Exploration of Environmental Literacy in Science Education Curriculum in Primary Schools in Iran

Karimzadegan, Hasan; Meiboudia, Hossein

doi:10.1016/j.sbspro.2012.05.131

Cited by 45 publications

(30 citation statements)

References 3 publications

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“…The following topics should be included in the curriculum and textbooks for the development of environmental literacy: In general, concrete examples and predicted future environmental problems should be emphasized more than the theoretical concepts related to biology in the curricula and textbooks. However, in general, environmental knowledge are highly emphasized in the school curriculum [75]. In addition, for the development of environmental literacy, it is crucial to be aware of the importance of ECA, such as visiting web sites of environmental organizations, participating in environmental clubs, visiting science and art museums, and taking field trips.…”

Section: Discussionmentioning

confidence: 99%

A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies

Kaya

Elster

2019

Sustainability

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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.

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Section: Discussionmentioning

confidence: 99%

A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies

Kaya

Elster

2019

Sustainability

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“…Aktivitas manusia yang berlebihan dalam memanfaatkan sumber daya alam menyebabkan terjadinya permasalahan lingkungan. Beberapa dekade permasalahan lingkungan yang terjadi semakin memprihatinkan mulai dari masalah polusi, penggundulan hutan, penipisan ozon, pemanasan global, hingga perubahan iklim yang ekstrim (Nunez & Clores, 2017;Anand, 2013;Karimzadegan & Meiboudi, 2012;). Secara global penekanan tentang masalah perubahan iklim menjadi contoh nyata pengaruh aktivitas manusia terhadap lingkungan yang menyebabkan dampak yang merugikan pada berbagai sektor.…”

Section: Pendahuluanunclassified

EDUCATION FOR SUSTAINABLE DEVELOPMENT (EfSD): GAP OF INDICATORS FOR ENVIRONMENTAL LITERACY ACHIEVEMENT IN THE MIDDLE SCHOOL CURRICULUM

2019

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Environmental education is one way to empower the environment where literacy can support sustainable development programs known as Education for Sustainable Development (EfSD). This study aimed to analyze the environmental literacy indicators in the curriculum of middle schools. The lesson plan in the middle school became the main subject for document analysis. This research is evaluation research. The data were collected with non-test techniques in the form of interviews and documentation. Qualitative analysis in the form of a matrix became the instrument used to analyze the gap of the indicators of the ideal knowledge and those of the aktual knowledge. The results indicated that out of 20 aktual indicators, there were 10 irrelevant indicators with the ideal indicators according to the New Ecological Paradigm (NEP) and the ecological concept according to Lewinsohn. The gap between indicators of achieving environmental literacy can be overcome by substituting the overall ecological concept in the lesson plan for the environment-related material. The existence of a strong ecological concept is expected to be the initial provision for students to empower environmental literacy. AbstrakPendidikan lingkungan menjadi salah satu cara untuk memberdayakan literasi lingkungan sehingga dapat mendukung program pembangunan berkelanjutan atau dikenal sebagai Education for Sustainable Development (EfSD). Penelitian ini bertujuan untuk menganalisis kesenjangan indikator pencapaian literasi lingkungan dalam kurikulum sekolah menengah pertama (SMP). Rencana perangkat pembelajaran di SMP menjadi subjek utama dokumen yang dianalisis. Jenis penelitian yang digunakan adalah penelitian evaluasi (evaluation research). Pengumpulan data dilakukan dengan teknik non-tes berupa wawancara dan dokumentasi. Analisis kualitatif dalam bentuk matriks menjadi alat yang digunakan dalam menganalisis kesenjangan indikator pengetahuan ideal dengan indikator aktual. Hasil penelitian menunjukkan bahwa dari 20 indikator aktual terdapat 10 indikator yang tidak relevan dengan indikator ideal menurut New Ecological Paradigm (NEP) dan konsep ekologi menurut Lewinsohn. Kesenjangan antara indikator pencapaian literasi lingkungan dapat diatasi dengan mensubstitusi konsep ekologi secara utuh kedalam rencana pelaksanaan pembelajaran untuk materi yang berhubungan dengan lingkungan. Adanya konsep ekologi yang kuat diharapkan dapat menjadi bekal sejak dini bagi siswa untuk memberdayakan literasi lingkungan. Kata Kunci: Pendidikan Lingkungan; Kesenjangan Indikator; Literasi Lingkungan; Sustainable Development Permalink/DOI: http://dx.doi.org/10.15408/es.v10i2.9041

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“…Hasil penelitian tertuang di dalam Tabel 1. Terdapat beberapa upaya yang dapat dilakukan untuk mengoptimalkan literasi lingkungan diantaranya dengan melakukan penataan kurikulum (Clarabel, 2014;Karimzadegan & Meiboudi, 2012), pembelajaran memberikan pengalaman langsung yang didukung pembelajaran aktif dengan menggunakan berbagai metode variatif dan pelaksanaannya dapat dilakukan di dalam maupun di luar kelas (Every & Student, 2015;Derman et al, 2016;Castelli, Barcelona, & Bryant (2015).…”

Section: Hasil Dan Pembahasanunclassified

Pembelajaran Matapelajaran Biologi Materi Lingkungan Di Sekolah Mengengah Atas Dan Daya Dukungnya Terhadap Literasi Lingkungan Siswa

Prasetiyo¹

2017

florea

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The purpose of this study is to know the learning and the carrying capacity of environmental literacy on the subject of environmental biology at Senior High School, apply the type of qualitative research and use purposive sampling in sampling, data collection by questioner and interview. The results showed that the learning done by the teacher has not fully supported the optimization of students' literacy.

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Exploration of Environmental Literacy in Science Education Curriculum in Primary Schools in Iran

Cited by 45 publications

References 3 publications

A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies

A Critical Consideration of Environmental Literacy: Concepts, Contexts, and Competencies

EDUCATION FOR SUSTAINABLE DEVELOPMENT (EfSD): GAP OF INDICATORS FOR ENVIRONMENTAL LITERACY ACHIEVEMENT IN THE MIDDLE SCHOOL CURRICULUM

Pembelajaran Matapelajaran Biologi Materi Lingkungan Di Sekolah Mengengah Atas Dan Daya Dukungnya Terhadap Literasi Lingkungan Siswa

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