INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: perception

3 results found.

Research Article
Present and Future Perception of Urban and Suburban Riverscapes from Drawings Made by Children and Adolescents
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(2), e2235, https://doi.org/10.21601/ijese/9334
ABSTRACT: The aim of this study is to reveal how children portray their relationships with a nearby riverscape. We studied the differences in environmental perception by analyzing drawings at two scales: urban vs. suburban and present state vs. future visions. A total of 118 children, aged nine to 13, were asked to draw pictures of their neighboring river landscape. The elements represented were classified in four categories: biotic, abiotic, recreation and infrastructure and were analyzed using a generalized linear model. The results showed that the children perceived the current landscape as a contaminated space. The elements like garbage and dead animals were very relevant. The comparison between urban and suburban sectors showed significant differences in the biotic and infrastructure categories, and such differences were even greater between the present images and future visions. The participants had a strong attachment to nature and highly valued the riverscape as a place for recreation. Research suggests a high level of interest in environmental concern.
Research Article
Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(2), e2212, https://doi.org/10.29333/ijese/7815
ABSTRACT: The research presented in this paper answers the question: What factors are most related to students’ perception of learning during outdoor science lessons occurring in schools’ immediate surroundings? Twenty-six science teachers, as well as 71 classes of seventh (51 classes) and eighth (20 classes) graders participated in our study (n = 2007). All 26 teachers agreed to plan and carry out five outdoor lessons in their schools’ immediate surroundings for each class they decided to include in the study. The 11 influencing factors we examined in this quantitative study were: the duration of the outdoor lesson, the students’ level of preparation, the students’ opportunity to make choices, the outdoor environment, the position in the lesson sequence, the presence of a laboratory technician, the scientific discipline, the grouping of the students, the teacher’s outdoor teaching experience, the type of activity, and the weather conditions. To identify the factors most related to students’ perception of learning, we ran a bivariate correlation analysis and then used a three-level hierarchical linear model (HLM) with the significant factors from the bivariate correlation. Our results showed that students’ perception of learning was significantly and positively correlated with the factors listening to scientific explanations, being grouped with the entire class, students’ level of preparation, and students’ opportunity to make choices, and negatively correlated with observing. We conclude this paper by arguing that students’ perception of learning is really a perception that is based on their anticipated success on school assessments.
Research Article
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.