INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: knowledge

5 results found.

Research Article
Taking Care of Life from Amazonian Indigenous Cosmogony: Implications for Teaching Biology as a Cultural Practice
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(3), e2281, https://doi.org/10.21601/ijese/12024
ABSTRACT: In Colombia–South America, there is an urgent need to address educational processes in culturally diverse contexts that permeate the understanding and contribution to the training of teachers in situated processes, because this is a multi-ethnic and multicultural country. From this perspective, we present the results of an investigation that analyzed the biology degree projects of Indigenous students from La Chorrera (Amazonas) at the National Pedagogical University of Colombia, in order to characterize the different epistemological and ontological aspects that underlie them and as a way of guiding the initial training of teachers.
The methodological perspective of this research is critical hermeneutics, using documentary analysis as a strategy. As for the theoretical foundation, it is oriented from the approaches of critical inter-culturality and epistemological pluralism.
In a nutshell, it is necessary to think about the teaching of biology as a cultural practice, which places in the debate the place of biology as a science of life and the living, its relationship with the contexts of students and the possibilities of empowering knowledge for the defense of territories and life itself. This implies the idea that as human beings we are constructed in relation to other organisms; hence, the importance of understanding the living from life, allowing respect for all forms of life and forging a world where there is room for biological, cultural, epistemic, and ontological diversity.
Research Article
Importance of a Comparison Group and a Long-Term Follow-Up Test in Evaluating Environmental Education Experiences
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2277, https://doi.org/10.21601/ijese/11987
ABSTRACT: This study evaluated the impacts on environmental literacy after a non-formal science-based program and compared the impacts to a non-formal non-science-based program. Both programs included children in grades six to eleven (ages 11 to 17) from the Syracuse, New York, USA area. Environmental literacy was assessed by administering environmental attitude and environmental knowledge pre-, post-, and follow-up tests to both programs’ participants. Initially, environmental attitude scores were higher for the participants in the science-based program. However, this was not a lasting impact. According to the follow-up test, attitude scores were not elevated for the science-based program. Without the follow-up tests given weeks after the program end, we could have inferred environmental attitudes were increased by the science-based program. Environmental knowledge was higher at the end of the science-based program but also increased in the comparison group. The gains in environmental knowledge were sustained for several weeks, but differences between the two programs did not persist. Without the comparison group we could have inferred that environmental knowledge increased solely due to the science-based program. These results show incorporating both a comparison group and a follow-up assessment are necessary to properly evaluate the effectiveness of increasing environmental literacy from science-based programs.
Research Article
The Role of Reflective Practice in Mediating Development of Pre-Service Science Teachers’ Professional and Classroom Knowledge
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(1), e2262, https://doi.org/10.21601/ijese/11364
ABSTRACT: The present study explores the potential of reflective practice in supporting pre-service teachers’ development of professional and classroom knowledge elements. The exploration process involved pre-service science teachers documenting and discussing their lived teaching experiences during school practice. The overall aim was to establish the effectiveness of reflective writing in promoting a reflection process with which teacher knowledge development could be mediated. From the analysis, strategically enacted reflective writing is a tool that enables a reflection process where trainees’ transitions in thinking about the practice of teaching are visible. Moreover, reflective writing is a potential medium tool for pre-service teachers to articulate and advance their developed assertions about teaching. The importance of negotiating and legitimizing trainees’ emerging perspectives and constructed assertions is discussed.
Research Article
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.
Research Article
Environmental Literacy: Evaluating Knowledge, Affect, and Behavior of Pre-service Teachers in Greece
Interdisciplinary Journal of Environmental and Science Education, 2019, 15(1), e02202, https://doi.org/10.29333/ijese/6287
ABSTRACT: Environmental Literacy can empower individuals to make appropriate environment-related choices and act more responsibly towards the environment. Environmental literacy was measured among a sample of 461 pre-service teachers enrolled at the Department of Pre-school Education at the University of Ioannina, in Greece. Results indicate that pre-service teachers have positive attitudes towards the environment, a moderate level of environmental knowledge while their participation in environmental actions is limited, particularly collective actions. Statistical analyses also highlighted that Environment Literacy depends on year of study and high school course specialization. These findings are further discussed.