The Role of Care in Environmental Education

Quigley, Cassie; Lyons, Renée

doi:10.1007/978-3-319-43353-0_13

Cited by 5 publications

(3 citation statements)

References 36 publications

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“…Critical thinking (and reflection) 'challenges us to examine the way we interpret the world and how our knowledge and opinions are shaped by those around us' (Tilbury & Cooke, 2005, p. 5). Teachers can support students to think critically by providing opportunities to understand the reasons for environmental problems, encouraging students to deconstruct normative rhetoric around environmental issues, and supporting students to reconceptualise these issues with sustainability values in mind (Quigley & Lyons, 2017). As outlined in our findings for Societal Transformation, there is some encouragement of these kinds of activities in the Guidance, wherein students design actions for sustainability.…”

Section: Level 2 Findings: Learning Outcomesmentioning

confidence: 91%

Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia

Tomas

Mills

Rigano

et al. 2020

Aust. J. environ. educ.

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In Queensland, Australia, a new senior Earth and Environmental Science (EES) syllabus has been approved for first implementation in 2019. Given the natural alignment between EES and Education for Sustainable Development (ESD), this study employs document analysis to investigate the extent to which the intended curriculum reflects the tenets of ESD. An exploratory content analysis examined the frequency of keywords to identify any prominent sustainability themes that might underpin the syllabus, while a curriculum key guided a deeper analysis according to four tenets of ESD: Learning content; Pedagogy and learning environments; Societal transformation; and Learning outcomes. These analyses found that the ESD tenets reflected in the syllabus is limited chiefly to sustainability learning content, while broader notions of ESD, like the promotion of transformative learning, are marginalised or absent. Instead, the syllabus reflects a technical orientation to curriculum, underpinned by a neoliberal agenda. It is argued that the Queensland EES syllabus represents a missed opportunity to engage students with ESD. In a policy climate where achievement and accountability dominate educational discourse, there is an inherent risk that ESD will fall by the wayside, given it is not prioritised in the intended curriculum. Implications for curriculum development are also discussed.

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Section: Level 2 Findings: Learning Outcomesmentioning

confidence: 91%

Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia

Tomas

Mills

Rigano

et al. 2020

Aust. J. environ. educ.

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“…These two examples were signed as altruism behavior in caring of environment. As stated by Quigley and Renee (2017), caring of the environment is being aware of environment and why environmental problems occur. The task showed that environmental care as the act of altruism behavior was already involved in students grade XI textbook.…”

Section: Altruism Character In English Textbook Of Grade Xmentioning

confidence: 99%

Character Building of Altruism in English Textbook of Senior High School

Nainggolan

Simamora

2020

Bahasa dan Sastra Inggris UPB

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This study aimed at analyzing altruism character in the three English textbooks of senior high school grade X, XI, and XII. Using content analysis, words, phrases, and clauses presenting altruism in the reading text, dialogue, and tasks were examined. The study revealed that in the English textbook of grade X, the altruism aspect indicating ‘pro-social behavior’ and ‘environmental care’ could be frequently found in reading text, dialogue, and task. However, other altruism aspects such ‘giving empathy’ missed in the reading text and ‘reducing inequality’ does not appear in the reading text and dialogue. Meanwhile in the grade XI, ‘giving empathy’ and ‘pro-social behavior’ occur in dialogue and task yet cannot be identified in the reading text. Moreover, ‘environmental care’ only shows up in dialogue and task, while ‘reducing inequality’ is nowhere to be found. In the grade XII, ‘giving empathy’, ‘pro-social behavior’ and ‘environmental care’ could be identified in the reading text, dialogue, and task. Unfortunately, ‘reducing inequality’ aspects only occur in the task. The inconsistent altruism character maintained in the English textbooks used in grade X, XI, and XII of senior high school displayed the missing opportunity to shape students’ altruistic behavior. Considering that senior high school is the stage where students start developing the ability to think logically about abstract ideas, altruism character should be inculcated in the development of English learning material in relevance to students’ intellectual and emotional level.

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“…The study of magnets in elementary school not only imparts fundamental knowledge about magnet properties and applications but also instills in students an appreciation for the role of sustainable development in achieving the SDGs. This understanding is intended to shape students into environmentally conscious individuals motivated to actively safeguard our planet (Chawla, 2007;Quigley & Lyons, 2017). One approach to incorporating the SDGs into elementary school learning activities involves the utilization of flipbook-based E-Modules.…”

Section: Introductionmentioning

confidence: 99%

Development of E-Module Flipbook on Science Learning to Support Sustainable Development Goals (SDGs) for Elementary School Students

Aji,

Yasa,

Dewi

et al. 2022

QLMN

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One of the Sustainable Development Goals (SDGs) goals is to improve the quality of learning. However, school teachers have not integrated the SDGs into the learning process. Therefore, applying the SDGs in school learning is important for students to understand global issues and overcome everyday challenges. This research aims to develop a flipbook-based science e-module that is feasible for achieving the Sustainable Development Goals (SDGs) for elementary school students that is valid and practical. This type of research is development research by adopting the Brog and Gall model. The data collection technique used is quantitative and qualitative data analysis. The subjects of this research were grade VI students at SD Negeri 3 Bandungrejosari Malang City. The instruments used in this study were interview and questionnaire instruments. The material expert validation assessment results obtained a score of 87.9% in the "very feasible" category. The average assessment of language experts shows a percentage of 94.6%, which is classified as "very feasible." Media experts also assessed the science e-module with a "very feasible" category with a feasibility level of 97.1%. The teacher's practicality questionnaire showed an average percentage of 86% with the category "Practical." Furthermore, based on the assessment of ten students after the science e-module trial, the average practicality reached 96.8% with the category "very practical." This research can be a reference for other researchers in developing SDGs-based science e-modules. So, it can be concluded that developing flipbook-based science e-modules to achieve the Sustainable Development Goals (SDGs) for elementary school students is feasible and can be used in the learning process.

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The Role of Care in Environmental Education

Cited by 5 publications

References 36 publications

Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia

Education for sustainable development in the senior Earth and Environmental Science syllabus in Queensland, Australia

Character Building of Altruism in English Textbook of Senior High School

Development of E-Module Flipbook on Science Learning to Support Sustainable Development Goals (SDGs) for Elementary School Students

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