Teaching and Learning to Live with the Environment

Murdoch, Kath

doi:10.1007/978-1-4020-2851-9_18

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…More specifically, education about natural disasters should provide not only information, but also thorough understanding of the issues, as well as attitudes and skills that will enable adequate response in a crisis. In such an approach, formal education represents the basis on which the teachers should build further: transform information into knowledge and ideas into action (Murdoch, 2007). Disaster risk education is defined as the transfer of general (thematic, organizational, technical) knowledge and skills about natural disasters and risks from the professionals in the relevant institutions (schools, courses), to pupils or trainees .…”

Section: Introductionmentioning

confidence: 99%

Importance of natural disaster education - case study of the earthquake near the city of Kraljevo: First results

Panić¹,

Kovacevic-Majkic²,

Miljanović³

et al. 2013

J GEOGR INST CVIJIC

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Natural disasters education is a very important part in the prevention of natural disasters. If it is applied from an early age, it would be successful and will yield positive results, namely to reduce the risks and consequences. A good platform for the implementation of natural disasters education is the formal aspect of education, precisely, subjects in elementary and secondary schools, including the geography as an interdisciplinary science which provides broad opportunities for understanding of all aspects of natural disasters and thus plays an important role in preventing. Given the existing content of natural disasters in the curriculum, as well as in geography textbooks in which mainly deal with natural processes and partly their consequences, we conducted a survey of school-aged children which included checking of acquired knowledge, perception of risk of seismic hazard and response to a specific disaster. Selected territory was the town of Kraljevo, which was hit by an earthquake magnitude 5.4 on November 3rd 2010. The research was conducted through a survey testing of elementary school pupils. The questions are grouped into four segments: issues related to the activities and feeling of pupils "during an earthquake," feelings and activities "after the earthquake", "sources of knowledge about earthquakes" and "tipes of training they need." The results were analyzed by statistical methods, which have proven hypotheses relating to each of the above segments. They showed that only 12% of pupils responded correctly at the time of the earthquake, that 60% of pupils are not aware that their reaction was wrong during the earthquake, the earthquake has left a significant impression on the 61% of pupils and almost all pupils expressed an interest in training on appropriate behavior during disasters. [Projekat Ministarstva nauke Republike Srbije, br. 47007

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Section: Introductionmentioning

confidence: 99%

Importance of natural disaster education - case study of the earthquake near the city of Kraljevo: First results

Panić¹,

Kovacevic-Majkic²,

Miljanović³

et al. 2013

J GEOGR INST CVIJIC

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Learning for the Environment: A Teaching Experience With Semi-Scripted Role Play

Siew

Abdullah

2012

PEC

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Getting students to act out their roles and to apply appropriate arguments for and against their position as defined by the role is a challenge in approaching and exploring an environmental issue through role-playing. This action research addressed this concern by exploring how a semi-scripted role play could be used to promote active student learning in a Science, Technology and Society (STS) lesson. Using greenhouse effect as an example of environmental issue, this study explored how students playing different characters articulated their response to the semi-scripted role play setting. A group of 26 master students who took Science, Technology and Society (STS) as a core course took part in research and carried out a role play in groups of six for a period of two hours. The multiple data sources for this study consisted of student’s written reflections, an informal and unstructured observation, and Role Play Evaluation Form. Overall, the students indicated that the semi-scripted role play helped them understand an environmental issue both from their own and other’s perspective. The provision of guiding information via semi-script enabled students to feel empowered to express, share, argue, and negotiate more comfortably and confidently. In addition, students indicated that the role play helped them to develop critical thinking. The role play had helped create an engaging and productive learning experience that educators could use this exercise to lead students in the exploration of broader local environmental issues. Keywords: action research, environmental issue, semi-scripted role play, Science, Technology and Society.

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Teaching and Learning to Live with the Environment

Cited by 2 publications

References 3 publications

Importance of natural disaster education - case study of the earthquake near the city of Kraljevo: First results

Importance of natural disaster education - case study of the earthquake near the city of Kraljevo: First results

Learning for the Environment: A Teaching Experience With Semi-Scripted Role Play

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