The Creation of Learning Scales for Environmental Education Based on Existing Conceptions of Learning

Otsuka, Keita; Nakamura, Kazuhiko; Hama, Yutaro; Saito, Kaoru

doi:10.3390/su10114168

Cited by 5 publications

(4 citation statements)

References 38 publications

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“…This explains why the level of correlation is this high [14]. In line with Otsuka et al’s study [4], the idea that there is only a true commitment to a phenomenon after ecological disasters happen is hereby corroborated. This fact is similar in different studies that state the relationship existent between the social commitment towards environmental preservation after devastating events like erosion, forest destruction or nuclear pollution [1].…”

Section: Discussionsupporting

confidence: 67%

“…If we look at young adults, a high percentage of individuals are concerned about the course our planet is taking if we do not stop these trends of pollution and consumption of natural resources. However, despite expressing this commitment, it is superficial and it is a socially or even academically imposed matter rather than a moral question [4]. Based on this, the need to implement EE as a discipline of knowledge in university degrees has been manifested over the years, especially for those degrees linked to education.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of Further Education Students’ Attitudes Regarding Environmental Pollution. A Case Study in Granada

Lucena

Díaz

Reche

et al. 2019

IJERPH

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Pollution is shown as the environmental challenge, which has the greatest impact on global climate change. Faced with this situation, numerous environmental summits agree on the fact that Environmental Education needs to be implemented within the different disciplines and educational institutions. Therefore, Further Education must foster the research and management of environmental education with the aim of developing responsible citizens with sustainable attitudes. Based on this idea, this paper aimed to analyse the attitudes in Further Education students towards different situations and habits linked to pollution, as well as some of its varied typologies (chemical pollution, acoustic pollution and management of solid urban waste and rubbish). To achieve this, a sample of 307 students from different degrees of Preschool and Primary Education was included, using a questionnaire as a measuring instrument. The methodology of the study was both descriptive, through the analysis of its measures, and inferential, with the preparation of a confirmatory conceptual model through the structural equation model (SEM). Results revealed that students are highly concerned about the different situations proposed, and that the predictive model forges strong correlations between the four variables of the study. Hence, the study focused on the idea of trying to enhance environmental awareness in the groups of students from different educational phases, to subsequently foster the implementation of specific actions aimed at preserving and conserving natural resources, and to guide society towards sustainable development.

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Section: Discussionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Analysis of Further Education Students’ Attitudes Regarding Environmental Pollution. A Case Study in Granada

Lucena

Díaz

Reche

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…According to Stonebraker and Howard (2018), learning activities that raise contextual issues can raise student awareness and encourage them to join in problem-solving efforts. Students that are familiar with environmental issues will be more committed to enhancing environmental conservation and avoiding environmental pollution (Otsuka et al, 2018;Yasin et al, 2020). The actions of producing projects (create) and communicating project findings (share) are referred to as stage 3 and 4 learning activities.…”

Section: Sscs Model Implementation Using An Esd Approachmentioning

confidence: 99%

Real action based on search solve create and share (SSCS) model to improve sustainability awareness of junior high school students

Suryawati,

Yennita,

Afwa

et al. 2023

JPBI

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Water pollution from manufacturing waste and air pollution from forest and land fires are major environmental issues in the Siak district. This research aimed at gathering empirical data by implementing a real-action project based on SSCS learning to enhance sustainability awareness of Junior High School. This quasi-experiment was carried out in two groups of students in 7th grade of SMPN 1 Koto Gasib, Siak, Riau Province. The experimental class used the SSCS learning model with the ESD approach and the control class applied the scientific learning model. Indicators of sustainability awareness comprise: 1) Sustainability Practice Awareness; 2) Behavioral and Attitude Awareness; and 3) Emotional Awareness. Real-action project that is implemented by the teacher in this research is conducted to promote sustainability awareness in the form of a water purification model, planting pollution-absorbing plants, and creating Eco-brick flower pots. Data analysis uses inferential statistics, namely the T-test using SPSS-26 software. The analysis results of sustainability awareness indicate that students in the experimental class get a higher average of 76%, with the high category. Meanwhile, students in the control class get an average of 65% in the medium category. The T-test analysis of sustainability awareness gets a significance value of 0,002. 0,05, which indicates that there is a significant difference between experimental and control classes. The implementation of SSCS learning model using ESD approach can enhance the students’ sustainability awareness through environmental problem-solving activities, as well as building knowledge, behavior, and attitudes of love for the environment.

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“…Carleton-Hug & Hug (2010) punctuate the challenges and opportunities in assessing EE programmes. Based on the investigation of learning concepts and educational experiences accumulated during EE, researchers developed learning gradients for EE (Otsuka et al, 2018). An efficient and proper learning requires the usage of feedforward and feedback .…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Environmental Education and Education for Sustainable Development in Romania. Teachers’ Perceptions and Recommendations (Ii)

Ilovan¹,

Dulamă²,

Havadi-Nagy³

2019

RRGE

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This paper analyses a part of the results regarding environmental education (EE) and education for sustainable development (ESD) in Romania, obtained by administering a survey in 2017, willingly and anonymously filled out by 335 teachers (preschool teachers, primary school teachers, Geography teachers). It examines: respondents' interest, importance, knowledge and involvement in EE and sustainable development (SD); activity impact on teacher knowledge, attitude and behaviour towards SD and environment in Romania; importance of aims and levels in EE and ESD; EE and SD activities involving preschoolers and pupils as well as their frequency; the efficiency of some activities in preschoolers ' and pupils' EE and ESD; problems that may occur due to a subpar EE. In its conclusions, the paper highlights several measures for an increase in EE and ESD levels.

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The Creation of Learning Scales for Environmental Education Based on Existing Conceptions of Learning

Cited by 5 publications

References 38 publications

Analysis of Further Education Students’ Attitudes Regarding Environmental Pollution. A Case Study in Granada

Analysis of Further Education Students’ Attitudes Regarding Environmental Pollution. A Case Study in Granada

Real action based on search solve create and share (SSCS) model to improve sustainability awareness of junior high school students

Environmental Education and Education for Sustainable Development in Romania. Teachers’ Perceptions and Recommendations (Ii)

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