Assessing the contributions of green building practices to ecological literacy in the elementary classroom: an exploratory study

Zangori, Laura; Cole, Laura B.

doi:10.1080/13504622.2019.1662372

Cited by 19 publications

(31 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, in Felton's study (2004), only 30.00% of the data was coded by two researchers for inter-coder reliability. In Forbes, Zangori and Schwarz's (2015) study, 10.00% of the data was examined, and in Zangori and Cole's (2019) study, the drawings of 6 students (16.00%) were examined by two researchers. In present research, inter-coder reliability was calculated with the formula ([Consensus / Consensus + Disagreement] * 100.00) developed by Miles and Huberman (1994).…”

Section: Discussionmentioning

confidence: 99%

Design thinking: Opinions and experiences of middle school students

Çiftçi

Topçu

2020

pegegog

View full text Add to dashboard Cite

The aim of the present research is to examine the opinions and experiences of 7th grade students towards design thinking. In this context, activities for design thinking about energy transformations included in the science curriculum were conducted for four weeks. Phenomenology method, one of the qualitative research methods, was used in the study carried out with thirty-six 7th grade students. The students' opinions about design thinking were obtained through open-ended questions and their experiences through diaries. Content analysis method was used to analyse the data collected from the open-ended questionnaire and the student diaries. In line with the students' views on design thinking, 7 themes emerged: Contributions of design thinking, difficulties encountered in the implementation of design thinking, difficulty level of design thinking stages, getting support during the implementation of design thinking, degree of appreciation of design thinking stages, spending time for design thinking activities in the future and participating in design thinking activities outside of school. As a result of the analysis of the diaries, three themes emerged: learning, satisfaction and criticism. It is thought that the opinions and experiences of middle school students towards design thinking will contribute to the design of learning environments in a more qualified way.

show abstract

Section: Discussionmentioning

confidence: 99%

Design thinking: Opinions and experiences of middle school students

Çiftçi

Topçu

2020

pegegog

View full text Add to dashboard Cite

show abstract

“…We decided to include it in our didactic programme because differently from many studies of the representation of homes in fiction picturebooks, very little research and teaching have been conducted on homes in nonfiction. Finally, recent research emphasizes that introducing green building practices in education can significantly contribute, for instance, to the development of ecological literacy in primary classrooms (Zangori & Cole, 2019). Our aim was to connect all these features in a didactic workshop that was able to convey a positive human-ecosystem impact relationship and stimulate a growing awareness of humanecosystem connections.…”

Section: Homes -Creating a Poetic And Scientific Interplay Between Light And Leavesmentioning

confidence: 99%

Green Dialogues and Digital Collaboration on Nonfiction Children’s Literature

Campagnaro

Goga²

2021

JLE

View full text Add to dashboard Cite

Contemporary children’s literature has developed a growing interest in the interconnectedness between humans and the environment and in the ongoing exchange and negotiation of ways to be in the world. These new directions in children’s literature consequently challenge teachers of children’s literature in higher education. The study of contemporary children’s literature needs not only to be informed by new theoretical perspectives like ecocriticism, posthumanism and new materialism, but also to revisit, develop and explore the methodological tools and teaching practices necessary to prepare students to address these demanding issues. The aim of the article is to present and discuss the research question: How is it possible to secure scholarly dialogue and practical collaboration in an academic course on nonfiction children’s literature and environmental issues? Building on a cross-disciplinary theoretical framework consisting of theory of nonfiction, ecocriticism, dialogic teaching, environmental architecture and place-based teaching, the study reports on a pilot course which took place in the summer of 2020. Due to the pandemic situation the course became digital. Hence the digital challenges and possibilities turned out to be a critical aspect of the planned practical collaboration between students, teachers and students and teachers. The main goal of the course was to help motivate students to engage in and negotiate about nonfiction children’s literature and sustainability, to enhance their aesthetic experiences and to foster their environmental consciousness through children’s literature. The course was characterized by its alternating blending of lectures and hands-on experiences with theoretical and methodological tools as well as nature or culture specific places.

show abstract

“…Furthermore, based on the previous studies, we need an appropriate curriculum to enhance students' understanding about the environmental issues (Zangori & Cole, 2019;Zangori & Forbes, 2015). Also, to develop systems thinking and scientific reasoning, we need a proper curricular and instructional support (Zangori & Forbes, 2015).…”

Section: Significance Of the Studymentioning

confidence: 99%

“…We used Classical Test Theory procedures before summation to determine whether we should keep the knowledge test items or omit them (Crocker & Algina, 2008;Zangori & Cole, 2019). The statistical procedures were as follow:…”

Section: Energy Literacy Knowledge Test Preparation For Analysismentioning

confidence: 99%

Exploring elementary student energy literacy outcomes in the outdoor classroom : a comparative study

Fallahhosseini¹

View full text Add to dashboard Cite

Environmental issues such as global warming, air and water pollution, and excessive consumption of fossil fuels are the challenging problems that endanger the future of our planet and, consequently, humankind. These problems should be addressed clearly, and appropriate education should be provided for people since "quality education" is one of the 17 primary sustainable development goals (UN, 2020b). Built environment education or "green building literacy" is another topic that needs to be addressed. Although new technologies make the built environment greener and more sustainable, to achieve the sustainability goals, green building users should learn about the green features of the building appropriately. The purpose of this investigation was to identify the potential for an outdoor classroom (Learnscape) with installed PV solar system together with a six-week energy literacy curricular unit to enhance energy literacy outcomes for elementary students. The fourth-grade students from two elementary public schools, one with the Learnscape (n=42) and the other without Learnscape (n=63) participated in this study. We collected data using questionnaires, system model drawings, interviews, and observation. Questionnaires and system model drawings data were quantitatively analyzed using the non-parametric methods. Also, we used interviews and observation data to describe and clarify the analyzed quantitative data. Based on the analysis, we found that the energy literacy curricular unit improved students' energy literacy in all three dimensions of knowledge, attitudes, and behaviors. The energy literacy questionnaires revealed that Learnscape students were not distinguished in energy literacy knowledge at the beginning of the unit but had significantly higher scores at the end of the unit. Student drawings also showed that the performance of the students in both schools increased from beginning to end of the unit, and Learnscape students had significantly higher scores for explaining the science behind their drawings in the post drawings. Implication suggests that the presence of green infrastructure on the school campus has the potential to enhance youth environmental literacy. Also, curricula that focus attention on the sustainable built environment are necessary to engage students in the green features on campus.

show abstract

Assessing the contributions of green building practices to ecological literacy in the elementary classroom: an exploratory study

Cited by 19 publications

References 33 publications

Design thinking: Opinions and experiences of middle school students

Design thinking: Opinions and experiences of middle school students

Green Dialogues and Digital Collaboration on Nonfiction Children’s Literature

Exploring elementary student energy literacy outcomes in the outdoor classroom : a comparative study

Contact Info

Product

Resources

About