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Environmental education in preschool teacher training program: A systematic review 学前教师培训课程中的环境教育：系统回顾

Natural Sciences Education Pub Date : 2024-08-10 DOI: 10.1002/nse2.20154

Ho Uyen Tran

{"title":"Environmental education in preschool teacher training program: A systematic review","authors":"Ho Uyen Tran","doi":"10.1002/nse2.20154","DOIUrl":"https://doi.org/10.1002/nse2.20154","url":null,"abstract":"Environmental education is an important task conducted in schools at all levels, from preschool to university. This study uses a systematic review of the existing literature to analyze the status quo of pre‐service preschool teachers' environmental competencies and the strategies for approaching environmental education in preschool teacher training. There were 14 studies selected by inclusion criteria and rigorously analyzed. These literatures provide an overview of the studies performed to date and allows for a more comprehensive understanding of some formal aspects of the research problem. Most of the reviewed studies measured pre‐service preschool teachers' environmental education competencies (N = 8), while a few studies (N = 6) focused on the approaches of pre‐service training programs in environmental education, identifying three strategies: (1) addition of environmental education courses in the program, (2) a separate course in environmental education methods, and (3) integration of environmental education methods into courses in existing programs. The search results show that environmental education in preschool teacher training is a recently emerged topic with a scarcity of studies. The findings emphasize the need for a detailed evaluation of current preschool teacher training programs to establish program development strategies regarding environmental education. In addition, this review calls for future research that focuses on experimenting with and applying environmental education strategies in preschool teacher training programs.","PeriodicalId":510308,"journal":{"name":"Natural Sciences Education","volume":"9 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141920348","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

Campus agricultural projects: The missions that enhance institutions of higher education 校园农业项目：加强高等教育机构的使命

Natural Sciences Education Pub Date : 2024-08-10 DOI: 10.1002/nse2.20153

JoHannah H. Biang, David C. Berle, Jennifer Jo Thompson

引用次数: 0

Professional development sessions increased teacher knowledge and confidence to include agriculture in core curricular courses 专业发展课程提高了教师的知识水平，增强了他们将农业纳入核心课程的信心

Natural Sciences Education Pub Date : 2024-07-23 DOI: 10.1002/nse2.20152

A. M. Bowling, W. Klooster, A. J. Lindsey

{"title":"Professional development sessions increased teacher knowledge and confidence to include agriculture in core curricular courses","authors":"A. M. Bowling, W. Klooster, A. J. Lindsey","doi":"10.1002/nse2.20152","DOIUrl":"https://doi.org/10.1002/nse2.20152","url":null,"abstract":"Agricultural systems are complex and can be used as examples to teach science, technology, engineering, and math (STEM) concepts. However, inclusion of agriculture in core STEM courses is often limited. Three professional development sessions for K‐12 teachers were offered in 2021–2022 (hybrid or remote sessions) and repeated in 2022–2023 (in‐person sessions) to highlight ways that agricultural plant production systems could be incorporated into core courses like biology, environmental science, chemistry, and math. Teacher participants asked how knowledge level and confidence were influencing their inclusion of agriculture into STEM courses before and after the sessions, and gains in knowledge on content‐based questions were also evaluated. Response rates in Year 1 ranged from 8.0% to 38.5%, and usable response rates in Year 2 ranged from 47% to 68%. The availability of lessons or activities and teacher content knowledge both increased teacher likelihood to incorporate in three sessions. However, the additional time needed to incorporate new lessons was identified as affecting the likelihood to incorporate materials after the Year 1 ecology session. Teacher confidence to incorporate agricultural lessons or activities into their courses increased in four of the sessions, though teachers became more aware that limited resources are available to help increase adoption. Awareness of how agriculture can be used to meet learning standards also improved teacher confidence in four sessions. Average score on knowledge‐based questions increased in all six sessions, but was only significant for two sessions. These sessions were successful at increasing teacher knowledge and confidence to incorporate agriculture into STEM courses.","PeriodicalId":510308,"journal":{"name":"Natural Sciences Education","volume":"19 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813605","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