Change in Knowledge and Awareness in Teacher Education on Satoyama Environmental Learning: Through a Blend of Learning Spaces, Methods and Media

Abstract

Lessons on Satoyama environmental education were held for undergraduate students who are training to be educators. The lessons blend inquiry-based learning through research using ICT tools and experiential learning in a complementary manner. Students learn about the underlying concepts about the environment from a global perspective through inquiry-based learning; experiential learning can encourage students to get involved with the environment at the local level and also develop abilities and skills to conduct classes in environmental education. This paper investigated how the lessons influenced the students in these areas: knowledge of technical terms related to Satoyama environmental education, students' confidence and desire to engage in environmental education, and how awareness of their own abilities were improved through the lessons. To understand the impact of the lessons quantitatively, survey contents of the subjective awareness etc. were printed on A4 paper medium and were distributed. The medium were collected after filling them during class. The data are analyzed using Wilcoxon signed-rank test, Wilcoxon rank sum test, and cluster analysis. As a result, overall recognition of technical terms increases on post-survey. There is an increase in the mean score for all items on confidence and desire to engage in environmental education. For the awareness on abilities, students feel that their abilities increased overall across all items.

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“…All four clusters of abilities were significant for the mean increase in scores on all consciousness which belongs to each of the four ability clusters. Almost items had significant increased [13]. This means that results for scores of the consciousness which was collected into each cluster are same as result for score of each item.…”

“…In order to better fulfil Dubos' vision, BL which combines inquiry-based learning and experiential learning, will be the teaching methodology adopted in this study on the effect of environmental education on satoyama. Learning effects in this teacher education on satoyama environmental learning has been reported already [13]. The purpose of this paper is to know reasons that this learning shows effects by revealing activities effective for improving abilities.…”

Trends in environmental education: A systematic review

“…It can also be seen that students in social science teacher education indicated that environmental education promotes development in its cognitive, affective and behavioral dimensions such as information and increased awareness of resource use, self-awareness and environmental sensitivity, problem solving, understanding of sustainability, positive attitudes and behavioral developments and changes that have a positive effect on an individual's level of environmental literacy. In addition, Miyaji and Fukui (2020) concluded that the average score for all subjects on trust and willingness to participate in environmental education increased. In terms of skill awareness, students feel that their skills have improved significantly in all subjects.…”

“…Some of these studies are related to environmental awareness and attitudes toward the environment. Many studies investigating attitudes towards the environment showed that most of the participants develop positive attitudes toward environment (Adanali & Mete, 2019;Dolenc Orbanic & Kovac, 2021;Durmus & Kinaci, 2021;Miyaji & Fukui, 2020;Molefe & Aubin, 2021;Ozonur, 2021;Shagiakhmetova et al, 2022;Zhdanov et al, 2022). Some studies have investigated the relationship between environmental education and some variables that may be related to it.…”

Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

“…The check was done so that the data used was truly 'selected' and suitable for use. At this stage, the researcher conducted an interpretation stage (Miyaji & Fukui, 2020;Bobrytska et al, 2020), as a final stage of data analysis. The researcher carried out the interpretation process heuristically and hermeneutically.…”