Conceptions and awareness concerning environmental education: a Zimbabwean case‐study in three secondary teacher education colleges

Petegem, Peter Van; Blieck, An; Ongevalle, Jan Van

doi:10.1080/13504620701430331

Cited by 20 publications

(6 citation statements)

References 42 publications

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“…In this study, the environmental attitude dimension of environmental literacy was determined to be positive. This result was matched with many other studies [16,17,64,53,21,22,65,32,33,11,66,39,67,68] participants of many other studies reported positive environmental attitudes.…”

Section: Discussionsupporting

confidence: 87%

A Measurement of Environmental Literacy of Nursing Students for Sustainable Environment

Örs¹

2022

Preprint

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Environmental literate citizenship is a lifelong learning process that aims to develop citizens who have the knowledge, skills, and commitment to make responsible decisions that will affect the quality of the environment. The purpose of the present study was to evaluate the environmental literacy levels of nursing students in terms of sustainable environmental by considering the dimensions of environmental literacy. It was also aimed at understanding the correlation among dimensions of environmental literacy and revealing the factors affecting the dimensions of environmental literacy. This research was designed as a descriptive study in the survey model. A total of 278 nursing students participated in this research. It was revealed that students obtained a high score for use and concern from the dimensions of environmental literacy, their attitudes towards the environment were moderate; however, nursing students took the lowest points for the environmental knowledge component, which indicates that students need support in environmental knowledge. It was put forward that there were statistically significant differences based on gender and taking environmental related courses with dimensions of environmental literacy. All dimensions of environmental literacy were found to be positively correlated with each other, ranging from low to moderate relations.

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Section: Discussionsupporting

confidence: 87%

A Measurement of Environmental Literacy of Nursing Students for Sustainable Environment

Örs¹

2022

Preprint

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“…As the study for UNESCO by Bourn et al [4], and other studies have noted, ESD was often seen as a specific project or initiative and not part of core provision [5][6][7]. The theme of the extent to which ESD is seen either as an optional extra, or being central to the initial training of teachers, is part of the discussions both within UNESCO and amongst academics.…”

Section: Overview Of Esd In Initial Teacher Educationmentioning

confidence: 99%

Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

Bourn

Soysal

2021

Sustainability

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Education for Sustainable Development (ESD) is a feature of academic and policy debates within initial teacher education around the world. A theme within these debates is the extent to which ESD is more than just a body of knowledge, and if it suggests different pedagogical approaches which may be prevalent in most countries. Another feature of these debates is whether ESD can be seen as suggesting a transformative approach as opposed to a transmissive approach. As a qualitative study, using examples from research and evidence gathered in England and Turkey through document analysis, this article identifies both the opportunities and challenges for teacher education courses using ESD as a means for promoting a distinctive pedagogical approach and whether they can be seen as posing transformative learning.

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“…Not addressing these problems globally, ignoring their social, political and economic dimensions and the way these dimensions interact systemically [48,49], causing them to focus on promoting individual action, which often leads to feelings of frustration and powerlessness [50,51].…”

mentioning

confidence: 99%

The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training

et al. 2021

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The aim of our research was to study attitudinal trends in Spanish trainee teachers regarding Global Environmental Change (GEC), in order to identify elements that should be enhanced in their education. The Scale of Global Environmental Change (SGEC) was used as a measurement instrument to explore attitudes on how to deal with GEC. A cluster analysis of the scores of the four SGEC factors (N = 950) was carried out in order to segment the cases into groups of similar response profiles. Two solutions are proposed: one made up of two clusters (Concerned and Disengaged) and the other of four clusters (Egocentric, Indifferent, Sceptical and Committed). Furthermore, we have analysed whether some of the students’ characteristics significantly influence their inclusion in one cluster or another. The results of this study show that among trainee teachers there are sceptical, self-centered and indifferent trends, which do not correspond to people capable of promoting the transformation needed to deal with GEC. Therefore, it is necessary to improve their training with new educational models that favour the recognition of the real origin of socio-environmental problems and provide them with skills to promote individual and social responsibility.

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Conceptions and awareness concerning environmental education: a Zimbabwean case‐study in three secondary teacher education colleges

Cited by 20 publications

References 42 publications

A Measurement of Environmental Literacy of Nursing Students for Sustainable Environment

A Measurement of Environmental Literacy of Nursing Students for Sustainable Environment

Transformative Learning and Pedagogical Approaches in Education for Sustainable Development: Are Initial Teacher Education Programmes in England and Turkey Ready for Creating Agents of Change for Sustainability?

The Challenge of Global Environmental Change: Attitudinal Trends in Teachers-In-Training

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