Media and environmental literacy : making school relevant

Reis, Giuliano; Iosif, Ranilce Guimarães; Reis, Juliana Irani Villanueva dos

doi:10.17851/1809-8150.5.9.26-40

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…A potential answer to this problem lies in making science relevant by creating opportunities to discover its meaning in one's life (e.g., Reis, 2009Reis, , 2010. In the centennial words of John Dewey (1916, p. 68): "if education is growth, it must progressively realize present possibilities, and thus make individuals better fitted to cope with later requirements."…”

Section: Yet Not Educated In the Common Sensementioning

confidence: 99%

Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Reis

Sandhu²

2023

emaberto

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The purpose of this experience report is to share and reflect on the authors’ views and experiences of adopting a place-based pedagogy in a community garden to create a science learning space within an institutionalized teacher education program in Ottawa, Canada. The situations described here are based on loose (autobiographical) recollections of events that occurred over the last five years in science methods courses taught by the first author while taking student teachers on a field trip to a local urban community garden. In addition, we present a sample of selected informal feedback collected from participants in support of our argument that noninstitutionalized outdoor urban spaces can provide valuable opportunities to enrich science student teachers’ experience in teacher education programs.

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Section: Yet Not Educated In the Common Sensementioning

confidence: 99%

Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Reis

Sandhu²

2023

emaberto

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“…Such studies have the potential to inform education and policy initiatives aimed at promoting critical thinking, civic engagement, and responsible media consumption among diverse populations. Both studies, (Reis, Losif, & Reis, 2015)and (Hafez, El-Rafee, & Hamed, 2022), examine the potential of media literacy-based instructional strategies to promote critical thinking skills and awareness of environmental issues among students in different educational settings. While the former study focuses on how media literacy can be integrated into the curriculum of a Brazilian public school to promote environmental literacy, the latter study investigates the role of media education in developing children's skills when using social media sites.…”

Section: ‫واإلعالن‬ ‫العامة‬ ‫العالقات‬ ‫لبحوث‬ ‫العلمية‬ ‫المجلة‬mentioning

confidence: 99%

Role of Social Media in Enhancing Climate Change Literacy Among Egyptian Users

Abdallah

Youssef

2023

المجلة العلمية لبحوث العلاقات العامة و الإعلان

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Social media can be an effective tool for increasing climate change literacy by raising awareness, promoting engagement, and providing access to information and resources. Through social media platforms like Twitter, Facebook, and Instagram, individuals and organizations can share news articles, research studies, and videos that educate people about climate change and its impact on the environment. This research aims to investigate the role of social media in educating and informing Egyptians about climate change. Specifically, it seeks to explore the relationship between social media consumption and climate change literacy, examine whether social media has been able to make people feel the urgency of the climate change crisis and investigate the extent to which climate change literacy has increased in Egypt. To achieve its objectives, the quantitative study used the survey tool to assess the relationship between the use of social media and the nature of climate change literacy formation. The study findings confirmed that the Egyptian audience fully depends on social media as a main source of climate change-related information, and social media has a significant impact on raising awareness and knowledge of climate change issues, as well as shaping Egyptian users' perception of it. Nevertheless, the existence of negative aspects, which were reported by the survey respondents, considering prevailing misinformation on social media websites.

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“…Jickling, 1992;Russell, Bell & Fawcett, 2000;Reis, 2009;Reis & Guimaraes-Iosif, 2012;Reis, Guimaraes-Iosif & Reis, 2009), the combination of science and environmental education undoubtedly offers an opportunity for science educators (and their students for extension) to bridge prior experiences with new ones that are lived (acquired) through school towards the development of their scientific and ecological literacies (e.g. Reis, in press; Reis, Ng-A-Fook & Glithero, in press).…”

Section: Résumé De L'articlementioning

confidence: 99%

Developing a Global Perspective in / FOR Science Teacher Education: The Case of Pollination

Reis

2015

mje

Self Cite

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Science educators at all levels continuously struggle to keep pace with the rapidly developing understanding of the causes and potential solutions to current environmental issues while also trying to enthuse a new generation of passionate and knowledgeable scientists. However, how can future science teachers make science education more attractive ad meaningful to their students? The present paper describes (in a narrative style) an instructional practice that has been performed within a secondary science methods course in a teacher preparation program in Canada. More specifically, it draws on ideas presented in Agenda 21 and the United Nation’s Millennium Development Goals to study the (often neglected) socio-environmental aspects of pollination. Ultimately, the proposed activity aims at promoting the ability of pre-service high school biology teachers to adopt a global education perspective on the science curriculum by (a) recognizing the unintended negative ecological impact caused by humanity’s pursuit of sustainable development and sustainability and (b) reexamining traditional conceptions of scientific and ecological literacies.Quel que soit le niveau auquel ils enseignent, les enseignants en sciences peinent à soutenir le rythme. Ils naviguent entre le développement rapide de connaissances liées aux causes et solutions potentielles des problématiques environnementales actuelles, tout en essayant d’inspirer l’enthousiasme auprès d’une nouvelle génération de scientifiques passionnés et informés. Or, comment les futurs enseignants en sciences peuvent-ils rendre la formation en sciences plus intéressante et pertinente pour leurs élèves? Dans un style narratif, cet article décrit les pratiques éducationnelles utilisées au sein d’un cours de méthodologie d’enseignement des sciences au secondaire, dans le cadre d’un programme de formation initiale en enseignement au Canada. De manière plus spécifique, celui-ci s’inspire des idées présentées dans le cadre d’Agenda 21 (ou Action 21) et des Objectifs du Millénaire pour le développement de l’Organisation des Nations Unies pour examiner les dimensions socio environnementales (un aspect souvent négligé) de la pollinisation. En fait, l’activité proposée vise à développer chez les enseignants en biologie au secondaire l’adoption d’une perspective éducationnelle et globale du programme en (a) leur faisant prendre conscience des conséquences environnementales négatives de la quête des humains en termes de développement durable et de protection de l’environnement et en (b) questionnant les conceptions traditionnelles à la base de l’éducation scientifique et environnementale

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Media and environmental literacy : making school relevant

Cited by 3 publications

References 12 publications

Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Expanding institutionalized learning spaces in/for science teacher education: the case of a community garden in Ottawa

Role of Social Media in Enhancing Climate Change Literacy Among Egyptian Users

Developing a Global Perspective in / FOR Science Teacher Education: The Case of Pollination

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