Biology education plays a crucial role in bridging the gap between science and society. This is of high interest and relevance for several reasons helping students to become biologically literate and understanding basic biological concepts and principles as healthcare, environmental issues, and sustainability. The aim of this study was to investigate the understanding of the 9th grade and the 12th grade students regarding circular economy and recycling. To achieve the objectives, a study was conducted with the convenience sample, involving students from a rural school. The sample was made up of 27 students, including 17 students from the 9th grade and 10 students from the 12th grade. The prior knowledge of students was assessed by the tool of drawing on the topic of the circular economy and recycling. A two-hour training module was created and carried out, including several practical tasks followed by fulfilling the compliant worksheets. The effectiveness of the module was assessed by the questionnaire focused on the new information received during the module and the general feedback of the module was gathered from the students. The results were analyzed using qualitative content analysis and descriptive quantitative research methods. The findings revealed that the understanding of circular economy and recycling among the 9th grade and the 12th grade students was different, expressed in the categories of pre-knowledge and the secondary school students are aware of the importance and purpose of circular economy and recycling. The differences appaired in the students’ obtained knowledge and changed attitudes of the 9th grade and the 12th grade students and the improvement of attitudes and willingness to behave in a sustainable way surpassed the increase of understanding of term “circular economy”.
{"title":"Secondary school students’ understanding of circular economy and recycling at a small rural school","authors":"A. Laius, Rolf Saarna, Merike Kont","doi":"10.29333/ijese/14620","DOIUrl":"https://doi.org/10.29333/ijese/14620","url":null,"abstract":"Biology education plays a crucial role in bridging the gap between science and society. This is of high interest and relevance for several reasons helping students to become biologically literate and understanding basic biological concepts and principles as healthcare, environmental issues, and sustainability. The aim of this study was to investigate the understanding of the 9th grade and the 12th grade students regarding circular economy and recycling. To achieve the objectives, a study was conducted with the convenience sample, involving students from a rural school. The sample was made up of 27 students, including 17 students from the 9th grade and 10 students from the 12th grade. The prior knowledge of students was assessed by the tool of drawing on the topic of the circular economy and recycling. A two-hour training module was created and carried out, including several practical tasks followed by fulfilling the compliant worksheets. The effectiveness of the module was assessed by the questionnaire focused on the new information received during the module and the general feedback of the module was gathered from the students. The results were analyzed using qualitative content analysis and descriptive quantitative research methods. The findings revealed that the understanding of circular economy and recycling among the 9th grade and the 12th grade students was different, expressed in the categories of pre-knowledge and the secondary school students are aware of the importance and purpose of circular economy and recycling. The differences appaired in the students’ obtained knowledge and changed attitudes of the 9th grade and the 12th grade students and the improvement of attitudes and willingness to behave in a sustainable way surpassed the increase of understanding of term “circular economy”.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141696582","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}
Leonidas Gavrilas, Marianna-Sotiria Papanikolaou, Konstantinos T. Kotsis
This study explores the efficacy of distance education in fostering environmental awareness among preschool-aged students through the implementation of an educational game. The research investigates preschool educators’ perceptions and attitudes towards distance education, the potential for developing environmental consciousness through this medium, and the impact of a specifically designed teaching tool on students’ environmental awareness. Employing semi-structured interviews with nine Greek kindergarten teachers, the study examines the educators’ experiences following the implementation of the educational game via video-conferencing over a three-week period. Results indicate a generally positive reception among educators toward distance learning, noting its potential for cultivating environmental awareness from a young age. Despite challenges such as parental connectivity issues and internet disruptions, both educators and students adapted seamlessly to the remote learning environment. Educators observed active student engagement and heightened environmental awareness post-game implementation, suggesting the effectiveness of distance education coupled with interactive educational tools in facilitating environmental education.
{"title":"The views of preschool educators on the development of environmental awareness through distance education","authors":"Leonidas Gavrilas, Marianna-Sotiria Papanikolaou, Konstantinos T. Kotsis","doi":"10.29333/ijese/14656","DOIUrl":"https://doi.org/10.29333/ijese/14656","url":null,"abstract":"This study explores the efficacy of distance education in fostering environmental awareness among preschool-aged students through the implementation of an educational game. The research investigates preschool educators’ perceptions and attitudes towards distance education, the potential for developing environmental consciousness through this medium, and the impact of a specifically designed teaching tool on students’ environmental awareness. Employing semi-structured interviews with nine Greek kindergarten teachers, the study examines the educators’ experiences following the implementation of the educational game via video-conferencing over a three-week period. Results indicate a generally positive reception among educators toward distance learning, noting its potential for cultivating environmental awareness from a young age. Despite challenges such as parental connectivity issues and internet disruptions, both educators and students adapted seamlessly to the remote learning environment. Educators observed active student engagement and heightened environmental awareness post-game implementation, suggesting the effectiveness of distance education coupled with interactive educational tools in facilitating environmental education.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141702435","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}
Climate change is intensifying the risks faced by children’s lives, as well as impacting their learning and education. How school communities in Bhutan are dealing with issues related to climate change is largely uncharted. This study examined how Bhutanese schools have been affected by the changing climate and how they were responding to it. The data sources included interviews with school principals, teachers, and district education officers, as well as observations, and document analysis. The global comprehensive school safety framework, along with a whole school approach to climate action framed the results of this study. Findings included that schools experienced multiple climate impacts and shocks affecting their children’s health, education, and the school system itself. Adaptation and mitigation measures including climate change education have yet to gain traction at the sector and school’s level. Schools, however, have attempted some actions such as through disaster management, and participatory environmental conservation and green school initiatives. Social capital was critical in filling the resource gap for initiating environmental and climate change actions, carried out through collective school, community, and student-based activities. Human capacities, policy and institutional structures, technical capacities, and capital (cultural and economic) constraints as well as slow mainstreaming into local development processes impeded efforts to build climate-resilient schools, including practices to contribute to greenhouse gases reduction. This study not only shed light on how climate change was affecting schools and children but also provided strong evidence for policymakers and relevant agencies to scale up interventions to enhance adaptation and mitigation practices.
{"title":"Understanding the impact of climate change on Bhutanese school communities: Challenges and responses","authors":"Ramesh Thapa, Annette Gough, Grant Cooper","doi":"10.29333/ijese/14692","DOIUrl":"https://doi.org/10.29333/ijese/14692","url":null,"abstract":"Climate change is intensifying the risks faced by children’s lives, as well as impacting their learning and education. How school communities in Bhutan are dealing with issues related to climate change is largely uncharted. This study examined how Bhutanese schools have been affected by the changing climate and how they were responding to it. The data sources included interviews with school principals, teachers, and district education officers, as well as observations, and document analysis. The global comprehensive school safety framework, along with a whole school approach to climate action framed the results of this study. Findings included that schools experienced multiple climate impacts and shocks affecting their children’s health, education, and the school system itself. Adaptation and mitigation measures including climate change education have yet to gain traction at the sector and school’s level. Schools, however, have attempted some actions such as through disaster management, and participatory environmental conservation and green school initiatives. Social capital was critical in filling the resource gap for initiating environmental and climate change actions, carried out through collective school, community, and student-based activities. Human capacities, policy and institutional structures, technical capacities, and capital (cultural and economic) constraints as well as slow mainstreaming into local development processes impeded efforts to build climate-resilient schools, including practices to contribute to greenhouse gases reduction. This study not only shed light on how climate change was affecting schools and children but also provided strong evidence for policymakers and relevant agencies to scale up interventions to enhance adaptation and mitigation practices.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141708021","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}
Konstantinos G. Tsoumanis, Georgios Stylos, Konstantinos T. Kotsis
In a fast-paced evolved modern world, scientific literacy (SL) is essential for an individual to interact and make decisions about science-related issues. A scientifically literate person should have not only scientific knowledge, but also motivations and beliefs toward science. The purpose of current research is the examination and comparison of pre-service teachers’ and primary school students’ motivations and beliefs towards science. There were 787 participants comprising the research sample. A three-factor structure was verified through statistical techniques such as exploratory factor analysis and confirmatory factor analysis. Moreover, the reliability coefficient is considered acceptable. According to descriptive analyses and statistical significance tests, both groups show medium to quite positive perceptions toward the value of science and science self-efficacy. Additionally, there is no statistically significant difference in both groups’ performances regarding these categories. Regarding personal epistemology, students achieve a statistically significantly better performance than the teachers. However, both groups’ scores were assessed as moderate to low. Suggestions for further research about primary school students’ and teachers’ SL motivations and beliefs are presented.
{"title":"Pre-service teachers’ and primary students’ motivations and beliefs towards science","authors":"Konstantinos G. Tsoumanis, Georgios Stylos, Konstantinos T. Kotsis","doi":"10.29333/ijese/14576","DOIUrl":"https://doi.org/10.29333/ijese/14576","url":null,"abstract":"In a fast-paced evolved modern world, scientific literacy (SL) is essential for an individual to interact and make decisions about science-related issues. A scientifically literate person should have not only scientific knowledge, but also motivations and beliefs toward science. The purpose of current research is the examination and comparison of pre-service teachers’ and primary school students’ motivations and beliefs towards science. There were 787 participants comprising the research sample. A three-factor structure was verified through statistical techniques such as exploratory factor analysis and confirmatory factor analysis. Moreover, the reliability coefficient is considered acceptable. According to descriptive analyses and statistical significance tests, both groups show medium to quite positive perceptions toward the value of science and science self-efficacy. Additionally, there is no statistically significant difference in both groups’ performances regarding these categories. Regarding personal epistemology, students achieve a statistically significantly better performance than the teachers. However, both groups’ scores were assessed as moderate to low. Suggestions for further research about primary school students’ and teachers’ SL motivations and beliefs are presented.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141708378","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}
Citizen science programs offer the public opportunities to be involved in hands-on scientific data collection and study. Despite a history of incorporating citizen science in the K-12 classroom, little research has focused on projects that are appealing to both K-12 instructors and higher education faculty. Our study investigates initial barriers and motivations for participation in citizen science at multiple education levels using a winter, stream ecology citizen science project. Our findings indicate a growing interest in citizen science programs in winter, as they provide opportunities for collaboration, encourage flexible data collection, and offer tangible results for participants to reflect on their local ecological habitats.
{"title":"Studying K-12 and post-secondary teachers’ reflections on the value of a citizen science project for fostering learning: The case of a winter stream project","authors":"Rebecca Swenson, Corrie Nyquist","doi":"10.29333/ijese/14636","DOIUrl":"https://doi.org/10.29333/ijese/14636","url":null,"abstract":"Citizen science programs offer the public opportunities to be involved in hands-on scientific data collection and study. Despite a history of incorporating citizen science in the K-12 classroom, little research has focused on projects that are appealing to both K-12 instructors and higher education faculty. Our study investigates initial barriers and motivations for participation in citizen science at multiple education levels using a winter, stream ecology citizen science project. Our findings indicate a growing interest in citizen science programs in winter, as they provide opportunities for collaboration, encourage flexible data collection, and offer tangible results for participants to reflect on their local ecological habitats.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141701253","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}
Education for sustainable development plays an important role in the cognitive and social development of pupils. A wealth of studies demonstrate the correlation between environmental education (EE) projects and the future potential development of informed and active citizens with pro-environmental behaviours. All EE project have common characteristics, but usually the pupils involved in them hold the position of little explorers. It would be interesting if students could have the role of the researcher and be actively involved in all stages of a research project. The current study aims to describe a research on the accessibility of public space and to contribute to the discussion if primary school pupils could become researchers. The main conclusion of this paper, after the evaluation of the research project, is that pupils from the upper primary school classes can play an active role in a scientific research project.
{"title":"Can primary school pupils become researchers? A research project on the accessibility of public spaces","authors":"Ioannis Vassiloudis","doi":"10.29333/ijese/14693","DOIUrl":"https://doi.org/10.29333/ijese/14693","url":null,"abstract":"Education for sustainable development plays an important role in the cognitive and social development of pupils. A wealth of studies demonstrate the correlation between environmental education (EE) projects and the future potential development of informed and active citizens with pro-environmental behaviours. All EE project have common characteristics, but usually the pupils involved in them hold the position of little explorers. It would be interesting if students could have the role of the researcher and be actively involved in all stages of a research project. The current study aims to describe a research on the accessibility of public space and to contribute to the discussion if primary school pupils could become researchers. The main conclusion of this paper, after the evaluation of the research project, is that pupils from the upper primary school classes can play an active role in a scientific research project.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703414","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}
Environmental education should not only act in the context of formal education but can also be applied in informal contexts, allowing a multipurpose application, serving to raise awareness, and transmit knowledge, allowing individuals to develop attitudes and behaviors that go against a more eco-centric posture. Given this fact, we developed a series of activities within the spectrum of environmental education applied in a social IPSS (social solidarity private institution), Obra Social Padre Miguel in the City of Bragança in Portugal. In this work, we used a qualitative approach, specifically study of exploratory nature, since it involved users and employees of the entity in the developed action, subsequently, we collected statements through interviews. A short interview script was drawn up and validated by professionals. In the development of these actions, we collect some data, such as water saving, food waste, and testimonials from users and employees. In the development of this work, we can observe that there was a decrease in the ecological footprint of the institution, and these actions can serve as an example that can be replicated by other entities. Given the results of this work, we conclude that the application of these actions in environmental education in addition to helping those involved in environmental awareness, can help entities to reduce their ecological footprint.
环境教育不仅应在正规教育中开展，也可以在非正规教育中开展，从而实现多用途应用，提高人们的认识，传播知识，使个人形成更加以生态为中心的态度和行为。有鉴于此，我们在葡萄牙布拉干萨市的一个社会 IPSS（社会团结私营机构）--Obra Social Padre Miguel 中开展了一系列环境教育活动。在这项工作中，我们采用了定性方法，特别是探索性质的研究，因为它让用户和实体员工参与到所制定的行动中，随后，我们通过访谈收集了陈述。我们起草了一份简短的访谈脚本，并由专业人士进行了验证。在制定这些行动时，我们收集了一些数据，如节水、食物浪费以及用户和员工的评价。在这项工作的开展过程中，我们可以看到，该机构的生态足迹有所减少，这些行动可以作为一个范例，供其他实体效仿。鉴于这项工作的成果，我们得出结论，在环境教育中应用这些行动，除了可以帮助那些参与环境意识的人，还可以帮助各实体减少其生态足迹。
{"title":"Promoting sustainability: Environmental education activities in a social institution","authors":"Marta Correira, Ricardo Ramos","doi":"10.29333/ijese/14754","DOIUrl":"https://doi.org/10.29333/ijese/14754","url":null,"abstract":"Environmental education should not only act in the context of formal education but can also be applied in informal contexts, allowing a multipurpose application, serving to raise awareness, and transmit knowledge, allowing individuals to develop attitudes and behaviors that go against a more eco-centric posture. Given this fact, we developed a series of activities within the spectrum of environmental education applied in a social IPSS (social solidarity private institution), Obra Social Padre Miguel in the City of Bragança in Portugal. In this work, we used a qualitative approach, specifically study of exploratory nature, since it involved users and employees of the entity in the developed action, subsequently, we collected statements through interviews. A short interview script was drawn up and validated by professionals. In the development of these actions, we collect some data, such as water saving, food waste, and testimonials from users and employees. In the development of this work, we can observe that there was a decrease in the ecological footprint of the institution, and these actions can serve as an example that can be replicated by other entities. Given the results of this work, we conclude that the application of these actions in environmental education in addition to helping those involved in environmental awareness, can help entities to reduce their ecological footprint.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141701313","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}
Despite improvement to the public’s awareness of climate change, we have yet to achieve the necessary transformations to our planet’s future–we believe that educators can and should be an influential catalyst in the shift. Educators around the world foster people with a deep understanding of climate change and the capacity to address it. In this paper, we synthesize the existing climate education literature to put forward a clear definition of the concept of climate literacy. We then draw attention to a significant problem with climate literacy, agency, which is often un or ill-defined in climate change education scholarship, resulting in substantial impacts on climate educators’ efforts. We conclude this paper by offering a reimagined vision of climate education that shifts away from acceptance of climate change to empowerment for meaningful climate action.
{"title":"Shifting the desired outcome from climate literacy to climate agency: Education that empowers civic leaders","authors":"B. A. Janney, L. Zummo, Monika Lohani","doi":"10.29333/ijese/14657","DOIUrl":"https://doi.org/10.29333/ijese/14657","url":null,"abstract":"Despite improvement to the public’s awareness of climate change, we have yet to achieve the necessary transformations to our planet’s future–we believe that educators can and should be an influential catalyst in the shift. Educators around the world foster people with a deep understanding of climate change and the capacity to address it. In this paper, we synthesize the existing climate education literature to put forward a clear definition of the concept of climate literacy. We then draw attention to a significant problem with climate literacy, agency, which is often un or ill-defined in climate change education scholarship, resulting in substantial impacts on climate educators’ efforts. We conclude this paper by offering a reimagined vision of climate education that shifts away from acceptance of climate change to empowerment for meaningful climate action.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141691600","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}
The untapped potential of field study science is not being fully recognized or explored within the United States despite the recorded benefits of outdoor learning within K-12 settings. This research study contributes to the broader understanding of the affordances of field study science as an essential component of science education by investigating the approaches teachers adopt when facilitating scientific observations in an outdoor setting as well as specific strategies that support implementation. Engaging in qualitative content analysis allowed us to consider the descriptive concepts represented within K-12 teachers’ narratives as we determined patterns within the transcript documents. Seven themes were developed from the analysis of participants’ interviews, highlighting teachers’ approaches and specific strategies for supporting students as they participated in field study science observations. Understanding these effective practices can shed light on both the theoretical and practical ways that teachers can implement outdoor science observations within a formal school setting.
{"title":"An examination of educators’ approaches and strategies when facilitating field study science observations","authors":"S. N. Dean, Devan A. Jones","doi":"10.29333/ijese/14742","DOIUrl":"https://doi.org/10.29333/ijese/14742","url":null,"abstract":"The untapped potential of field study science is not being fully recognized or explored within the United States despite the recorded benefits of outdoor learning within K-12 settings. This research study contributes to the broader understanding of the affordances of field study science as an essential component of science education by investigating the approaches teachers adopt when facilitating scientific observations in an outdoor setting as well as specific strategies that support implementation. Engaging in qualitative content analysis allowed us to consider the descriptive concepts represented within K-12 teachers’ narratives as we determined patterns within the transcript documents. Seven themes were developed from the analysis of participants’ interviews, highlighting teachers’ approaches and specific strategies for supporting students as they participated in field study science observations. Understanding these effective practices can shed light on both the theoretical and practical ways that teachers can implement outdoor science observations within a formal school setting.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141717064","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}
The study reflects on the encounter of young people with trees, focusing on a holistic and ecocentric approach to ecological knowledge and awareness. A small group of students of an environmental education course at a university pedagogical department participated in experiential activities that took place at a treescape, where different kinds and ages of trees grow. The participants interacted with trees through a pedagogical methodology of three stages (silent walk among trees, holistic approach to a tree, and exercising empathy for trees) and reflected on their experiences. The study’s findings capture the different ways that young people experienced trees: (a) trees as friends, (b) trees as self, and (c) the mindfulness of connecting with trees. Encounters among humans and trees have the potential to create places for contemplation on human-nature organic bond and communities for ecocentric learning and action for environmental change.
{"title":"Experiential environmental learning together with the trees in the Antropocene","authors":"I. Tsevreni, K. Magos","doi":"10.29333/ijese/14365","DOIUrl":"https://doi.org/10.29333/ijese/14365","url":null,"abstract":"The study reflects on the encounter of young people with trees, focusing on a holistic and ecocentric approach to ecological knowledge and awareness. A small group of students of an environmental education course at a university pedagogical department participated in experiential activities that took place at a treescape, where different kinds and ages of trees grow. The participants interacted with trees through a pedagogical methodology of three stages (silent walk among trees, holistic approach to a tree, and exercising empathy for trees) and reflected on their experiences. The study’s findings capture the different ways that young people experienced trees: (a) trees as friends, (b) trees as self, and (c) the mindfulness of connecting with trees. Encounters among humans and trees have the potential to create places for contemplation on human-nature organic bond and communities for ecocentric learning and action for environmental change.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353562","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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