scholarly journals Effect of Activity-Based Environmental Education on the Environmental Identities of Classroom Pre-service Primary School Teachers

2021 ◽  
Author(s):  
Elçin AYAZ ◽  
Okan DORUK ◽  
Rabia SARIKAYA
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Teachers ◽  
Primary School Teachers

Naturalists’ Hike As a New Form of Environmental Education for Children

2021 ◽  
pp. 10-14
Author(s):  
Ol'ga Golovina ◽  
I. Filatova
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Literacy ◽  
Age Group ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Schoolchildren ◽  
New Form ◽  
Additional Education ◽  
Natural Communities

The article highlights the experience of conducting a naturalist hike - a new form of organizing environmental education for preschoolers and primary schoolchildren. The purpose of the trip, carried out in the form of a travel game, meets the requirements for the formation of environmental literacy in children of this age group, which are stated in the standards of preschool and primary school education. Game “What can you see in a pine forest?” is intended to enrich the sensory experience of children in the process of observing plants and animals of the forest, to acquaint them with observation as a method of studying natural communities, to develop a cognitive interest in the flora and fauna of their native land, to foster a desire to protect the forest and its inhabitants by participating in nature conservation activities. The article is intended for preschool teachers, primary school teachers, and additional education specialists.

Are Educational Outcomes Relevant to Environmental Education Addressed by Primary School Teachers?

1997 ◽  
Vol 13 ◽  
pp. 27-36 ◽  
Author(s):  
Julie Clark ◽  
Terry Harrison
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Educational Outcomes ◽  
New South ◽  
Primary Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
South Wales ◽  
Significant Attention ◽  
School Curricula

AbstractConcern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.

scholarly journals Τhe Impact of Training Environmental Educators: Environmental Perceptions and Attitudes of Pre-Primary and Primary School Teachers in Greece

2021 ◽  
Vol 11 (6) ◽  
pp. 274
Author(s):  
Dafni Petkou ◽  
Veronika Andrea ◽  
Katerina Anthrakopoulou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Issues ◽  
Simple Random Sampling ◽  
Environmental Perceptions ◽  
Education Programs ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceptions And Attitudes ◽  
Environmental Educators

Environmental education is an important tool for managing environmental problems, with a view to protecting the environment. Several significant factors, however, impede its implementation. Educators’ lack of knowledge and appropriate training on environmental topics results in difficulties in implementing environmental education programs. Nevertheless, environmental literacy is expected to lead to the manifestation of pro-environmental behavior. The aim of the present study was to examine the impacts of environmental training on pre-primary and primary school educators, and its influence on the formation of their environmental perceptions and attitudes. We investigated whether training triggers the implementation of environmental education programs, and its possible metacognitive effects on educators. Simple random sampling was used as a sampling method. A structured questionnaire was administered to 154 pre-primary and primary school teachers, and the data collection took place through the use of face-to-face interviews. The research findings indicated that educators were interested in environmental issues, and mainly used the media to obtain information about environmental issues. Gender and age were important characteristics influencing the performance and attitudes of environmental educators. It also became apparent that there are significant deficiencies in the capacity building of educators, and in the organization of environmental education in pre-primary and primary education, that negatively affect the implementation of environmental programs in schools.

Achieving “Sustainability Education” in Primary Schools as a Result of the Victorian Science in Schools Research Project

2004 ◽  
Vol 20 (2) ◽  
pp. 31-40 ◽  
Author(s):  
Annette Gough
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
Environmental Sustainability ◽  
Primary Schools ◽  
Rare Event ◽  
Sustainability Education ◽  
School Teachers ◽  
Research Project ◽  
Primary School Teachers ◽  
Victorian Science

AbstractScience education in the Australian primary school curriculum is a relatively rare event. Several studies over the past twenty five years have all reported disappointingly low amounts of science being taught and the reluctance of primary school teachers to make science a priority in their teaching. Similar outcomes have been reported for environmental education. Even though primary aged children are very interested in science and the environment, primary school teachers often struggle to teach science/environmental education because they are not confident and competent in the content, lack curriculum resources and equipment, have inadequate time to prepare, and have difficulty finding a place for science/environmental education in what they perceive as an already overcrowded curriculum. The purpose of this paper is to discuss the experiences of primary schools involved in the Victorian Science in Schools Research Project which was concerned with improving science teaching and learning strategies but which also unexpectedly led to more environmental (“sustainability”) education occurring. The paper will also suggest a curriculum strategy for achieving more widespread acceptance and implementation of “sustainability education” through primary school science curricula.

scholarly journals ENVIRONMENTAL AWARENESS, ATTITUDES, AND BEHAVIOUR OF PRESERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS

2021 ◽  
Vol 20 (3) ◽  
pp. 373-388
Author(s):  
Nataša Dolenc Orbanić ◽  
Nives Kovač
Keyword(s):  
Preservice Teachers ◽  
Environmental Education ◽  
Primary School ◽  
Environmental Awareness ◽  
Preschool Education ◽  
Environmental Literacy ◽  
Training Programme ◽  
School Teachers ◽  
Innovative Teaching ◽  
Primary School Teachers

Environmental education represents an important factor in solving environmental issues and teachers have an important role in developing the environmental literacy of future generations. The aim of the present research was to assess and compare preservice preschool and primary school teachers’ environmental awareness, attitudes, and behaviour, as well as their opinions about environmental education. The research was carried out with 152 Slovenian preservice teachers of the Faculty of Education, University of Primorska. The data were collected using a questionnaire. Results showed that students have a relatively high level of environmental awareness and mostly demonstrated a positive attitude towards nature and its protection. Students highlighted the importance of environmental education in early childhood. The research showed no significant differences in the responses of students of both programmes in general, which indicates that the course contents have a less significant influence on students’ awareness, behaviour, and attitudes. According to the findings, there is a need for an improved course within the teacher training programme, especially with the implementation of more innovative teaching methods and activities to increase students’ environmental literacy. Keywords: environmental attitudes, environmental behaviour, environmental awareness, preschool education, primary school education, university students

Sign in / Sign up

Export Citation Format

Share Document