Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability

Boyd, Diane

doi:10.1080/03004279.2018.1551413

Cited by 17 publications

(11 citation statements)

References 28 publications

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“…Farklı bir sonuç olarak, Şallı (2011) proje tabanlı yaklaşımın, okul öncesi kurumlarına devam eden 48-60 aylık çocukların geri dönüşüm bilgisi üzerindeki etkisini araştırdığı çalışmasında, proje tabanlı öğrenme yaklaşımı ile hazırlanan geri dönüşüm programına katılmış olan deney grubunun geri dönüşüm kavramının kazanımının, kontrol grubuna göre daha fazla geliştiği ve programın etkili olduğunu tespit etmiştir. Boyd (2018), ise araştırmasında, John Dewey'in deneyimsel öğrenme felsefesine dayanan, yer temelli öğrenmenin çocukların sürdürülebilirlik algıları üzerindeki etkisini araştırdıkları çalışmaları sonucunda, erken çocukluk döneminde yer temelli öğrenmenin çocukların sürdürülebilirlik algıları üzerinde olumlu etkisi olduğunu ve yaşadıkları çevrenin sorunlarına karşı farkındalık kazandıklarını ortaya koymuştur. Okul öncesi öğretmen adayları ile yapılan farklı bir çalışmada (Hirst & Wilkinson, 2022) ise, çocuk edebiyatında sürdürülebilirlik için erken çocukluk eğitimine odaklandıkları pedagojik bir çalışmada, öğretmen adayları çocuklar için e-kitapları oluşturmuşlardır.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Pre-school Teachers' Views on Sustainable Development Practices and Practice Example

Duran

2022

CUED

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This study aimed to determine the views of pre-service teachers on sustainable development and implementation process in the pre-school period. In the study, phenomenology design, one of the qualitative research designs, was used. The research was carried out with pre-service teachers studying in the fourth year of the Department of Pre-school Education at a state university in the Eastern Black Sea region of Turkey in the 2018-2019 academic year. In the study, an exemplary activity that can be applied in terms of sustainable development was designed by pre-service teachers to include the stages of the 7R model and was used to 15 children in the children 66-72 months. Research data were collected through interviews with pre-service teachers and observations of pre-service teachers. In the data analysis, descriptive and content analysis techniques were used together. As a result of the pre-service teachers' opinions, it was seen that their awareness increased, they were informed and happy, and the resources were insufficient. In terms of children, it has been observed that cognitive (sea creatures, water pollution, waste, recycling information), affective (respect for living things, nature protection, etc.) and motor (collection of garbage and waste, recycling materials, etc.) skill areas are positively supported. It is considered to be a guiding resource for pre-school teachers who want to apply the subject of sustainable development and for teacher candidates in the context of activity development

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Section: Tartışma Sonuç Ve öNerilerunclassified

Pre-school Teachers' Views on Sustainable Development Practices and Practice Example

Duran

2022

CUED

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“…Buku digital dapat digunakan pada mata kuliah kimia dasar dengan menambahkan muatan sustainable chemistry (SC) agar memudahkan peserta didik dalam memperoleh informasi secara utuh. Pengetahuan tentang SC pada proses pembelajaran sangat penting (Böschen, Lenoir, and Scheringer 2003;Smith 2018;Anastas and Zimmerman 2018;Boyd 2019). Korelasi mata kuliah kimia dasar dengan pengetahuan tentang green chemistry (GC) dan SC sangat erat.…”

Section: Pendahuluanunclassified

Literasi Kimia Menggunakan Buku Digital Kimia Dasar Berbasis Sustainable Chemistry

Apsari¹,

Eveline²

2022

jpm

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Keterbatasan sumber belajar menjadi salah satu kendala dalam proses pembelajaran terutama ketika pandemi covid-19. Buku kimia dasar berbasis sustainable chemistry (SC) dapat menjadi solusi dan alternatif sumber belajar yang kekinian dan mudah diakses kapan saja dan dimana saja. Tujuan penelitian adalah mengetahui kelayakan buku digital kimia dasar berbasis SC dan mengetahui pengaruh penerapan buku digital kimia dasar berbasis SC terhadap kemampuan literasi kimia pada proses pembelajaran. Metode pada penelitian ini adalah research and development (R&D) menggunakan desain ADDIE dengan tahapan Analysis, Design, Develop, Implementation, dan Evaluation. Subjek penelitian adalah mahasiswa STKIP Melawi sebanyak 15 orang untuk uji keterbacaan, 60 orang pada uji skala besar (30 orang pada kelas kontrol dan 30 orang pada kelas eksperimen). Teknik pengumpulan data menggunakan tes dan non tes. Instrumen non tes terdiri dari lembar validasi ahli materi dan ahli media untuk mengetahui kelayakan buku digital yang dikembangkan, angket respon peserta didik terhadap buku digital kimia dasar bermuatan SC (uji coba skala kecil), angket tanggapan peserta didik (skala luas). Instrumen penelitian tes berupa soal pretest dan postest untuk mengukur pengaruh penggunaan buku digital kimia dasar berbasis SC terhadap kemampuan literasi kimia. Teknik analisis data untuk mengetahui pengaruh produk terhadap literasi kimia menggunakan uji U-Mann Whitney. Hasil dari penelitian ini adalah buku digital kimia dasar berbasis SC dinyatakan layak untuk digunakan sebagai sumber belajar. Berdasarkan hasil uji menggunakan U-Mann Whitney diperoleh data bahwa Ho ditolak dan Ha diterima sehingga terdapat pengaruh penggunaan buku digital kimia dasar berbasis SC terhadap kemampuan literasi kimia.

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“…It is noteworthy, however, that there is some interesting work taking place at Liverpool Hope University where lecturers have worked with students and the community to develop a new framework for ECEfS that has been recognised by OMEP and will be used in UNESCO's Global Action Programme (Hirst, 2019a). The theoretical context is clearly set out by Diane Boyd (2018aBoyd ( , 2018bBoyd ( , 2019, its application with students and children outlined through specific examples by Nicola Hirst (2019aHirst ( , 2019b; articles that make interesting reading. Readers, too, should consider the work emanating from Anglia Ruskin University (e.g.…”

Section: The Early Years Contextmentioning

confidence: 99%

Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

Wright

Luff

Osadiya

2022

Research Anthology on Early Childhood Development and School Transition in the Digital Era

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It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.

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Utilising place-based learning through local contexts to develop agents of change in Early Childhood Education for Sustainability

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 17 publications

References 28 publications

Pre-school Teachers' Views on Sustainable Development Practices and Practice Example

Pre-school Teachers' Views on Sustainable Development Practices and Practice Example

Literasi Kimia Menggunakan Buku Digital Kimia Dasar Berbasis Sustainable Chemistry

Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

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