How values in education affect children's environmental knowledge

Barraza, Laura; Cuarón, Alfredo D.

doi:10.1080/00219266.2004.9655949

Cited by 29 publications

(20 citation statements)

References 11 publications

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“…The limitation has implications for students' learning. For instance, Barraza and Cuarón (2004) found that new science words or concepts taught to Mexican children through the use of textbooks were less likely to be understood than concepts taught through hand-on activities.…”

Section: Learning and Teaching Contextualisationmentioning

confidence: 99%

Contextualising Learning through the Participatory Construction of an Environmental Education Programme

Ruíz-Mallén

Barraza

Bodenhorn

et al. 2009

International Journal of Science Education

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Section: Learning and Teaching Contextualisationmentioning

confidence: 99%

Contextualising Learning through the Participatory Construction of an Environmental Education Programme

Ruíz-Mallén

Barraza

Bodenhorn

et al. 2009

International Journal of Science Education

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“…It is important to identify where children are obtaining their information, and if what they are learning is accurate. This information and support provided by conservations biologists could help strengthen environmental education and science teaching programmes (Barraza & Cuarón, 2004).…”

Section: Introductionmentioning

confidence: 99%

Attitudes to Animal Dilemmas: An Exploratory Comparison Between Mexican and English Children

Barraza¹

2015

IEJEE-Green

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The role of education in the formation of values and social action can be fundamental for successful conservation and management programs (Barraza, 1996;Jacobson & Marynowski, 1997). Effective solutions to environmental problems require active participation of scientifically and technologically literate citizens (Brewer, 2002).If we begin with the assumption that effective environmental education needs to be based on children's understandings of the environment, it becomes immediately clear that relatively little is known about that understanding (Loughland, Reid, & Pectocz, 2002;Barraza & Cuarón, 2004). Therefore more studies on how children think, learn and apply their knowledge on environmental matters are needed. It is important to identify where children are obtaining their information, and if what they are learning is

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“…Program geliştirme konusunda yapılan yeni araştırmalardaki programların temellerindeki çeşitliliğin artması dolaylı olarak çevre eğitiminin okul programlarındaki konumunu da etkilemiştir (Oliva, 2001). Toplumun yakından yaşadığı, hissettiği ve çok daha büyük sorunlarla karşı karşıya kalma riskiyle karşılaştığı bir konu hakkında eğitimden bir çözüm beklemesi bu noktada açıklayıcı bir yaklaşım olarak kabul edilebilir (Barraza ve Cuaron, 2010). Çevre eğitiminin, eğitimin hangi kademesinde ne şekilde verileceğine ilişkin tarihsel süreç içerisinde pek çok tartışma yapılmış ve farklı uygulama deneyimleri geliştirilmiş olmasına rağmen (Eames, Cowie ve Bolstad, 2008) günümüze gelindiğinde üzerinde uzlaşılan bir çevre eğitimi metodolojisi ortaya konamamıştır (Chapman, 2011;Shobeiri, Meiboudib ve Ahmadi, 2014).…”

Section: Introductionunclassified