Science education for environmental awareness: approaches to integrating cognitive and affective domains

Littledyke, Michael

doi:10.1080/13504620701843301

Cited by 234 publications

(159 citation statements)

References 56 publications

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“…According to Littledyke (2008), emotions and affective domain must be included in the general engagement to science education. It is clear and known that each student feels in a different way if he/she perceives success or failure.…”

Section: Perception Of a Challenging Environment Etc An Emotion Depmentioning

confidence: 99%

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Sánchez‐Martín

Alvarez-Gragera

Dávila-Acedo

et al. 2017

J. Technol. Sci. Educ.

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Gardner's Multiple Intelligences Theory (MIT) can be a cognitive and emotional improvement if is taken into account in the standard development of the Technology lessons. This work presents a preliminary evaluation of the performance enhancement in two concomitant aspects: contents acquisition and emotional yield. The study was made on up to 150 students with ages of 12-13 years old. The control group was submitted to traditional transmission-reception lessons, whereas the experimental one was submitted to novel educational techniques that included specific activities which took into account the different intelligences styles (IS) inside the classroom. The results clearly depicted that both studied variables underwent a statistical significant enhancement through the application of the MIT-based educational method.

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Section: Perception Of a Challenging Environment Etc An Emotion Depmentioning

confidence: 99%

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Sánchez‐Martín

Alvarez-Gragera

Dávila-Acedo

et al. 2017

J. Technol. Sci. Educ.

View full text Add to dashboard Cite

show abstract

“…Environmental learning in nature has an impact on emotional and affective growth, as well as on cognitive growth, as shown in a study by Brody (2005). Integrating cognitive and affective domains in science education when aiming for environmental awareness (Littledyke, 2008) and to reach eco-literacy through "Reading Nature" in outdoor teaching (Magntorn & Helldén, 2007) has also been suggested.…”

Section: (2) 2013mentioning

confidence: 99%

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Manni

Ottander

Sporre

et al. 2013

NorDiNa

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This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students' cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students' learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students' diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

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“…Neo-Confucianism) have similarities to reflexive Bildung and Vision III. In line with these ideas, Michael Littledyke (2008) has argued for integrating cognitive and affective domains in science education. For example he suggested to include politicisation to address socio-scientific and environmental issues.…”

Section: Effects On the Praxis Of Science Educationmentioning

confidence: 99%

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Sjöström

2017

Cult Stud of Sci Educ

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This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on 'reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

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Science education for environmental awareness: approaches to integrating cognitive and affective domains

Cited by 234 publications

References 56 publications

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons

Perceived learning experiences regarding Education for sustainable development – within Swedish outdoor education traditions

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

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