Explore Your Local Biodiversity – How School Grounds Evoke Visions of Sustainability

Fiedler, Sonja T.; Heyne, Thomas; Bogner, Franz X.

doi:10.1525/abt.2020.82.9.606

Cited by 7 publications

(6 citation statements)

References 16 publications

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“…ESD methodology and STEM teaching share certain similarities: according to Ahel and Lingenau [23] for example both promote problem-solving and cooperative learning strategies to enable learners to tackle future problems. Studies on digital STEM teaching cover a variety of approaches: comparing synchronous and asynchronous approaches, incorporating VR (Virtual Reality) and AR (Augmented Reality) elements, and mobile learning with specific apps and games to name just a few [24][25][26][27]. Thompson et al [28] point out that problem-solving skills are more difficult to train when taught online.…”

Section: Digital Learning and Esdmentioning

confidence: 99%

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

2021

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Promoting sustainable lifestyles through Education for Sustainable Development (ESD) is part of the UN’s Agenda 2030. Earlier empirical studies proved direct interactions with and in natural environments to be effective ESD methods. Pandemic-related lockdowns rendered such courses nearly impossible, which raised concerns about achieving the Sustainable Development Goals (SDGs) in general. To evaluate what young learners know about the concept sustainability so far and how it can be taught effectively online, we designed an online learning module tackling sustainability issues and compared it with data from an on-site intervention module for Bavarian 5th graders (~ 10 years old). Cognitive learning as well as attitudinal preferences of 288 learners were monitored in a pretest–posttest design. The learning module comprised two sections: One about botany, plant characteristics, and plant families; the other about the advantages and disadvantages of traditional as well as sustainable farming methods. The customized cognitive test and semantic differentials for sustainability and environmental protection produced three major findings: (1) A digital learning environment successfully and significantly increased sustainability knowledge (2) Learners clearly distinguished the concepts Sustainability and Environmental Protection (3) There is no direct correlation between semantic differential scores and learning outcome.

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Section: Digital Learning and Esdmentioning

confidence: 99%

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

2021

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“…Bogner (Franz Xaver Bogner). (Baierl, Bonine, et al, 2021;Baierl, Kaiser, et al, 2022;Baierl, Johnson, et al, 2022;Beyerl et al, 2022;Bogner & Suarez, 2022;Cincera et al, 2022;Conradty & Bogner, 2022;Fiedler et al, 2020Fiedler et al, , 2021Maurer et al, 2020;Maurer & Bogner, 2020aRaab & Bogner, 2020Schneiderhan-Opel & Bogner, 2020bSchönfelder & Bogner, 2020;Stöckert & Bogner, 2020aTorkar et al, 2020).…”

Section: Authorunclassified

What are the valuable lessons from global research on environmental literacy in the last two decades? A systematic literature review

Husamah,

Rahardjanto,

Hadi

et al. 2024

Biosfer

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Publications on environmental literacy (EL) in reputable international journals have continued to increase and develop in the last two decades, making it interesting to study. This systematic literature review (SLR) aims to investigatively review various studies published in journals indexed in the Scopus database related to EL. The review focuses on publication trends and valuable lessons to be learned from global research over the past two decades. We used the phrase “environmental literature” in the Scopus disbursement menu and found 296 articles. The inclusion and exclusion model used is PRISMA, so only 37 articles met the criteria to be analyzed. Data shows that EL publications have fluctuated, starting to increase in number from 2017 to 2023 although it had decreased in 2021. EL publications are mostly researched using quantitative methods, and some with qualitative, mix-method, and R&D. The dominant name in EL studies is F. X. Bogner. The two main keywords related to the EL keyword are environmental education and knowledge. Most of the articles published are collaborative, both internationally and between universities within one country. We discussed the valuable lessons in question, namely the sample size, gender, institution level, and main goal of each article. These findings can serve as a consideration or baseline for researchers to study EL according to their respective interests, needs and missions.

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“…The biodiversity of tubers and their utilization of local food can be content in achieving biology learning objectives. Students will be more able to explore the local potential around them, be able to see real problems in the field, and be able to make the solutions offered (Jesus- Leibovitz et al, 2017;Raymond et al, 2019;Fiedler et al, 2020;Gass et al, 2021).…”

Section: Rhizomementioning

confidence: 99%

From Farm to Classroom: Tubers as Key Resources in Developing Biology Learning Media Rooted in Banten's Local Culture

Leksono,

Kurniasih,

Marianingsih

et al. 2023

JPII

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This study aims to investigate the diversity of tuber plants used as food by the people in Banten, which are then used as learning content based on local potential. To achieve this goal, we conducted a research and development (RD) method to create various media using the information of tubers diversity in Banten. In the first stage, we collected data on the diversity of tuber plants cultivated by residents in Banten province and their uses. In the second stage, we developed various forms of learning media from the diversity data and the status of plant utilization. Data on diversity was obtained by conducting field observation and interviews with 373 respondents: tuber farmers, traders, intermediaries, processed makers, souvenir shop owners, and homemakers in Banten. Data were analyzed using the descriptive-qualitative method. Information about the diversity of types of tubers, their use for food, and their processing techniques then use as the content on learning media of Biology subject for senior high school on biodiversity, ecosystems, and biotechnology concept. We customize content development to support Biology classes using the Kurikulum Merdeka. The results showed that there were 16 species of tubers used as food, belong to 11 families, such as Dioscoreaceae, Euphorbiaceae, and Convolvulaceae which used as a staple food, snacks, and vegetables. The results of the media development analysis show that diversity data can be applied to various types of multimedia learning media in the biological sciences. While these materials may complement the learning of Biology, careful consideration must be given to the advantages and disadvantages of each medium to ensure that they are appropriate to the learning goals and circumstances of the learners.

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Explore Your Local Biodiversity – How School Grounds Evoke Visions of Sustainability

Cited by 7 publications

References 16 publications

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

COVID-19 and lockdown schooling: how digital learning environments influence semantic structures and sustainability knowledge

What are the valuable lessons from global research on environmental literacy in the last two decades? A systematic literature review

From Farm to Classroom: Tubers as Key Resources in Developing Biology Learning Media Rooted in Banten's Local Culture

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