Conceptualizations of waste-related implications on health and welfare among elementary school students in the Negev’s Bedouin Arab community

Sedawi, Wisam; Assaraf, Orit Ben-Zvi; Cwikel, Julie

doi:10.1007/s11422-014-9569-0

Cited by 8 publications

(3 citation statements)

References 39 publications

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“…In addition, it seems that despite growing research in the field, few researchers have examined how these informal learning environments are supposed to close the gap between the present situation and the desired one. Our study addresses the gap identified by Feinstein and Meshoulam (2014) and Dawson (2017), and continues previous work on equality in the context of science education in Israel (Sedawi, Ben Zvi Assaraf, & Cwikel, 2014; Shaby et al, 2017a; Tal, 2020). Our study of students from (Jewish) underserved communities visiting a science center over three consecutive years found that the instruction those students get in a museum is commonly technical, or such that focuses mainly on engaging them with the exhibit emotionally rather than encouraging them to understand phenomena and principles (Shaby, Ben Zvi Assaraf, & Tal, 2017b).…”

Section: Theoretical Frameworksupporting

confidence: 81%

Engaging the hands, heads, and hearts in a medical simulation informal learning environment

Tal

Dallashe

2020

J Res Sci Teach

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We investigated the characteristics of a medical simulation‐based informal learning environment (MSBE) of a science center—an environment not yet studied—to understand its uniqueness and its impact on visiting students. In the MSBE, students interact with, and operate, sophisticated simulators which demonstrate a range of medical situations. Visiting students comprised mainly high school students, who do not commonly visit science centers. They included Jewish and Arab students of diverse socioeconomic statuses. Data collection in this mixed‐method study comprised pre‐post open‐ended views and content questionnaires, a semantic difference survey and interviews. To scrutinize student learning and attitude change, we compared the visiting students with a comparison group who did not visit the MSBE. The MSBE enabled mainly collaborative and active/hands‐on learning that helped students visualize and experience abstract ideas and yielded a variety of learning outcomes. We present evidence that the students improved their attitudes toward biology and medicine and improved their understanding of biological principles related to the human body. Addressing both museum learning literature and literature on different types of scientific and health literacies, we highlight the value to student engagement and learning of this unique medical simulation learning environment.

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Section: Theoretical Frameworksupporting

confidence: 81%

Engaging the hands, heads, and hearts in a medical simulation informal learning environment

Tal

Dallashe

2020

J Res Sci Teach

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“…In addition, it seems that, despite growing research in the field, few researchers have examined how these informal learning environments are supposed to challenge the gap between the present situation and the desired situation. We acknowledge the gap identified in the United States and United Kingdom by Feinstein and Meshoulam (2014) and Dawson (2014Dawson ( , 2017, and in Israel by Sedawi, Ben-Zvi Assaraf, and Cwikel (2014).…”

Section: Outdoor Education In Arab Societymentioning

confidence: 99%

Inequity and Cultural Differences in Out-of-School Science Education: The Case of the Arab Minority in Israel

Tal

2020

Asia-Pac. Sci. Educ.

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This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents. To gain an insiders’ views, I interviewed five Arab science educators and an Arab superintendent. These conversations highlighted the cultural aspect of the gap and a cultural change toward integrating more learning opportunities in out-of-school environments. Using Gutiérrez and Rogoff (2003), rather than taking a deficit view, repertoires of practice is suggested to understand differences. Several implications relevant to other places where different cultural groups live and where educational and social practices affect the ways people use out-of-school time and resources are offered.

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“…Their families also raise domestic animals like sheep, camels and chickens. At the same time, the residents of these unrecognized villages are subject to continuous environmental and health hazards caused by contact with various factors in the settlements and their immediate surroundings (Sedawi et al 2014). One major source of difficulty is the villages' lack of infrastructure (e.g., running water, sewer systems, waste disposal), due to their informal status.…”

Section: Study Populationmentioning

confidence: 99%

Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment

Sedawi

Assaraf

Reiß

2020

Cult Stud of Sci Educ

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Connectedness to nature is a reflection of the human-nature relationship. Positive experiences and emotional connections to nature in childhood have been shown to increase the likelihood of positive attitudes towards the environment in adults. These, in turn, are an essential part of our ability to meet the challenges of the current environmental crisis.In light of the importance of understanding and fostering the nature connectedness of children, our study sought to investigate this connection among students from an indigenous community, whose relationship with nature is influenced by a variety of cultural, social and environmental factors, not least of which is the fact that the environment in which they live is highly contaminated. We asked 294 fifth and sixth grade students (130 boys and 164 girls) who live in the Bedouin villages in Israel's Negev desert to complete an open questionnaire that had been specifically developed to elicit detailed information about these particular students' connection to nature.Our analysis of the students' responses showed that students living in the Bedouin villages have ambivalent and complicated feelings about their connection to nature. Quantitative analyses showed that the students enjoy nature and spend a great deal of time outdoors, but that their awareness of their environment's contamination also leads them to avoid contact with natural spaces and fosters the sense that they lack the ability to take responsibility for their environment. A gender comparison showed some significant differences, with girls showing a greater nature enjoyment, empathy towards living creatures and sense of responsibility than boys, while boys mention more direct experiences in nature than girls. Qualitative analysis of the students' explanations showed that their nature connectedness was affected by a wide range of influences, including cultural and social factors (religious beliefs, traditionally distinctive gender roles, tribal territory and affiliation), and the various facets of their daily experience in a highly rural environment (weather conditions, playing in nature, instrumental views of nature).

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Conceptualizations of waste-related implications on health and welfare among elementary school students in the Negev’s Bedouin Arab community

Cited by 8 publications

References 39 publications

Engaging the hands, heads, and hearts in a medical simulation informal learning environment

Engaging the hands, heads, and hearts in a medical simulation informal learning environment

Inequity and Cultural Differences in Out-of-School Science Education: The Case of the Arab Minority in Israel

Indigenous children’s connectedness to nature: the potential influence of culture, gender and exposure to a contaminated environment

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