scholarly journals Alakoulun oppilaiden kokemuksia ratkaisukeskeisen ilmastokasvatuksen toteutuksesta: havaintoja oppimisesta ja tunteista

2020 ◽  
Vol 4 (3) ◽  
pp. 4-22
Author(s):  
Ilkka Ratinen ◽  
Reetta Pahtaja
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
School Climate ◽  
Primary School ◽  
Qualitative Content Analysis ◽  
Climate Change Education ◽  
Inquiry Based Learning ◽  
Knowledge And Skills ◽  
Research Material ◽  
Primary School Pupils

Ratkaisukeskeisen ilmastokasvatuksen tavoitteena on oppia tietoja ja taitoja, joiden avulla opitaan vähentämään ilmastopäästöjä ja sopeutumaan ilmastonmuutokseen parhaalla mahdollisella tavalla. Ilmastonmuutoksen hillintä ja siihen sopeutuminen vaatii onnistuessaan myös tunteiden huomioon ottamista. Ilmastokasvatuksessa toivon ylläpitäminen on mahdollista merkityksiä luovien toimintastrategioiden avulla. Oleellista on, että oppija pohtii tekojensa merkityksellisyyttä, minkä avulla voidaan välttää toiveajattelua. Alakoulussa ilmastokasvatus perustuu tutkivaan oppimiseen ja dialogiseen, oppijan arkikäsityksen huomioon ottavaan vuorovaikutukseen. Vuorovaikutuksellinen opetus sitouttaa oppijat opetukseen. Artikkelissa pohditaan ilmastokasvatuksen toteutumista alakoulun oppilaiden näkökulmasta. Tutkimuksen aineisto kerättiin avoimella kyselylomakkeella kahdeksasta alakoulun luokasta, viidestä eri koulusta. Tutkimusaineisto koostuu 152 oppilaan vastauksista. Vastaukset analysoitiin laadullisella sisällönanalyysillä ja teemoitettiin fenomenografisesti eri käsitekategorioihin. Käsitekategoriat muodostuivat neljästä teemasta: 1) Uuden oppimisesta, 2) kiinnostuksen lisääntymisestä, 3) ilmaston-muutokseen liittyvästä toivosta ja 4) ilmastonmuutokseen liittyvästä surusta.   Primary school pupils' experiences on the implementation of intentional climate change education: observations on learning and emotions Abstract The goal of intentional climate change education is to learn the knowledge and skills to reduce climate emissions and adapt to climate change in the best possible way. Mitigating and adapting to climate change also requires taking emotions into account. In climate change education hope is possible to maintain through meaningful coping strategies. It is essential that the learner reflects on the significance of his or her actions and thus avoids unnecessary wishful thinking. In primary school, climate education is based on inquiry-based learning and dialogical interaction that considers the learner's everyday thinking. Interactive learning process helps to engage learners. This article considers the implementation of climate education from the perspective of primary school pupils. The research material was collected with an open questionnaire from eight primary school classes from five different schools. The research material consists of 152 pupils’ answers. The responses were analysed by qualitative content analysis and were phenomenographically themed into different concept categories. The concept categories consisted of four themes: 1) learning from the new, 2) increasing interest, 3) hope related to climate change, and 4) grief related to climate change. Keywords: intentional climate change education, hope, primary school

scholarly journals Primary school students’ poetic malaria messages from Jimma zone, Oromia, Ethiopia: a qualitative content analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yohannes Kebede ◽  
Abdu Hayder ◽  
Kasahun Girma ◽  
Fira Abamecha ◽  
Guda Alemayehu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Drug Use ◽  
Primary School ◽  
Qualitative Content Analysis ◽  
Signs And Symptoms ◽  
Primary School Students ◽  
School Students ◽  
Jimma Zone ◽  
Itn Use ◽  
Prevention Methods

Abstract Background The engagement of schools in malaria control is an emerging strategy. Little is known about the involvement of students in the development of malaria messages. This study evaluated the message content of primary school students’ malaria poems. Methods A qualitative content analysis was conducted to explore malaria messages conveyed in poems produced by students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of the Jimma Zone. Data were analyzed using Atlas.ti version 7.1.4 software. The message contents were quantified in terms of frequency, and including metaphors, presented using central themes, categories, and supportive quotations. Results A total of 602 malarial contents were generated, and organized into 21 categories under five central themes. 1) Malaria-related knowledge (causation and modes of transmission, mosquito breeding and biting behavior, signs and symptoms, care for insecticide-treated nets (ITNs), and prevention methods), 2) Perceived threats from malaria, 3)The effectiveness of prevention methods (i.e., related to the adaption of ITNs, environmental cleaning, indoor residual spray (IRS), treatment for fever, and drug adherence practices), 4) Misconceptions, beliefs, and malpractices regarding the cause of malaria and drug use) and 5) Direct calls to the adopt ITN, IRS, clean surroundings, treatment, and drug use. The most commonly conveyed message contents were about the severity of malaria, distinguishable signs and symptoms, calls for community participation for malaria elimination, knowledge of preventive methods, and effectiveness of ITN use. Metaphoric expressions (war and death) were used to convey messages about the severity and the need to manage the prognosis of malaria through the active ITN use, which itself was metaphorically represented as ‘a trap’ to mosquitoes. Conclusions The poetic analysis indicated that the students developed and disseminated rich malarial messages, especially on malarial knowledge, and perceptions, beliefs, norms and practices of the local community to prevent and control malaria. Therefore, primary school students can be a source of information and would effectively communicate knowledge, perceptions, and promote malaria related practices, particularly in rural settings.

How Low-Carbon Issues are Addressed in Primary School Textbooks

2021 ◽  
Vol 10 (2) ◽  
pp. 260-269
Author(s):  
M. N. Hudha ◽  
I. Hamidah ◽  
A. Permanasari ◽  
A. G. Abdullah
Keyword(s):  
Content Analysis ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Content Analysis ◽  
Environmental Literacy ◽  
School Science ◽  
Learning Material ◽  
Low Carbon ◽  
Additional Material ◽  
Science Textbooks

This study aims to examine the existence of learning material related to educational issues regarding low-carbon levels. Through the content analysis, 26 primary school science textbooks from ten publishers in Indonesia were reviewed, focusing on the study covering the selection, presentation, provision of supporting materials, and low-carbon issues. The research method used is the qualitative content analysis process method with research steps: 1) Data collection; 2) Data analysis textbook; and 3) Ethical considerations. The results showed that sixty one point six percent of teachers said the book was under the curriculum's coverage. The sixty point six percent of the relevance of content to student experiences was appropriate, so is the fifty three point five percent of the relevance of examples and exercises with learning objectives and the material presented. It is also found that fifty five point six percent of various questions and discussions were adequate for testing students, the other fifty one point five percent had included supporting questions and exercises, and sixty point six percent of teachers said there was a teacher's guide. Then fifty point five percent, according to the teacher, students' awareness of low carbon is still relatively low, and forty six point six percent of the content coverage regarding low carbon is still considered sufficient by the teacher. This study concludes that there was too little coverage of low-carbon issues and a lack of additional material related to the low-carbon content in primary science textbooks. The topic of low carbon is still implicit in the environmental literacy found in textbooks. The follow-up that can be done is providing a low-carbon concept to science textbooks in primary schools so that our students and society will have low-carbon awareness and increased environmental literacy.

An adaptation capacity model in the face of climate change: A qualitative content analysis

2021 ◽  
Vol 185 ◽  
pp. 104326
Author(s):  
Maryam Shariatzadeh ◽  
Masoud Bijani ◽  
Enayat Abbasi ◽  
Saeed Morid
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Adaptation Capacity ◽  
Capacity Model ◽  
The Face

scholarly journals Online video on climate change: a comparison between television and web formats

2017 ◽  
Vol 16 (01) ◽  
pp. A04 ◽  
Author(s):  
Alicia De Lara ◽  
Jose A. García-Avilés ◽  
Gema Revuelta
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
The Internet ◽  
Online Video ◽  
Online Videos

This article proposes a classification of the current differences between online videos produced specifically for television and online videos produced for the Internet, based on online audiovisual production on climate change. The classification, which consists of 18 formats divided into two groups that allow comparisons to be made between television and web formats, was created through the quantitative and qualitative content analysis of a sample of 300 videos. The findings show that online video's capacity to generate visits is greater when it has been designed to be broadcast on the Internet than when produced for television.

scholarly journals Biologian ja maantieteen opetuksessa käytettävät ilmastonmuutoksen opetusmenetelmät

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Eija Yli-Panula ◽  
Eila Jeronen ◽  
Salla Koskinen ◽  
Sofia Vesterkvist
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
Teaching Methods ◽  
Teaching Method ◽  
Thinking Skills ◽  
Climate Change Education ◽  
Scientific Databases ◽  
Learning Group ◽  
Level Of Knowledge ◽  
Level Of Thinking

Tässä kvalitatiivisessa tutkimuksessa selvitettiin biologian ja maantieteen opetuksessa käytettyjä ilmastonmuutosta koskevia opetusmenetelmiä ja niiden tukemista tiedon ja ajattelun tasoista. Tutkimuskysymyksiksi muodostuivat: 1) Mitä ilmastonmuutoksen oppimista edistäviä opetusmenetelmiä biologiassa ja maantieteessä käytetään? 2) Millaisia oppilaiden tiedon ja ajattelun tasoja ilmastonmuutoksen opetuksessa käytetyt opetusmenetelmät tukevat? Tutkimukseen valikoitui 14 kansainvälistä tieteellistä artikkelia (N=159). Valinnan kriteereinä olivat: oppisisältö, julkaisuvuodet 2000–2019 sekä kohderyhminä peruskoululaiset ja lukiolaiset. Lisäksi artikkelissa tuli olla ainakin yksi opetusmenetelmä. Opetusmenetelmät tutkittiin aineistolähtöisellä sisällönanalyysillä. Opetusmenetelmien tukemia tiedon ja ajattelun tasoja analysoitiin teoriaohjaavalla sisällönanalyysillä. Sekä biologiassa että maantieteessä yleisimpiä opetusmenetelmiä olivat tutkiva oppiminen, ongelmanratkaisu, ryhmätyöt ja opettajakeskeiset opetusmenetelmät. Maantieteessä käytettiin biologiaa monipuolisemmin erilaisia ilmastonmuutoksen opiskelua edistäviä opetusmenetelmiä. Opetusmenetelmät tukivat korkeampia tiedon ja ajattelun tasoja harvemmin kuin alempia. Osa käytetyistä opetusmenetelmistä mahdollistaa omien kokemusten jakamisen ja päättelyn ryhmässä, mikä tukee opiskelijoiden oman ajattelun ymmärtämistä ja kriittistä ajattelua.   Teaching methods used in biology and geography concerning climate change education Abstract The aim of this study was to investigate the teaching methods used in biology and geography concerning climate change education (CCE) and about their level of knowledge and thinking skills. The research questions were: (1) What kind of teaching methods were used in biology and geography to enhance CCE and (2) How do teaching methods support the levels of knowledge and thinking skills of students. This qualitative study focused on articles of biology and geography teaching and CC. Articles for the analyses were sourced from scientific databases using search terms e.g. CC, and teaching methods. All searches were based on the following criteria: international peer reviewed articles published 2000–2019; articles concerning teaching methods regarding CC; and the target group being 12-18-year-old students. 14 articles (N=159) filled the criteria. Teaching methods were analyzed by material-based content analysis and the levels of knowledge and thinking supported by the teaching methods by theory-guided content analysis. The levels of knowledge and thinking supported by these teaching methods were analyzed using theory-guided content analysis. Results show that both in biology and geography, enquiry-based learning, problem-based learning, group work and teacher-centred methods were used most often. In geography, the methods supporting CCE varied more than in biology teaching. The higher levels of the knowledge and thinking skills were supported more seldom than the lower ones. The results of this study are meant to be implicated in supporting teaching of the CC. Some of the teaching methods used allow for the sharing of individual’s own experiences and reasoning in the group, which in turn support students’ understanding of their own thinking and critical thinking and which are the key features in discussing problems such as climate change. Keywords: climate change, level of knowledge, level of thinking skills, teaching method

scholarly journals Adaptation in Global Climate Governance: Linkages between Intergovernmental Dialogue Forums and the UNFCCC Regarding Adaptation

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Douwe de Voogt ◽  
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Global Climate ◽  
Developed Countries ◽  
Clear Distinction ◽  
Climate Governance ◽  
Transnational Actors ◽  
Developing And Developed Countries

This paper investigates how intergovernmental dialogue forums addressing climate change outside of the UNFCCC are linked with the UNFCCC regarding their statements on adaptation. The discussed forums are the Major Economies Forum, G8, and G20. Three analytical points of comparison concerning the UNFCCC are established, namely: the UNFCCC gives adaptation the same priority as mitigation; there is increasing attention for the role of transnational actors in adaptation; and there is a clear distinction between the roles of developing and developed countries. A qualitative content analysis of forums’ documents was conducted to investigate the nature of the linkages between statements related to adaptation. The key conclusion is that there is much overlap regarding adaptation statements between the dialogue forums and the UNFCCC, but there could be complementarity as regards certain adaptation subjects about which the forums made statements prior to the UNFCCC.

scholarly journals This bookmark gauges the depths of the human: how poetry can help to personalise climate change

2019 ◽  
Author(s):  
Sam Illingworth
Keyword(s):  
Climate Change ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
The World ◽  
The Subject

Abstract. By conducting a qualitative content analysis of 72 poems written about climate change by poets from across the world, this study demonstrates how these poets have interpreted the, at times, esoteric principles of climate change. The results of this study indicate that these interpretations highlight the need to re-position humans in the epicentre of the debate so that a meaningful dialogue around the subject might be established, especially amongst non-specialists.

Framing the Global Youth Climate Movement: A Qualitative Content Analysis of Greta Thunberg’s Moral, Hopeful, and Motivational Framing on Instagram

2021 ◽  
pp. 194016122110556
Author(s):  
Amanda L. Molder ◽  
Alexandra Lakind ◽  
Zoe E. Clemmons ◽  
Kaiping Chen
Keyword(s):  
Climate Change ◽  
Social Media ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Communication Strategy ◽  
Future Generations ◽  
First Year ◽  
Unique Case ◽  
Emotional Appeal ◽  
Social Media Platforms

Climate change is a critical global problem that requires immediate action to mitigate its effects. In recent years, youth climate activists have mobilized worldwide protests to demand action, using social media platforms to communicate and broadcast their message. This study examines Greta Thunberg's rise to global prominence through an analysis of her first year and a half of Instagram posts from June 2018 to January 2020, including visual and textual elements. First, we explore how climate change is communicated on social media by youth activists, and then examine these concepts through the unique case of Thunberg’s Instagram. Then, through qualitative content analysis, this study elucidates her communication strategy by applying the concept of framing to unpack how she frames climate change as a moral and ethical issue, uses an emotional appeal of hope, and visually frames motivational collective action to mobilize her audience. Finally, we discuss the implications of our findings to explore the complexities of communicating climate change through social media and how Thunberg's activism on Instagram may provide an example for future generations.

HRD competencies: analysis of employer expectations from online job postings

2018 ◽  
Vol 42 (9) ◽  
pp. 577-596 ◽  
Author(s):  
Malar Hirudayaraj ◽  
Rose Baker
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Learning Technologies ◽  
Content Type ◽  
Knowledge And Skills ◽  
Hrd Professionals ◽  
Job Postings ◽  
Job Site ◽  
Training Delivery ◽  
Practical Implications

Purpose The purpose of this paper is to inform the preparation of HRD professionals by providing an empirical analysis of the knowledge, skills, and responsibilities employers expect in the workplace. Design/methodology/approach This study reports a qualitative content analysis of online HRD job postings. Findings Results of this content analysis indicated that the most recent employer expectations for HRD practitioners as reflected in HRD-related job postings for knowledge and responsibilities were instructional design, training delivery, learning management systems, and learning technologies. The outcomes reinforced that employers specifically expect education technology-based knowledge and skills. Research limitations/implications The job postings included in the study were all collected from one source, the Association for Talent Development job site. Practical implications Educational programs can use these findings to inform curricular decisions related to knowledge and skills to be taught and practiced during the preparation of L&D practitioners and HRD professionals. Originality/value This paper analyzes online HRD job postings to understand what knowledge and skills employers expected from L&D practitioners and HRD professionals.

scholarly journals Analysis of Curricular Content that Urges the Development of Critical Thinking of Pupils in Kosovo Schools

2019 ◽  
Vol 9 (2) ◽  
pp. 48-55
Author(s):  
Mensur Neziri
Keyword(s):  
Content Analysis ◽  
Critical Thinking ◽  
Primary School ◽  
Civic Education ◽  
Classroom Activities ◽  
Positive Attitudes ◽  
Interview Guide ◽  
Teachers And Students ◽  
Primary School Pupils ◽  
Mixed Nature

Abstract The development of critical thinking is conditioned by the action of many factors. To highlight this fact, I have focused on the opportunities offered by textbooks, teachers and learning activities for the development of the critical thinking of primary school pupils in Kosovo. The study begins from the idea that recognizing these opportunities opens the way for further improvement. The study was conducted with the participation of teachers and students. The textbooks of the primary school in Kosovo were also studied. The study has descriptive and mixed nature. His descriptive character is related to the description of the possibilities for the critical thinking development in the primary school, and the mixed character of methodology is related to the mixed nature of the collected data: textual facts, teachers’ opinions, learning practice / activities. The design of this research was conducted by combining three main methods: content analysis, interview and observation, by comparing each-other’s results of content analysis (tabs), teacher’s interviews, and observation in classes. This was done by analyzing the content of 24 textbooks (Literary anthology 1-5, Albanian Language 1-5, Civic Education 3-5, History 5, Art 1-5 and Music 1-5), 336 teachers were also interviewed and 336 lessons were observed. To collect data from the textbooks, an internationally recognized instrument for critical thinking has been modified, which is then adapted for the construction of an interview guide as well as for observing classroom activities. The study’s findings are interesting and important: it is noted that: the texts contain considerable opportunities for developing critical thinking, teachers have positive attitudes and classroom activities have useful elements that contribute to the development of critical thinking. Also, there are some differences from text to text, from teacher to teacher, and from one lesson to another. The study conclusions are descriptive and show which texts, opinions, and activities develop more critical thinking and which ones need further review and improvement. We come to some useful conclusions for both curriculum compilers (authors and publishers), their implementers, and inspectors.

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