4 results found.
Interpretation of the Reality in Environmental Education: Identification of Mono-, Multi-, Inter-, Trans-Disciplinary and Inter-Epistemic Experiences
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2274, https://doi.org/10.21601/ijese/11879
ABSTRACT: The interpretation of reality is relevant to transforming environmental contexts. Environmental education (EE) might contribute to building more complex interpretations of reality. It seems that integrating disciplines is a way to reach complexity in interpreting reality. However, it is not easy for professionals and teachers to achieve such integration. Therefore, this paper aims to illustrate different interpretations of reality through specific educational reports on EE. This work is a qualitative and descriptive study of cases. The units to study are experiences in EE. The cases’ selection depends on whether the document describes an experience or a practical proposal on developing EE. The analysis classifies the experiences as monodisciplinary, multidisciplinary, interdisciplinary, inter-epistemological or transdisciplinary. The results describe three cases per category. The discussion highlights that all the interpretations of reality are valuable and contribute, but a more complex framework probably will lead communities to broader and more profound interpretation and action.
STEAM Education Using Sericulture Ukiyo-e: Object-Based Learning through Original Artworks Collected at a Science University Museum in Japan
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2248, https://doi.org/10.21601/ijese/10962
ABSTRACT: Societies across the world face the need to increase the number of science, technology, engineering, and mathematics (STEM) personnel who could resolve issues concerning sustainability. The body of scholarly literature on STEM education has grown significantly since the beginning of the 21st century. STEAM education incorporates arts with STEM subjects. This pedagogical strategy is increasingly adopted in formal/informal education settings to foster scientific thinking and creativity through multisensory artistic activities. Science museums and centers house discrete items such as multi-touch tabletops that allow visitors to handle objects and engage in experiential activities. This study postulates that science university museums can contribute to STEAM education. It illustrates the effectiveness of object-based learning (OBL) in STEAM education imparted through original artwork housed in science university museums. This study’s application of OBL at university museums establishes OBL within cross-disciplinarySTEAM-based educational systems in Japan through the use of original artwork such as sericulture ukiyo-e. Students majoring in agriculture or technology participated in the workshop designed for this study, directly engaged with discrete multisensory sericulture ukiyo-e, and were encouraged to think from diverse perspectives. Finally, the studentsdebated the sericulture ukiyo-e and organized an exhibition. This study concludes that the academic value of STEAM education is enhanced through the technique of fostering problem-solving in students using interactions with and active discussions about artwork collections and objects.
Exploring The Complexity of Student-Created Mind Maps, Based On Science-Related Disciplinary and Interdisciplinary Core Ideas
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(1), e2227, https://doi.org/10.29333/ijese/9153
ABSTRACT: The success of science education is in promoting conceptualisation, both disciplinary and interdisciplinary, in meeting desired learning goals. This research seeks to identify the quality of, upper secondary school students’ dimensions of knowledge and conceptualisation, related to a set of science-related disciplinary and interdisciplinary core ideas. Using validated guidelines, data collected from grade 10 (N=254) students, and an abductive thematic analysis approach are used to subsequently analyse student-created mind maps. Results show that most students are able to create mind maps, although these tend to be very general and indicate few interconnections between the different dimensions of knowledge presented. The results further suggest that, in general, it is difficult for students to conceptualise the interrelationships between science-related disciplinary and interdisciplinary core ideas and even show that some students hold misconceptions. The use of mind maps is seen as a meaningful approach to identifying learners’ ability to relate dimensions of knowledge applied to disciplinary and interdisciplinary core ideas in science education. The research identifies a need to investigate learning approaches in secondary school studies so as to promote more emphatically interconnections between disciplinary and interdisciplinary core ideas.
Green Policy Awareness and Secondary School Teachers’ Perception of Interdisciplinary Approach to Teaching Environmental Education in Cross River State, Nigeria
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(1), e02203, https://doi.org/10.29333/ijese/6288
ABSTRACT: This study analyzed green policy awareness and secondary school teachers’ perception of interdisciplinary approach to the teaching of Environmental Education in Cross River State, Nigeria. The study was guided by a research question which was transformed into a research hypothesis. The survey research design was used in the study. The population of the study consisted of the total number of teachers in Cross River State public secondary schools as at 2017 which was put at 5,194. A sample of 1030 respondents were used for the study a0nd a structured questionnaire was used to gather data which was analyzed with a simple linear regression analysis. The study found out that, teachers green policy awareness significantly predicted their perception of interdisciplinary approach to the teaching of Environmental Education. It was therefore recommended that, teachers should be proactive and diligent in teaching Environmental Education through their traditional teaching subjects. Moreso, since they are aware that environmental issues are imbeded in the school curriculum, it should be infused in their traditional teaching subjects.