This study is based on a Delphi study on environmental literacy which is an important part of science education. The main goal is to clarify the framework, including concepts, contexts, and competencies of environmental literacy, and to reach consensus on this framework in accordance with expert opinions. This study used a mixed method research design, which included both qualitative and quantitative methods, to reveal expert opinions. The exploratory sequential design, one type of mixed method research, was used in this Delphi study and performed in three consecutive steps. The sample consisted of 45 experts who initially agreed to participate in this study, with 20 of the 45 participating in the first step Delphi. The numbers of participants in the second and third Delphi steps are 44 and 31, respectively. This study concluded there was a consensus about the definition, sub-dimensions, and competencies of environmental literacy and the institutions, social groups, and people responsible for the development of qualified environmentally-literate individuals. Additionally, there was agreement concerning what to do to support the development of environmental literacy, topics that should be included in the curriculum and textbooks, and teaching methods and extra-curriculum activities for the development of environmental literacy.
The main aim of this study was to determine the factors that affect the environmental literacy (EL) of 15-year-old students in Germany. The data were based on findings from the PISA 2015 of German students (n = 6.504), which were published on the official PISA site (http://www.pisa.oecd.org). According to the results, there was a positive and meaningful relationship between EL and environmental optimism (EO) at a low level. There was a meaningful relationship between EL and socioeconomic characteristics (SEC). Moreover, SEC has a large effect on the EL. There was a significant relationship between both classic literature and books on art, music, or design that students have at home, number of musical instruments at home, and EL. There was, however, no significant relationship between both ‘books of poetry’ and ‘books to help with school work that students have at home’ and EL . Results show that there was a significant relationship between some of the selected teaching characteristics (frequency of adapting lessons, teachers’ providing individual help, teachers’ explanations of scientific ideas, and teacher changing the structure) and EL, while there was no significant relationship between EL and teachers continuing frequency of teaching. Recommendations for the promotion of EL in schools are discussed.
This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics ( E+ STEM ) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and qualifications as E+ STEM literate individuals. In this study, a "mixed method" research design, in which both qualitative and quantitative methods are involved, is used to reveal the expert opinions. The exploratory sequential design, which is one type of mixed method research, is used. In the first step of the Delphi study, qualitative data are collected about teachers' professional development. After analyses of data in the first step of Delphi study, the quantitative form is developed for second step of the Delphi study. Finally, after analyses of the data in the second step, the final quantitative form (3 rd step) is prepared again. It is performed in three consecutive steps in Delphi study. The sample consists of the 45 experts who initially accepted to participate in the study. 20 of the 45 experts participated in the first step Delphi. The number of participants in the second and third Delphi study, respectively, is 44 and 26, respectively. It is concluded that there is a consensus about "having and updating content knowledge about environmental issues," "following the development of environmental technologies, and applying them in class." There is additional agreement about "having and developing pedagogical competencies for the development of teachers" experiences and qualifications as E+ STEM literate individuals. It is suggested that the concept of "environment" should be integrated into the framework of "STEM pedagogical content knowledge (PCK)" for teacher's professional development. By this means, a new educational and environmental concept, E+ STEM-PCK, would be incorporated in teacher education.
As one of the crucial elements of education system, teachers' professional development is important to equip them with the education to compensate the needs of modern life. The major aim of this research is to determine the views of school principals and science teachers on the concept of professional development, and identify factors which affect science teachers' professional development. Both qualitative (semi-structured interview) and quantitative (survey) research methods were used in the research. The sample consisted of school principals and science teachers who were working in Nevşehir province and its districts. 6 school principals and 6 science teachers were interviewed in-depthly. In addition, data from 109 science teachers were also collected through questionnaires. The data obtained through interviews were analyzed by descriptive analysis. Simple correlation technique and percentage distributions were used to analyze the questionnaires. The research findings show that in general, the teaching profession is being perceived as a profession which starts with pre-service training and continues with in-service training; therefore, it is an ongoing process. It has also been discovered that in this process, "personal and external factors" affect science teachers' professional development. Thus, teachers' professional development should be supported in line with these factors.
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