Environmental Education in High Schools in Kosovo—A teachers' perspective

Spahiu, Mimoza Hyseni; Korça, Bardha; Lindemann‐Matthies, Petra

doi:10.1080/09500693.2014.933366

Cited by 13 publications

(8 citation statements)

References 23 publications

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“…It is believed that drives for learners to understand local environmental degradation phenomena are a step to understanding global environmental issues (Davis, 2000;Warner & Elsier, 2015). The understanding of local environmental issues through place-based pedagogies presents opportunities for learners to develop caring skills for places (Ontong & le Grage, 2015;Dickinson, 2011;Spahiu et al, 2014). The development of caring skills for the environment is a mandate of ESD.…”

Section: Discussionmentioning

confidence: 99%

“…Accordingly, learners actively participate and collaborate in the construction of knowledge in authentic environments such as real life situations (Bonk & Cunningham, 1998). Outdoor education is emphasised through place-based, experiential learning and fieldwork to encourage learners to participate actively in the construction of knowledge when learning about the environment (Makoni, 2013;Spahiu et al, 2014). The integration of ESD requires the nurturing of skills for the care and protection of the environment such as solution finding and multifaceted problem solving in the real world (Warner & Elsier, 2015).…”

Section: Tsakenimentioning

confidence: 99%

“…Davis (2000) underscores the need for learners to understand the environmental issues in their communities as a basis to understand the global environmental issues. The approach pushes learning beyond the confines of the classroom walls as the environment and the surroundings become part of the object and medium in the process of environmental education (Spahiu et al, 2014). The utilisation of the environment and the surroundings is believed to be crucial for the achievement of important educational outcomes.…”

Section: Place-based Educationmentioning

confidence: 99%

“…The inculcation of environmentally has implications on the nature of instructional strategies in the science classrooms. One way to ensure that learners begin to develop skills to care for places is the use of placed-based pedagogies in environmental education (Spahiu, Korca & Lindemann-Mathies, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi

Tsakeni

2017

PiE

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Section: Discussionmentioning

confidence: 99%

Section: Tsakenimentioning

confidence: 99%

Section: Place-based Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi

Tsakeni

2017

PiE

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“…The main outcomes that have been investigated in scientific articles examining the benefits of outdoor science education include: (1) learning related to ecology (e.g., Ben-Zvi Assaraf & Orion, 2009;Fisher-Maltese & Zimmerman, 2015) or environmental education (e.g., Carrier, 2009;Hyseni Spahiu, Korca, & Lindemann-Matthies, 2014), (2) development of students' attitudes/ motivations/interest (e.g. Bølling, Hartmeyer, & Bentsen, 2019;Dettweiler, Lauterbach, Becker, & Simon, 2017) Becker, & Simon, 2017 teachers' positive perceptions regarding outdoor learning (e.g.…”

Section: Challenges and Benefits Of Outdoor Science Education For Stumentioning

confidence: 99%

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

Ayotte-Beaudet

Potvin

2020

Int J Env Sci Ed

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The research presented in this paper answers the question: What factors are most related to students' perception of learning during outdoor science lessons occurring in schools' immediate surroundings? Twenty-six science teachers, as well as 71 classes of seventh (51 classes) and eighth (20 classes) graders participated in our study (n = 2007). All 26 teachers agreed to plan and carry out five outdoor lessons in their schools' immediate surroundings for each class they decided to include in the study. The 11 influencing factors we examined in this quantitative study were: the duration of the outdoor lesson, the students' level of preparation, the students' opportunity to make choices, the outdoor environment, the position in the lesson sequence, the presence of a laboratory technician, the scientific discipline, the grouping of the students, the teacher's outdoor teaching experience, the type of activity, and the weather conditions. To identify the factors most related to students' perception of learning, we ran a bivariate correlation analysis and then used a three-level hierarchical linear model (HLM) with the significant factors from the bivariate correlation. Our results showed that students' perception of learning was significantly and positively correlated with the factors listening to scientific explanations, being grouped with the entire class, students' level of preparation, and students' opportunity to make choices, and negatively correlated with observing. We conclude this paper by arguing that students' perception of learning is really a perception that is based on their anticipated success on school assessments.

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Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

et al. 2021

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Nature field trips stand out as pedagogical experiences because of their benefits in science learning, even in early childhood education (ECE). However, previous studies have found that teachers often do not make use of their full educational potential. The present research offers a descriptive exploration of ECE prospective teachers' enactment of nature field trips, detecting the difficulties they encounter and the mistakes they make. To this end, 205 videos were analyzed qualitatively to determine the pedagogical planning of nature field trips proposed and carried out by prospective ECE teachers. The results indicated that most of the participants designed nature field trips in which they could develop conceptual content related to living things through an expository method, with pupils having a passive role. They did not use activities, materials, questions, or evaluation during the trips, and neither did they integrate the trips into their classroom programming. This study adds to an understanding of how prospective teachers perceive nature field trips. Implications are presented for teacher educators working with preservice teachers to

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Environmental Education in High Schools in Kosovo—A teachers' perspective

Cited by 13 publications

References 23 publications

The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi

The promotion of sustainable environmental education by the Zimbabwe Ordinary level science syllabi

Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings

Analysis of prospective early childhood education teachers' proposals of nature field trips: An educational experience to bring nature close during this stage

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