Malaysian geography teachers’ knowledge about environmental concepts

Shaari, Mohammad Zohir Ahmad; Osman, Shuki

doi:10.1016/j.sbspro.2011.05.151

Cited by 1 publication

(1 citation statement)

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“…Studies of the relationship between geography education and sustainability have developed from a discussion of the concept of sustainable development in the geography module [8,9], implementation of sustainability education in the geography curriculum [10], to the perspective of geography teachers on the environment and sustainable development [11][12][13]. Concepts and materials regarding the environment and sustainable development had been accommodated in geography modules at the secondary and higher education levels [8], but there are still many teachers who do not fully understand the concept [11,12]. Despite the many obstacles and challenges, efforts to integrate environmental education and sustainability education into the geography education curriculum had been made [10].…”

Section: Introductionmentioning

confidence: 99%

Geography Education for Promoting Sustainability in Indonesia

et al. 2021

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Education for the environment and sustainable development is the one important thing for being studied. At formal school in Indonesia, it was integrated into the subject matter like social science, natural science, geography, or biology. The study about geography education for promoting sustainability had not been thoroughly done in Indonesia. Therefore, this study examined and investigated articles about geography learning and sustainability in Indonesia from 2010 to 2020. The materials were searched through the Garuda and ERIC application, by using keywords related to geography education. It was selected to published articles in journals indexed by Scopus and Sinta. The data were analyzed by a qualitative method with a content analysis approach. The foci of analysis are topics of sustainability elements, learning methods and models, learning media and resources, and students’ assessment in geography learning. All of these were investigated in concern to their relationships and achievements to sustainable development goals (SDGs). As a result, the topics of geography education in Indonesia have contained three main elements of sustainability, namely environment which the most stated, then social, and economic. The learning model and method that was mostly used was outdoor learning with contextual method. The learning media that mostly mentioned were maps, while the learning resources were local wisdom. Aspects of students’ assessment that mostly studied in geography education for promoting sustainability were students’ knowledge, attitude, and skills. Overall, this study has shown that the topics related to sustainability elements contained in the articles on geography education in Indonesia includes their learning components.

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