social aspects (Ergünay, 1996). Natural disasters are earthquake, storm, avalanche, flood, landslide, drought, volcano eruptions, and frost and so on (Munich, 2010; Şahin and Sipahioğlu, 2007; Kanat, 2016). The negative effects of natural disasters to life are increasing day by day. The loss of life caused by natural disasters in the world in 2009 was four times higher than in the 1980s. It was determined that 950 natural disasters occurred in 2010 were much higher than the previous 30-year average (Munich, 2010: 20). The earthquake is one of the disasters Abstract","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47156668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-04DOI: 10.18497/iejeegreen.713165
Timothy A. Goodale
Knowledge and stewardship are essential factors in developing perceptions of the environment. This research determines if gaps in environmental knowledge and concern exist between genders as well as students majoring in science and those seeking non-science degrees. Approximately 1,229 first-year university students participated in this study. Environmental concern is measured with the New Ecological Paradigm and the Environmental Concern Scale. Total Environmental Knowledge is measured by a scale of 24 academic questions based on environmental sciences and behaviors. Outcomes of the study determined the strength of interactions between multiple factors such as gender, race, residential status and college major that potentially impact environmental knowledge, actions and behaviors. Findings suggest that females and science majors express higher levels of environmental concern.
{"title":"Impact of Gender and College Major on Student levels of Environmental Concern and Knowledge","authors":"Timothy A. Goodale","doi":"10.18497/iejeegreen.713165","DOIUrl":"https://doi.org/10.18497/iejeegreen.713165","url":null,"abstract":"Knowledge and stewardship are essential factors in developing perceptions of the environment. This research determines if gaps in environmental knowledge and concern exist between genders as well as students majoring in science and those seeking non-science degrees. Approximately 1,229 first-year university students participated in this study. Environmental concern is measured with the New Ecological Paradigm and the Environmental Concern Scale. Total Environmental Knowledge is measured by a scale of 24 academic questions based on environmental sciences and behaviors. Outcomes of the study determined the strength of interactions between multiple factors such as gender, race, residential status and college major that potentially impact environmental knowledge, actions and behaviors. Findings suggest that females and science majors express higher levels of environmental concern.","PeriodicalId":36981,"journal":{"name":"International Electronic Journal of Environmental Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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