Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept

Gal, Adiv; Schur, Yaron; Nevo, E.; Gan, Dafna

doi:10.1080/13504622.2022.2141693

Cited by 3 publications

(1 citation statement)

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“…At the end of the in-service training course, the participants' conceptualization of teaching had changed, and they recognized the students' contribution to their peers' learning, as well as to the teachers' learning. In previous studies, we examined attentive teaching's ability to generate change in natural science conceptualizations among schoolchildren and adult learners: weight and gravitation [23,24], the day-night concept [22], the planet Earth [14,21], and social-ecological systems [45]. In this study, we dealt with the conceptualization of 'teaching' among experienced teachers, Jewish studies teachers, who implemented attentive teaching in their classes-in subjects unrelated to the natural sciences.…”

Section: Discussionmentioning

confidence: 99%

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

Schur,

Guberman

2024

Education Sciences

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One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teacher and peers. Method: This was a multiple-case study. The participants were three teachers who attended an attentive teaching professional development course. They drew ‘teaching’ in the first, sixth, and the last, fifteenth, session, and provided explanations of their drawings. Findings: At the start of the course, they described teaching as a unidirectional process of transmitting knowledge. In the middle, they became more aware of the students as individuals who should be listened to. By the end of the course, teaching was portrayed as multi-directional (and enjoyable), so that all the participants, including the teacher, teach and learn from each other. Conclusions: This study shows that by studying, experiencing, and implementing attentive teaching, it is possible to change experienced teachers’ traditional beliefs without directly challenging them, and that drawings can track the changes’ trajectory.

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Section: Discussionmentioning

confidence: 99%

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

Schur,

Guberman

2024

Education Sciences

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Inspired to build understanding: learning about sustainability and environmental education from within a virtual world

Gesthuizen,

Tan,

Kidman

2024

International Research in Geographical and Environmental Educat

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Addressing bee diversity through active learning methodologies enhances knowledge retention in an environmental education project

Morais,

de Oliveira,

Fichberg

et al. 2024

INTERDISCIP J ENV SCI ED

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The Brazilian ecosystems harbor a significant portion of global bee diversity. Despite their magnitude as pollinators, Brazilian native bees are mainly unknown. Considering the importance of scientific literacy in fostering environmental responsibility, we analyzed the BeeDiversity project’s impact on the scientific knowledge of eight to nine-year-old students. This study outlines the challenges of implementing the BeeDiversity project as a curricular component, including live bee observation and active learning methodologies. Students’ knowledge about bees significantly improved after participating in the project. Although the students mastered the concept of the ecological role of bees as pollinators, they were unaware that this ecosystem service is operated mainly by solitary bees. Learning retention was confirmed after five months. Active learning proved more effective than traditional methods. Handling a live hive and learning about solitary bees’ pollination roles generated high enthusiasm and engagement. Therefore, focusing on educational strategies addressing bee diversity beyond the typical honeybee (<i>Apis mellifera</i>) might effectively stimulate a broad environmental consciousness.

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Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept

Cited by 3 publications

References 60 publications

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

Inspired to build understanding: learning about sustainability and environmental education from within a virtual world

Addressing bee diversity through active learning methodologies enhances knowledge retention in an environmental education project

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