An investigation on the environmental knowledge and attitudes of senior middle school students in the Democratic People’s Republic of Korea

Choe, Jin-Hyok; Kim, Chol-Hyok; Ri, Gwang-Ho

doi:10.1080/10382046.2019.1678276

Cited by 21 publications

(21 citation statements)

References 33 publications

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“…The characteristics of this model also emphasized the stages of its application, so that the knowledge gained by students can be applied to the benefit of society. This is following research stating that the knowledge formed by students is significant with the attitudes that are formed even though only at the average level (Choe et al, 2020) The stages of implementing the STEcS model in pollution and waste management subjects are also carried out indoors and outdoors. As such this is helpful to foster interest and comfort in learning because learning situations and social systems are formed into fun learning.…”

Section: Figure 1 T-value Of Eco Critical Thinking Skills (Ects)mentioning

confidence: 99%

“…Research conducted from 2005 -2015 in 129 countries concluded that when cognitive abilities increase by one standard deviation, awareness of climate change increases by 19% (Salahodjaev, 2018). One study states that education about the environment needs to be taught starting at an early age (Choe et al, 2020). Therefore, critical thinking skills need to be taught from early childhood on environmental material.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

Purnami¹,

Sarwanto²,

Suranto³

et al. 2021

jiecr

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The Purpose of this study was to investigate the goodness fit model of Eco Critical Thinking Skills (ECTS) and effectiveness Science Technology Ecocultural Society (STEcS) model in elementary school teacher education programs. Participants in this study were 229 students, taken from 3 universities. The data collection method was an open ended essay test and questioner. The research analysis the goodness fit model used was Lisrel 8 and effect size analysis. The results of the investigation indicated that the construct analysis on the instrument model was categorized as a good fit model category with P-value 0.28 ( 0.05), RMSEA 0.02 (0.08) and other indicators of fit model were above 0.90. Analysis of the effect size based on Cohen's d criteria of 1.391 ( 0.08) is classified as very high criteria. This research concluded that instrument is good fit, Interpretation dimension is highest support. STEcS model is effective to enhance Eco Critical Thinking Skills at elementary school teacher education program. The research implication is Eco Critical Thinking Skills of students can be improved through the application of the STEcS model. The STEcS model is an alternative model for preparing 21st century learning.

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Section: Figure 1 T-value Of Eco Critical Thinking Skills (Ects)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

Purnami¹,

Sarwanto²,

Suranto³

et al. 2021

jiecr

View full text Add to dashboard Cite

show abstract

“…Most families practiced subsistence farming, and productivity was reduced (Katega & Lifuliro, 2014) due to lack of expertise in dealing with soil structure, climate change and the process of farming in general. Climate change education or environmental awareness tend to be the tool to improve individual environmental knowledge, skills and attitudes (Choe, Kim, & Ri, 2020). Learning about how to deal with environmental challenges can take place outside school (Falk, 2005) through informal educational settings (Ballantyne & Packer, 2005) whereby community based organisations take the initiative to bring solutions to climate change climate (Saribas, Kucuk, & Ertepinar, 2017).…”

Section: Non-formal Education In the Form Of Skills Development And Improved Householdsmentioning

confidence: 99%

Environmental awareness- using non-formal education to impart skills and knowledge to improve crop yield: the case of manyeledi community, South Africa

Teane

2020

International Research in Geographical and Environmental Educat

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This article sheds light on how non-formal education was used as a tool to provide knowledge and skills for Manyeledi community members who are engaged in subsistence farming, to improve their crop yield. Manyeledi is a rural village in the North-West province, which, like most rural areas, is experiencing environmental degradation caused by the depletion of natural resources, and poor farming practices. The environmental challenges experienced by this community include among others, the less arable land, changing climatic conditions and poor rainfall. . A growing number of Manyeledi households live in abject poverty, where subsistence agriculture is the only source of livelihood. The community lacks the advanced farming skills needed to deal with the arid land and an acid soil. The paper provides insight into a community engagement project spearheaded by Bokamoso Impact Investment (BII), a non-governmental organisation that works to increase the crop production of marginalised groups. Through the above project, the environmental awareness campaign was launched to impart skills and knowledge that helped the Manyeledi community to deal with the environmental challenges.The training which the project members received through Nonformal education developed a heightened sense of awareness, of the need to improve their farming methods in order to enhance their livelihood sustainability. The study was qualitative in nature and observation and a one-on-one and focus group interviews were employed to collect data. The finding was that the skills and knowledge imparted by the NGO and the University of South Africa, improved the community's farming methods, which boosted crop production.

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“…Various studies on environmental awareness have been carried out. The findings of various studies stated the lack of knowledge about environmental care among students in primary schools to senior high schools (Choe et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Investigation of Person Ability and Item Fit Instruments of Eco Critical Thinking Skills in Basic Science Concept Materials for Elementary Pre-Service Teachers

Purnami

Ashadi

Suranto

et al. 2021

JPII

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The study aims to investigate Person Ability and Item Fit instruments for critical thinking skills of the environment (Eco Critical Thinking Skill) in elementary pre-service teachers. Instrument investigations were carried out by describing item fit, separation of item and person, unidimensionality, and reliability of item and person. The research method was carried out quantitatively by collecting data through an open-answer essay test and an ecocritical thinking skill test. Participants in this study were Elementary School Teacher Education (ESTE) students from 3 universities in Surabaya of East Java, Surakarta of Central Java, and Manggarai of East Nusa Tenggara. The number of participants was 110 ESTE students. Data were analyzed with the Rasch Model WINSTEP software. The result of the study is that 36% of ESTE students have high Person Ability, 58% of them have average Person Ability, and the rest (6%) have low Person Ability. Students who have higher abilities are dominated by students from campus in Surabaya at 50%. Item fit Instrument with Mean Square (MnSq) 0.7 - 1.33. ZSTD -1.4 - 2.0 and Pt-measure Corr 0.49â€“0.6. The research concludes that an instrument of ecocritical thinking skills is a good fit instrument. The distribution of pre-service teacher qualifications from Surakarta and Manggarai is at a medium level, and students from Surabaya-East Java dominate high ability. Elementary pre-service teachers have the most dominant ability to explain and analyze a phenomenon or fact related to environmental damage.

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An investigation on the environmental knowledge and attitudes of senior middle school students in the Democratic People’s Republic of Korea

Cited by 21 publications

References 33 publications

Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

Investigation of Science Technology Ecocultural Society (STEcS) Model to Enhance Eco Critical Thinking Skills

Environmental awareness- using non-formal education to impart skills and knowledge to improve crop yield: the case of manyeledi community, South Africa

Investigation of Person Ability and Item Fit Instruments of Eco Critical Thinking Skills in Basic Science Concept Materials for Elementary Pre-Service Teachers

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