Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

Jeronen, Eila; Palmberg, Irmeli; Yli‐Panula, Eija

doi:10.3390/educsci7010001

Cited by 119 publications

(99 citation statements)

References 101 publications

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“…Teaching SD in geography depends not only on high-quality subject matter knowledge, but also on modern pedagogical content knowledge, meaning the teachers' interpretations and transformations of subject matter knowledge support students' learning [14]. Teaching and learning methods should include goal-oriented activities and information exchange between a teacher and students [23]. It is important to study teaching and learning methods, as they have effects on cognitive, affective, and psychomotor learning [83,84].…”

Section: Discussionmentioning

confidence: 99%

“…Using different teaching methods together and incorporating ICT can improve learning. As in the study of biology teaching methods [23], ICT, group work, and teacher presentations were popular. Haubrich [29] recommended group work and discussions as appropriate teaching and learning methods for studying ecological issues.…”

Section: Discussionmentioning

confidence: 99%

“…SDE, for its part, looks at the interaction between ecological and social systems with a view to developing solutions to a variety of unexpected situations [22]. All three are focused on quality education and a society that takes into account the carrying capacity of the globe [23]. Thus, they can be considered to include all dimensions of SD.…”

Section: Geography and Sustainability Educationmentioning

confidence: 99%

“…In this qualitative study, the focus was on articles that concerned geography teaching and SD. The data collection method was a modification of the method used by Jeronen et al [23]. Articles for the analysis were sourced from scientific databases, such as ERIC, Web of Science, and Education Database.…”

Section: Data Collectionmentioning

confidence: 99%

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Teaching and Learning Methods in Geography Promoting Sustainability

2019

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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Geography and Sustainability Educationmentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

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Teaching and Learning Methods in Geography Promoting Sustainability

2019

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“…There are several reasons why learning the concept of science (biology) and its branches are considered to be more difficult and do not appeal to students (Macaulay, Van Damme, & Walker, 2009;Zhang, Liu, Yang, Tripp, & Shao, 2017). These reasons are interdisciplinary nature of biological concepts, the biological organization level and the abstract level of the concepts, the overload of biology curricula, the abstractness and difficulties with the textbooks (Çimer, 2012;Schnittka & Bell, 2009), and containing very much definition or specification of the phenomena (Jeronen, Palmberg, & Tli-Panula, 2016;Yli-Panula, Jeronen, Seiko-Ahlströn, & Ruotsalainen, 2017).…”

Section: Introductionmentioning

confidence: 99%

Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

Yulinda

Ilma

2018

JPBI

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There was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (CTL) implementation is crucial to be done. This study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based Plant Morphology course. As the descriptive research, the instrument used to collect the data in this study was the questionnaire. The subjects were biology pre-service teachers in the University of Borneo Tarakan, North Kalimantan, Indonesia. The results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75.22%), students' opinions in the exam activity (61.89%), the impact teacher's technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). The remaining indicator (the activity of recording material and the making of summary in learning) was recognized as medium criteria (57.17%). It can be concluded that contextualbased Plant Morphology course learning must be the main choice to strengthen the understanding of biology pre-service teachers.

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Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

Weilhoefer

Schmits

2022

Ecology and Evolution

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We evaluated whether individual nature‐based ecological (NBE) study used in tandem with group collaboration enhanced undergraduate student understanding of ecological concepts and pro‐environmental perceptions. In response to the Covid‐19 pandemic, we developed a multiweek unit on the latitude diversity gradient (LDG) for fully online instruction that leveraged the unique situation of students learning in disparate geographic locations. Student understanding of the LDG and pro‐environmental perceptions were assessed with surveys administered both pre‐ and post‐activity in an introductory‐level biology laboratory course. Student understanding of the geographic location where biodiversity is the highest was high prior to the start of the laboratory unit and exhibited only a small improvement after the unit. In contrast, students’ higher order thinking around the LDG was enhanced by the lab activity. Student environmental perceptions shifted toward ecocentric views and away from anthropocentric views after the laboratory unit. The greatest gains in ecological understanding and shifts toward ecocentric viewpoints occurred in the group of students who visited their field sites most often. Our results provide further evidence as to the value of NBE for the introductory biology laboratory, even in an online learning setting. The lab unit described in this study provides a potential approach to teaching ecology in an online format that could easily be adapted to fit the needs of a particular curriculum.

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Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

Cited by 119 publications

References 101 publications

Teaching and Learning Methods in Geography Promoting Sustainability

Teaching and Learning Methods in Geography Promoting Sustainability

Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

Leveraging remote learning during the Covid‐19 pandemic to enhance student understanding of biodiversity

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