Sustainable Development in Geography Education for Middle School in China

Guo, Fengtao; Lane, Joseph H.; Duan, Yushan; Stoltman, Joseph P.; Khlebosolova, Olga; Lei, Hao; Zhang, Weiguo

doi:10.20944/preprints201809.0491.v1

Cited by 5 publications

(1 citation statement)

References 15 publications

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“…To perform post hoc analysis, the Bonferronicorrected critical p-value was computed to be 0.05/18= .0028, where 0.05 is the original significance value, while 18 is the number of comparisons presented in Table 6. [45].…”

Section: B the Second Research Question: The Level Of Students' Answers To An Open Questionmentioning

confidence: 99%

Middle School Students’ Learning of Social Studies in the Video and 360-Degree Videos Contexts

Daher

Sleem

2021

IEEE Access

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Video-based and 360-Degree Video-based learning is still not spread in the social studies classroom. The present research intends to study the influence of these tools on seventh grade students' level of knowledge in social studies. One hundred and five seventh grade students participated in the present research. Thirty-five students constituted each one of three classes: a regular class, a video-based class and a 360-Degree video-based class. Each class was assigned arbitrarily a specific teaching method: the regular method, the video method and the 360-Degree video-based method. The research results indicated that the regular group had significantly higher scores in the Applying knowledge level than the 360-Degree video-based group. It also indicated that the video group had significantly higher scores in the Analysis knowledge level than the control and the 360-Degree video groups. Moreover, the results indicated that the video and the 360-Degree video groups had significantly higher scores in the Synthesis knowledge level than the control group. The two technological tools did not contribute to the Evaluating level. More research is needed to verify the impact of video-based learning and 360-Degree video-based learning on students' knowledge levels; especially on higher-order thinking processes, in the different disciplines, but particularly in the social studies.

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Section: B the Second Research Question: The Level Of Students' Answers To An Open Questionmentioning

confidence: 99%

Middle School Students’ Learning of Social Studies in the Video and 360-Degree Videos Contexts

Daher

Sleem

2021

IEEE Access

View full text Add to dashboard Cite

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Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

2020

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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.

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Geography Pre-Service Teachers’ Perspectives on Multimedia Technology and Environmental Education

et al. 2020

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Multimedia technology (MT) is now widely used in primary and secondary classrooms and has excellent potential for environmental education. The discipline of Geography has strong synergies with environmental education. The paper uses the Q methodology to investigate the responses of pre-service geography teachers regarding the use of multimedia in environmental education (EE). The viewpoints of respondents were clustered into three broad perspectives relating to the use of multimedia: Perspective 1: the use of multimedia is regarded as valuable but difficult to apply; perspective 2: the use of multimedia is rewarding and practicable; perspective 3: the use of all types of multimedia is seen as highly valuable, although in the case of GIS the attitude is more equivocal. All three perspectives align with the idea that MT can improve EE, although the respondents suggest it cannot be a direct replacement for fieldwork. While all three perspectives are consistent with the view that multimedia teaching has many functional advantages in relation to environmental education, concerns are expressed regarding teachers’ capacity to fulfill its potential. The authors suggest that understanding these perspectives can help improve pre-service teacher education and advance environment education in middle school.

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Sustainable Development in Geography Education for Middle School in China

Cited by 5 publications

References 15 publications

Middle School Students’ Learning of Social Studies in the Video and 360-Degree Videos Contexts

Middle School Students’ Learning of Social Studies in the Video and 360-Degree Videos Contexts

Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers

Geography Pre-Service Teachers’ Perspectives on Multimedia Technology and Environmental Education

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