Design, implementation, and outcomes of an in-service program with photovoice as a pedagogical tool for geography teachers

Cho, Chul-Ki; Kim, Byung–Yeon; Stoltman, Joseph P.

doi:10.1080/10382046.2021.1924983

Cited by 8 publications

(5 citation statements)

References 24 publications

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“…This study highlights that PV activities are useful to facilitate the learning process of university students, and are easily implementable in social sciences as other studies have shown (Cho et al, 2021;l., 2017;Cornell & Kessi, 2016;Coronado et al, 2020;Haffejee, 2021;Hernandez et al, 2014;Schell et al, 2009;Steren dos Santos & Musanti, 2020;Trout et al, 2019;Zeglin et al, 2019). Studies such as Coronado et al (2020), Cooper et al (2017) y Haffejee (2021 have used PV activities in environmental sciencies and biosciences.…”

Section: Discussionmentioning

confidence: 59%

“…Regarding the effectiveness of the PV as a learning methodology, there are no studies that address this issue using quantitative variables, since most of the studies describe the PV experience or use a qualitative methodology. (Cho et al, 2021;Cooper et al, 2017;Coronado et al, 2020;Haffejee, 2021;Hernandez et al, 2014;Schell et al, 2009;Steren dos Santos & Musanti, 2020;Trout et al, 2019;Zeglin et al, 2019). Therefore, considering the results of this study, we could assert that PV is a good teaching methodology for learning in higher education, or even a better one when compared to CBL activity, flipped classroom alone or lecture-based learning (Oliván-Blázquez et al, 2019;Oliván-Blázquez et al, 2022).…”

Section: Discussionmentioning

confidence: 76%

“…On the other hand, an innovative methodology such as Photovoice (PV) is gaining relevance in the higher education learning process (Cho et al, 2021;Cooper et al, 2017;Cornell & Kessi, 2016;Coronado et al, 2020;Haffejee, 2021;Hernandez et al, 2014;Schell et al, 2009;Steren dos Santos & Musanti, 2020;Trout et al, 2019;Zeglin et al, 2019). PV is a pedagogical methodology originally designed to combine photography with digital narration and social participation (Casals & Calvo, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…Both CBL and PV usually include interactive and group learning activities (Bergmann & Sams, 2012;Cho et al, 2021;Cooper et al, 2017;Cornell & Kessi, 2016;Coronado et al, 2020;Haffejee, 2021;Hernandez et al, 2014;Peng et al, 2021;Schell et al, 2009;Steren dos Santos & Musanti, 2020;Trout et al, 2019;Zeglin et al, 2019) within the classroom so that students can benefit from collaborative learning. Moreover, the processes of acquisition and application of theoretical knowledge are enhanced.…”

Section: Introductionmentioning

confidence: 99%

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Case-based learning and photovoice in relation to academic performance, satisfaction and self-efficacy in higher education: A cross-sectional study of related samples

Oliván Blázquez,

Méndez-López,

León-Herrera

et al. 2023

Active Learning in Higher Education

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Photovoice (PV) is an innovative learning methodology that is gaining relevance in higher education, but research about it is still scarce. Case-based Learning (CBL), for its part, has proven to generate a higher level of student engagement and significant learning. Therefore, due to the lack of evidence related to PV learning, the main aim of this study is to analyse and compare a CBL activity and a PV activity regarding academic performance and undergraduate students’ satisfaction in relation to self-efficacy perception. A cross-sectional study was developed. A total of 107 students did a CBL and a PV activity. The order of the activities was randomised. The collected variables were activity score, satisfaction with each activity and self-efficacy perception. A descriptive, correlational and comparative analysis using T-Student of related samples was performed. The results showed a significant difference in the activities’ scores, with higher marks in the PV activity. There was a good level of satisfaction with both activities and no significant differences across all items asked, except for ‘It encouraged new knowledge acquisition’. This item was evaluated more favourably in the CBL activity. The relation between the marks of both activities and self-efficacy perception were not significant but in the case of PV, the mark is almost significant. In conclusion, CBL and PV activities are effective in order to achieve a good academic performance and the students ‘satisfaction with the activities assessed is high.

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Section: Discussionmentioning

confidence: 59%

Section: Discussionmentioning

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Case-based learning and photovoice in relation to academic performance, satisfaction and self-efficacy in higher education: A cross-sectional study of related samples

Oliván Blázquez,

Méndez-López,

León-Herrera

et al. 2023

Active Learning in Higher Education

View full text Add to dashboard Cite

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“…As a geographical pedagogical tool, photovoice has the significant advantage of developing students' key competencies based on critical thinking. In addition, it has the effect of enriching private geography through one's own voice (story or narrative) after capturing the public geography that students have learned in the classroom with pictures from outdoor sites (Cho et al, 2022). Those personal geographies should be recognized, respected, and reinforced in formal geography education (Slater, 1993).…”

Section: Discussionmentioning

confidence: 99%

Development and application of environmental education program for in-service geography teachers using community mapping and photovoice

Cho

Kim

2022

EURASIA J Math Sci Tech Ed

Self Cite

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This study designed an environmental education program for in-service geography teachers using community mapping and photovoice methodology and applied it to in-service geography teachers to derive results. In addition, the study explored the possibilities and implications of these two participatory research techniques as pedagogical tools for geographical and environmental education. In-service geography teachers confirmed that community mapping activities combined with the photovoice methodology can support the development of the geographical skills and spatial thinking about the environment of students. Moreover, they recognized that the program is a useful pedagogical tool for connecting learners with geographical communities to actively explore various geographical and environmental issues in the region, connecting them inside and outside the classroom and reaching an in-depth understanding of geographical and environmental issues through the production of knowledge that expresses their perspectives and experiences. Furthermore, the program, which combines community mapping and photovoice, can be an effective pedagogical tool for fostering community competence and active citizenship in that participants actively participate in the community to create better community change.

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Integrating concept mapping of photovoice to investigate elementary students’ perceptions of water pollution in Hong Kong

Hui

2023

Education 3-13

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Design, implementation, and outcomes of an in-service program with photovoice as a pedagogical tool for geography teachers

Cited by 8 publications

References 24 publications

Case-based learning and photovoice in relation to academic performance, satisfaction and self-efficacy in higher education: A cross-sectional study of related samples

Case-based learning and photovoice in relation to academic performance, satisfaction and self-efficacy in higher education: A cross-sectional study of related samples

Development and application of environmental education program for in-service geography teachers using community mapping and photovoice

Integrating concept mapping of photovoice to investigate elementary students’ perceptions of water pollution in Hong Kong

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