Environmental art as an innovative medium for environmental education in Biosphere Reserves

Marks, Megan; Chandler, Lisa; Baldwin, Claudia

doi:10.1080/13504622.2016.1214864

Cited by 36 publications

(22 citation statements)

References 30 publications

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“…Biosphere reserves appear within the environmental education research literature [28][29][30]. Additionally, BRs also appear in research in the closely related and overlapping literature of outdoor recreation [17,31] as well as eco-tourism [32][33][34].…”

Section: Educational Research and Biosphere Reservesmentioning

confidence: 99%

Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

Beery

Magntorn

2021

Sustainability

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There has been significant interest in the values and benefits of early childhood nature experiences on children’s well-being and development. One aspect of studying the exposure of children to nature that requires more focus is the role played by early childhood educators. In particular, there is a need for early childhood environmental education training for pre-service educators. This study will explore the use of a UNESCO Biosphere Reserve as an outdoor classroom for early childhood environmental education pre-service professionals. Exploratory quantitative and qualitative descriptive data from a series of three short surveys (pre/post/delayed post) provide a basic overview of pre-service teacher perspectives, experiences, and outcomes of an environmental education intervention. The results indicate that the participating pre-service educators had little to no familiarity with the environmental concepts or the biosphere reserve site before participation in the intervention. The post-intervention and delayed post-intervention results show that pre-service educators perceived that their understanding of the concept had improved. The results also show a perception of the positive role that biosphere reserve sites can play in early childhood education. Three critical implications emerged from the overall quantitative and qualitative results: (1) specific support should be given for early childhood environmental education training; (2) biosphere reserve functions provide support for efforts to improve connections to nature; (3) early childhood education has the potential to support the broadening of the biosphere reserve audience.

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Section: Educational Research and Biosphere Reservesmentioning

confidence: 99%

Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

Beery

Magntorn

2021

Sustainability

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“…Reductions in ice cover have been widely documented, which can affect many aspects of lake ecosystems. Atmospheric warming leads to glacial melting, impacting meltwater lakes (e.g., Olson et al 2018;Farías-Barahona et al 2020). These climate stories can be complex, compounded by other anthropogenic impacts.…”

Section: Masumi Stadlermentioning

confidence: 99%

Limnology and Oceanography Bulletin Volume 30 Number 2 May 2021 41‐85

2021

Limnology & Oceanogr Bull

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“…In recent years, environmental protection has become a global issue; many countries have also established environmental education as one of the learning subjects in elementary school (Cho & Lee, 2018; Marks, Chandler, & Baldwin, 2017). With the advocacy for the concept of natural environmental protection, apart from promoting the importance of natural environmental conservation, teachers also lead students to observe in real environments so as to implement the concepts of natural environmental protection.…”

Section: Introductionmentioning

confidence: 99%

Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach

Hwang¹,

Chang²

2020

Brit J Educational Tech

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With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real‐world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi‐directional peer‐assessment‐based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi‐directional peer‐assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi‐directional peer‐assessment‐based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment.

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Environmental art as an innovative medium for environmental education in Biosphere Reserves

Cited by 36 publications

References 30 publications

Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

Pre-Service Early Childhood Educator Experience in a UNESCO Biosphere Reserve

Limnology and Oceanography Bulletin Volume 30 Number 2 May 2021 41‐85

Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach

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