Environmental Education in Macedonian Schools: A Comparative Analysis of Textbooks

Srbinovski, Mile

doi:10.1080/1533015x.2013.838867

Cited by 11 publications

(13 citation statements)

References 5 publications

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“…All of these social changes, of course, have influenced the education system. According to some previous researches, the key problem, very likely, is the fact that EE is not consistently anticipated in the curricula and in didactic materials (Srbinovski, 2003(Srbinovski, , 2005a(Srbinovski, , 2013. Environmental themes are not widely integrated into formal education courses.…”

Section: Student's Level Of Ecological Knowledgementioning

confidence: 99%

Macedonian students' ecological knowledge and level of information about the environment

Srbinovski¹

2019

Nastava i vaspitanje

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The aim of this study was to investigate the cognitive domain of students' environmental education (EE) in the Republic of North Macedonia. The main tasks of the study was (1) to compare the ecological knowledge and level of information between primary and secondary school students in the Macedonian context, and (2) to provide an analytical review ofthe findings. Two instruments were used to collect data from a sample of 1003 students from 37 primary and secondary schools in the Republic of North Macedonia. The results of the study suggested that the students in the sample have a low level of both ecological knowledge and ecological information. Students of secondary schools have a statistically higher level of ecological information. It is critical to a certain extent for empirical studies on environmental knowledge to be carried out in developing countries in order to incorporate the findings into the environmental policy development process. We need to develop curricula and programs that are suitable to the individual differences, needs, viewpoints, and abilities of the students. Curricula for environmental learning should contain all environmental components: natural systems, resources, and human resources. We must look at students' EE achievements in the context of the overall socioeconomic conditions in which we carry out the education process. In order to increase students' knowledge and level of information about the environment, activities should be arranged by various stakeholders, and not only by schools. Environmental education should be extended by using mass communication channels, especially the internet and media. ecological knowledge, ecological information, Republic of North Macedonia, schools, students.

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Section: Student's Level Of Ecological Knowledgementioning

confidence: 99%

Macedonian students' ecological knowledge and level of information about the environment

Srbinovski¹

2019

Nastava i vaspitanje

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“…Many surveys conducted in these two countries in the preceding period show that the attitudes of young people toward the environment are mainly influenced by the family and school. Consequently, future research studies should take into account the following specifics: (1) the family is the strongest factor influencing children's environmental worldviews in both countries (see Andevski, 1997;Kilibarda, 1998;Kundačina, 2006;Mišković, 1997;Srbinovski, 2001Srbinovski, , 2003aSrbinovski, , 2005a; (2) environmental activities are mainly related to scientific facts and concepts (see Stanišić & Maksić, 2014;Srbinovski, 2001Srbinovski, , 2005aSrbinovski, , 2013Srbinovski & Palmer, 2008;Srbinovski et al, 2007;Srbinovski, Erdogan et al, 2010;Srbinovski, Ismaili et al, 2010), and the development of environmental attitudes emerged from the 'natural' science subjects (biology, geography, physics, chemistry); (3) teachers who demonstrate pro-environmental behaviours tend to come mainly from a scientific background and the training of teachers to achieve the goal of environmental education is inadequate (see Kundačina, 2006;Mišković, 1997;Srbinovski, 2001Srbinovski, , 2004bSrbinovski, , 2005aSrbinovski & Palmer, 2008, Stanišić, 2008Stanišić & Maksić, 2014); and (4) approaches to teaching are essentially formal and traditional in the schools of the Republic of North Macedonia and Serbia (a dominating frontal form of teaching, lacking active methods of learning, the student is a passive recipient of knowledge, learning is mainly focused on memorising facts instead of understanding the content; see Komlenović & Stanišić, 2009, Srbinovski, 2003b, 2004c, 2005aSrbinovski & Palmer, 2008;Stanišić & Maksić, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…One of the primary aims of the Republic of North Macedonian education system should be the promotion of environmental education as an effective way to improve the quality of our environment. An analysis of the content of the didactic materials in Macedonia showed how little time (2.18% in 2012, compared to 3.04% in 2001) is spent on environmental education, and the inclusion of environmental issues in the curricula and learning materials and textbooks is 'left to chance', and lacking in appropriate planning for consistency and theoretical grounding (Srbinovski, 2013). Textbooks are richer than the curricula in support of environmental issues in the lower grades of elementary schools (2.31% curricula and 4.77% textbooks) compared to upper elementary (1.93% curricula and 3.10% textbooks) and those of secondary schools (1.22% curricula and 1.24% textbooks; Srbinovski & Palmer, 2008).…”

Section: Characteristics Of the Serbian And Republic Of North Macedonmentioning

confidence: 99%

Environmental worldviews of Serbian and Macedonian school students

Srbinovski¹,

Stanišić²

2020

Aust. J. environ. educ.

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The objectives of this study were to assess the dimensionality of the revised New Environmental Paradigm (NEP) Scale in Serbian and Macedonian culture, and to use it to explore the environmental worldviews of young people in Serbia and the Republic of North Macedonia. A total of 850 pupils aged between 13 and 15 from 11 schools (5 elementary schools and 6 secondary schools) took part in this research. The dataset obtained from the scale was analysed via the principal component analysis factor extraction method, and a varimax rotation was applied. This study found all items load on four dimensions: Balance of Nature, Humans over Nature, Limits to Growth and Environmental Philosophy. Differences between subgroups occur in three out of four dimensions. The students’ environmental worldviews were determined by providing the frequency distribution of their responses. Both subgroups in the Republic of North Macedonia and Serbia are (slightly) environmentally conscious, with an ecological view of the environment. Macedonian school students have a slightly higher NEP score than their peers in Serbia, indicating more environmentally protective attitudes among them. The participants did not see the two paradigms as mutually exclusive, as do members of some industrialised societies. The rejection of the Dominant Social Paradigm (DSP) by the NEP is a phenomenon that could well only be present in Western societies, whereas in less industrialised societies, the NEP and DSP could coexist in a comprehensive environmental view. With minor alterations such as word substitutions to facilitate easy comprehension of items by the respondents, the revised NEP scale will show more universal applicability outside developed communities.

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“…In an educational context, developing environmental literacy through school curricula is one way of addressing environmental issues in world education systems (Barraza, 2001;Craig & Allen, 2015;Erdogan et al, 2009;Innes et al, 2018;Gillian & Niranjan, 2019;Klakayan & Singseewo, 2016;Lee, 2000;Negev et al, 2008;Ross, 2007;Srbinovski et al, 2010;Sontay et al, 2015;Yucel-Ozata & Ozkan, 2014). Analyzing environmental literacy and citizenship in educational programs, curricula and textbooks have been a critical issue across many countries (Acuna, 2015;Carvalho et al, 2011;Cheng & So, 2015;Hart, 2002;Lieflander et al, 2015;Srbinovski, 2013). Specifically, in the Turkish education system, we witnessed three curriculum development efforts (the Year 2005(the Year , 2013(the Year , and 2017 through which to emphasize environmental education in science curricula for students aged 9-14 in the last two decades.…”

Section: Introductionmentioning

confidence: 99%

Analyzing a Human and Environment Unit at the 5th Grade Science Curriculum within the Environmentally Lliterate Citizenship Context

Ayar

Özalp

2021

Academy Journal of Educational Sciences

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All the countries have an effort in cultivating environmentally literate citizens since the governments and citizens are responsible to protect the environment. Turkey is one of these countries which integrated environmental education topics and objectives into the science curriculum. Different frameworks have been developed to assess individuals' views about, attitudes and behaviors towards the environment and address environmental issues. These frameworks mostly focus on environmental literacy, but they do not emphasize environmental citizenship. Assessment of the curriculum through the lens of a framework that grounds on both environmental literacy and citizenship is important and needed in order to cultivate environmentally literate citizens. Therefore, this study aimed to investigate the extent to which the newly developed science curriculum provided the opportunity to constitute environmental literate citizenship at the 5th grade level. We benefited a coherent framework grounded by environmental literacy and environmental citizenship in our inquiry to analyze the curriculum. Included among the data collection sources were curriculum documents, objectives, and learning and assessment activities at the 5th grade level. The data analysis consisted of two steps: (i) analysis of the objectives and (ii) content analysis of the human and environment unit at the 5th grade science textbook within the context of environmental literate citizenship. Our findings indicated that the objectives under environmental citizenship required social action and these objectives were associated with critical environmental literacy. In conclusion, the content had the potentiality to help students develop critical viewpoints about environmental issues from critical environmental literacy and justiceoriented citizenship aspects and take social action to make a change in their environment.

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Environmental Education in Macedonian Schools: A Comparative Analysis of Textbooks

Cited by 11 publications

References 5 publications

Macedonian students' ecological knowledge and level of information about the environment

Macedonian students' ecological knowledge and level of information about the environment

Environmental worldviews of Serbian and Macedonian school students

Analyzing a Human and Environment Unit at the 5th Grade Science Curriculum within the Environmentally Lliterate Citizenship Context

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