Children's Drawings About the Environment

Barraza, Laura

doi:10.1080/1350462990050103

Cited by 258 publications

(219 citation statements)

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“…Three different questionnaires were given to 393 students lying on the basic level (119 Basic I and 131 Basic II) and high school (143) (BARRAZA, 1999;GÜNINDI, 2012;ÖZSOY, 2012). Our data suggest that concepts of socio-ecological system and resilience must be reinforced in the educational strategies to improve the environmental complexity.…”

Section: Resultsmentioning

confidence: 92%

Environmental perception and activities in environmental education based on socio-ecological resilience

Freitas

Matias²,

Macedo

et al. 2018

AMBIENTE & EDUCAÇÃO

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The concept of environment in students from primary levels and high school was achieved from an environmental perception analysis based on drawings, while the most important proenvironmental actions, according to the students' opinion, were captured using a survey. The data from environmental perception and the level of pro-environmental actions were correlated to each other using principal component analysis. The hypothesis that meaningful proenvironmental actions are related to the level of environmental perception was confirmed. Thus, teaching-learning activities in environmental education focused on socio-ecological resilience were proposed to improve the environmental perception of students and, ultimately, to lead effective pro-environmental actions. Keywords: environmental perception; pro-environmental actions; educational methodology; socio-ecological system; resilience thinking RESUMO A concepção de ambiente para estudantes da educação básica e ensino médio foi obtida a partir da análise da percepção ambiental baseada em desenhos, enquanto as ações pró-ambientais mais importantes apontadas pelos estudantes foram capturadas por meio de um survey. Os dados de percepção ambiental e o nível das ações pró-ambientais foram correlacionados usando análise por componentes principais. A hipótese de que ações pró-ambientais significativas estão relacionadas com o nível de percepção ambiental foi confirmada. Portanto, atividades de ensino em educação ambiental baseada em resiliência sócio-ecológica são propostas para melhorar a percepção ambiental de estudantes e, consequentemente, conduzir a ações pró-ambientais efetivas.

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Section: Resultsmentioning

confidence: 92%

Environmental perception and activities in environmental education based on socio-ecological resilience

Freitas

Matias²,

Macedo

et al. 2018

AMBIENTE & EDUCAÇÃO

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“…The script Establishing previous knowledge of topic -the structure of flowersvia a drawing activity, activated in order to identify contents previously taught, could, we believe, be equally used for establishing existing student conceptions of environmental problems, as described by Barraza (1999) or of salt marshes, as in AUTHOR 1 (2001). The student drawings could become a creative activity whereby the students' ideas are transformed into problems for subsequent classroom inquiry.…”

Section: Conclusion and Implications For Trainingmentioning

confidence: 99%

Teacher scripts in science teaching

Monteiro

Carrillo

Aguaded

2010

Teaching and Teacher Education

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Abstract:Awareness of teacher scripts is of crucial importance to reflection on practice, and represents one means of widening the scope of classroom performance. The first part of this work provides a detailed description of three scripts employed by a novice science teacher within the topic of The Structure of Flowers, and illustrates the process by which they were derived through a Modelling Instrument. In the second part, the relationships between beliefs and actions are explored through tree diagrams. Finally, there is a discussion of how entrenched scripts may act as obstacles to professional development. Key words:Teacher's beliefs and actions, Modelling instrument, Scripts, Science Teaching, Tree diagrams Theoretical frameworkTo understand teaching is to understand the teacher's thinking and practice (Shulman 1986), and this is fullest when these two domains, thinking and practice, are studied together and examined in relation to each other (Clark & Peterson 1986).Several approaches are available to the researcher in this respect. Modelling teaching (Schoenfeld 1998, AUTHOR 1 2006, AUTHOR et al. 2007, for example, focuses on the teacher's cognitions (beliefs, knowledge, goals) and actions. Schoenfeld (1998) believes that if, in a specific context, there is a good comprehension of the beliefs, goals and knowledge underlying a teacher's decisions and actions, then a coherent and detailed explanation of what that teacher did and why can be achieved. He proposes an instrument composed of three columns, the first specifying information about goals, knowledge and beliefs, along with the triggering and terminating events of each episode, the second providing an overview of the teacher's actions from a general perspective, and the final column giving a very detailed description of each action performed by the teacher. This paper presents an instance of such modelling through the application of a Modelling Instrument (MI) (AUTHOR 1 2006, AUTHOR 1 et al. 2007, 2008a, derived from adaptations to Schoenfeld (1998aSchoenfeld ( ,b, 2000, in addition to studies by Aguirre and Speer (1999), Schoenfeld et al. (2000), Zimmerlin and Nelson (2000), Sherin et al. (2000), Shulman (1986Shulman ( , 1987, AUTHOR 2 (1998), Climent (2002), Cañal (2004 and Santos (1991). The adaptations to Schoenfeld's instrument take two forms. On the one hand, the first column takes into account different dimensions relating to the teacher's knowledge. On the other, the second and third columns are conflated into one, as the focus of the paper is on the identification of meaningful action sequences and the context which produces them, rather than the accumulated minutiae of each brief action. This adaptation will be implemented in section three.Through the application of the MI, a wide variety of scripts, routines and improvisations employed by a novice teacher was detailed, in respect of the topic Plant Diversity, of which three scripts are presented here by way of example, along with one routine and one improvisation, all sharing the theme T...

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“…Inúmeros estudos têm sido desenvolvidos com crianças e jovens com o objetivo de identificar as suas concepções de ambiente (ALERBY, 2000;ALMEIDA et al, 2011;BARRAZA, 1999;KALVAITIS;MONHARDT, 2012;PETOCZ, 2002;SHEPARDSON, 2005;SHEPARDSON et al, 2007). Alguns desses estudos recorrem à análise de desenhos elaborados pelas crianças (ALERBY, 2000;BARRAZA, 1999;KALVAITIS;MONHARDT, 2012;SHEPARDSON, 2005;SHEPARDSON et al, 2007), narrativas (KALVAITIS;MONHARDT, 2012;SHEPARDSON, 2005;SHEPARDSON et al, 2007) e fotografias (SHEPARDSON, 2005;SHEPARDSON et al, 2007).…”

Section: Introductionunclassified

Concepções de Ambiente de Futuras Professoras Portuguesas: um estudo de caso

Correia

2014

PEA

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Resumo: Nos últimos anos, a investigação realizada na área da educação ambiental tem apontado as concepções de ambiente de alunos e de professores como um dos maiores obstáculos à consecução dos objetivos da educação ambiental no sistema educativo formal. Este artigo relata um estudo que teve como objetivo analisar as concepções de ambiente de um grupo de 32 estudantes que frequentavam um curso de formação de professores numa instituição de ensino superior portuguesa. A recolha de dados consistiu na resposta a uma questão aberta sobre o que os participantes entendiam por ambiente. Os resultados indicam que, maioritariamente, as estudantes apresentam concepções que refletem a ideia de ambiente como um objeto e não como a relação entre o mundo natural e os sistemas sociais, como tem sido defendido na literatura.Palavras-chave: Concepções de professores. Ambiente. Educação Ambiental. PORTUGUESE PRE-SERVICE TEACHERS CONCEPTIONS ABOUT THE ENVIRONMENT: A CASE STUDYAbstract: In the last years, research conducted in the field of environmental education has pointed students' and teachers' conceptions of environment as one of the biggest obstacles to achieving the goals of environmental education in the formal education system. This article reports a study that aimed to examine the conceptions about the environment of a group of 32 students attending a training course for teachers and educators in a portuguese institution of higher learning. Data collection consisted in response to an open question about what participants understand by environment. The results indicate that mostly the students present concepts that reflect the idea of the environment as an object and not as the relationship between the natural and social systems, as has been argued in the literature.

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Children's Drawings About the Environment

Cited by 258 publications

References 5 publications

Environmental perception and activities in environmental education based on socio-ecological resilience

Environmental perception and activities in environmental education based on socio-ecological resilience

Teacher scripts in science teaching

Concepções de Ambiente de Futuras Professoras Portuguesas: um estudo de caso

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