International Research in Geographical and Environmental Education最新文献_第4页

Developing a theoretical framework: school ecosystem-based disaster risk education 构建基于学校生态系统的灾害风险教育理论框架

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-05-23 DOI: 10.1080/10382046.2023.2214041

A. Rahma, D. Mardiatno, D. R. Hizbaron

引用次数: 1

Hong Kong secondary geography teachers’ resilience in the testing time of the Covid-19: challenges and adaptations 香港中学地理教师在新冠疫情考验时期的应变能力:挑战与适应

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-05-23 DOI: 10.1080/10382046.2023.2214045

C. Lam, Nga Yee Irene Cheng

引用次数: 0

Identifying gaps in climate change education - a case study in Austrian schools 确定气候变化教育的差距——以奥地利学校为例

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-05-23 DOI: 10.1080/10382046.2023.2214042

Eva Feldbacher, Manuela Waberer, Lena Campostrini, G. Weigelhofer

引用次数: 0

An intervention study: teaching the comparison method to enhance secondary students’ comparison competency 教学比较方法提高中学生比较能力的干预研究

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-05-19 DOI: 10.1080/10382046.2023.2214039

Marine Simon, Alexandra Budke

引用次数: 1

A model of lived experiences and geographical consciousness based on Namibian secondary school learners’ perspectives 基于纳米比亚中学学习者视角的生活经验与地理意识模型

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-04-22 DOI: 10.1080/10382046.2023.2201757

Tiani Wepener, R. Pretorius

{"title":"A model of lived experiences and geographical consciousness based on Namibian secondary school learners’ perspectives","authors":"Tiani Wepener, R. Pretorius","doi":"10.1080/10382046.2023.2201757","DOIUrl":"https://doi.org/10.1080/10382046.2023.2201757","url":null,"abstract":"Abstract Teachers in Namibian government schools have to cope with a lack of textbooks and must teach content-rich subjects, specifically geography, with limited resources. The literature makes it clear that fieldwork and outdoor learning play essential roles in understanding and conceptualising geography. The challenge is that such beneficial and planned fieldwork opportunities are neither accessible to all learners nor equally distributed within Namibian schools. Most Namibian learners do, however, have many lived experiences outside school and they are exposed to a wide range of different everyday contexts and environments to varying degrees. Unfortunately, everyday lived experiences are not always recognised as potential and relevant geographical resources for teaching and learning. The research involved 28 learners from five Namibian secondary schools. Open-ended, in-depth, semi-structured individual interviews were conducted and participants were asked to make a drawing illustrating how they experience geography in their daily lives. Based on the themes which were identified from the interpretative phenomenological analysis, we critically discuss how lived experiences can influence geographical consciousness. To conclude, we propose a model of the relationship between lived experiences and geographical consciousness, as well as the barriers and enablers at play.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43747743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

What do secondary school students in North-East Romania know and think about sustainable development? 罗马尼亚东北部的中学生对可持续发展有什么了解和思考？

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-04-19 DOI: 10.1080/10382046.2023.2183548

M. Chiriac, C. Iatu

{"title":"What do secondary school students in North-East Romania know and think about sustainable development?","authors":"M. Chiriac, C. Iatu","doi":"10.1080/10382046.2023.2183548","DOIUrl":"https://doi.org/10.1080/10382046.2023.2183548","url":null,"abstract":"Abstract As complex global challenges threaten our children’s future, there is little international debate that schools must foster education for sustainable development (ESD) by unpacking sustainable development (SD) themes and stimulating (meta)cognitive growth towards higher-order epistemological stances conducive of innovation and transformation. Reform is, however, a different story. In countries like Romania, the traditional system manifests substantial inertia beyond declarative adherence to ESD, while students’ voices remain typically unheard and unpromoted. Our study appraises the perspectives of 17-year-old students from both urban and rural NE Romania regarding the perceived sources of SD awareness and knowledge, the SD themes of highest personal significance and how SD should be featured in the school curriculum. From the 496 students participating in our online questionnaire-based survey, we learn that school—and specifically Geography—is the main vehicle for SD knowledge and is held most responsible for achieving ESD. Eradicating poverty, Access to education, Wellbeing and Access to Health care are the SD themes of most interest, much more than Action for climate or Alternative sources of energy. We also identify poorly understood SD themes and discuss the significance of all these results in a national and international context.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of future teachers’ geographic knowledge of the territorial organization of Spain using mental maps 用心理地图评估未来教师对西班牙领土组织的地理知识

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-04-18 DOI: 10.1080/10382046.2023.2201758

Jaume Binimelis-Sebastián, Isabel María Gómez Trigueros, Alejandro Gómez Gonçalves, J. A. García González

引用次数: 0

Creating eco-consciousness from the perspective of students: an assessment of the level of environmental literacy among students in Kumasi 从学生的角度创造生态意识：库马西学生环境素养水平评估

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-04-17 DOI: 10.1080/10382046.2023.2200200

Stephen Appiah Takyi, M. O. Asibey, O. Amponsah, Felicity Opoku

{"title":"Creating eco-consciousness from the perspective of students: an assessment of the level of environmental literacy among students in Kumasi","authors":"Stephen Appiah Takyi, M. O. Asibey, O. Amponsah, Felicity Opoku","doi":"10.1080/10382046.2023.2200200","DOIUrl":"https://doi.org/10.1080/10382046.2023.2200200","url":null,"abstract":"Abstract Environmental problems such as climate change, biodiversity loss, water pollution, and land degradation resulting from human activities, continue to intensify in Ghanaian cities. Some schools of thought have attributed this to the low level of environmental literacy among people; thus, calling for environmentally literate citizens, particularly students, who would understand their interactions with the environment, have positive environmental behaviour and can make informed decisions to resolve current and future environmental problems. This paper sought to assess the level of environmental literacy, based on four components - environmental behaviour, environmental affect (attitudes and sensitivity), and cognitive skills - among 354 Junior and Senior High School students in Kumasi. The results of the paper showed that students generally have a moderate level of environmental literacy on environmental issues, with males displaying significantly higher knowledge, environmental affect and cognitive skills than the female students. Younger students had higher pro-environmental environmental behaviour than older students. Several challenges were further outlined to impede efforts in promoting environmental literacy among students. Notable among them were inability of students to appreciate nature by visiting natural areas, and inadequate resources and logistics, among others. The study concludes that schools’ curricula alone cannot promote environmental literacy, but requires other extra-curricular activities such as television programmes as a complementary teaching method. Again, in order to develop environmentally literate students, authorities should implement a comprehensive, well supervised environmental literacy programmes in schools and challenge students to embark on environmental projects to make them agents of sustainable environment.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42204118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The rise of generative artificial intelligence (AI) language models - challenges and opportunities for geographical and environmental education 生成式人工智能(AI)语言模型的兴起——地理和环境教育的挑战和机遇

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-03-27 DOI: 10.1080/10382046.2023.2194036

C. Chang, G. Kidman

{"title":"The rise of generative artificial intelligence (AI) language models - challenges and opportunities for geographical and environmental education","authors":"C. Chang, G. Kidman","doi":"10.1080/10382046.2023.2194036","DOIUrl":"https://doi.org/10.1080/10382046.2023.2194036","url":null,"abstract":"Much discussion has been surrounding generative AI language models, such as ChatGPT, and the advantages and threats they present to education. As an AI language model, ChatGPT has the potential to transform geography and environmental education. The extensive knowledge base and natural language processing abilities that ChatGPT possesses make it a perfect tool for this purpose; it can actively include students in conversation (as the chat in its name implies) while also providing them with quick feedback. Because of this, students are free to progress through the material at their own pace, using strategies that best suit them individually. Yet, this change has been criticised by others who worry about intellectual property violations and undermining academic integrity. As discussions continue about whether generative AI models are a boon or bane for education, we would like to focus on the problems and potential facing geography and environmental education in particular. We did a simple experiment and asked ChatGPT to: \"Write a short paragraph to explain how geographical education can support a child’s development cognitively and affectively, in responding to the environmental challenges of our times.\" This was the result.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"85 - 89"},"PeriodicalIF":1.8,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48394793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Digital story mapping with geomedia in sustainability education 可持续发展教育中的数字故事地图

IF 1.8

International Research in Geographical and Environmental Education Pub Date : 2023-03-01 DOI: 10.1080/10382046.2023.2183549

Henna Anunti, Anne Pellikka, E. Vuopala, J. Rusanen

{"title":"Digital story mapping with geomedia in sustainability education","authors":"Henna Anunti, Anne Pellikka, E. Vuopala, J. Rusanen","doi":"10.1080/10382046.2023.2183549","DOIUrl":"https://doi.org/10.1080/10382046.2023.2183549","url":null,"abstract":"Abstract This study examines digital story mapping as a pedagogical tool in the in the context of sustainability education with high school students and pre-service teachers. The study focuses on finding out how participants used geomedia as a source of geographic information and in presenting geographic information on story maps, comparing self- and teacher evaluations of story maps and describing experienced learning opportunities and limitations of story mapping. Research data consists of digital story maps, questionnaires and learning diaries which were analyzed with qualitative and quantitative content analysis supplemented by means of quantitative descriptive statistical figures. The findings revealed that the main criteria for choosing geomedia were reliability, easy access and use and teacher recommendations. High school students assessed their own story maps with higher grades compared to teacher evaluations, while pre-service teachers were more critical in assessing their own outputs. Participants experienced successes and difficulties in digital story mapping. These factors are referred to as educational opportunities, enablers of learning, barriers to learning and suggestions for improvements. Based on the results it can be concluded that story mapping has potential value for teaching and learning geography considering the limitations and needs for improvement in its implementation as identified in this study.","PeriodicalId":46522,"journal":{"name":"International Research in Geographical and Environmental Education","volume":"32 1","pages":"197 - 216"},"PeriodicalIF":1.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48745181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1