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The purpose of the current study is to elicit the opinions constructed by 7th grade secondary school students about three components of the concept of sustainable development; environment, society and economy. Study group of the implementation consists of 20 students attending a public secondary school in 2014-2015 academic year. The study employed the phenomenological design, one of the qualitative research methods. Drawing method was used to collect the data of the study. Drawings representing the relationship between humans, nature and economy were prepared in line with the drawing method. Participants were asked to express thoughts evoked by these concepts through drawings and then to write under their drawings what they had wanted to express through their drawings. Then, small group works were conducted for students to illustrate the relationship between these concepts so that the relationship between these concepts could be elicited. In light of the findings of this analysis, it is seen that the cognitive connections established by the students on the components of the sustainable development concept are compatible with this concept.
The concept of sustainable development is often ambiguous, widely misunderstood and exploited for various purposes. Numerous studies indicate the absence of consensus regarding the definition of this unstable concept, which is directly linked to the process of its formation. The first step in the direction of education for sustainable development is to understand the multiple meanings of the concept of sustainable development. In the past, all three dimensions of sustainable development, i.e. environmental, economic and social (the cultural dimension is promoted in the last decade) were discussed separately or in pairs. Only more recently, in the last three decades, became discussion about sustainable development more holistic. However, the education for sustainable development is still dominated by the emphasis and consideration mainly on environmental issues, which is not characteristic only in the Slovenian education system, but is also encountered in many other countries. In this paper we describe the emergence and development of the concept of sustainable development and activities in the field of sustainable development in higher education. We present an empirical investigation, which took place at the university level at the Faculty of Civil and Geodetic Engineering in Ljubljana, about students' conceptions of sustainable development and the methods and approaches in learning for sustainable development. The results showed that the majority of students know only individual dimensions of sustainable development and the use of a variety of methods and approaches to teaching and learning for sustainable development. Investigation of such views provides important evidence and need for different approaches to learning and teaching, which will encourage a more holistic view of this important subject and contribute to the achievement of principles of sustainable development.
Procedia - Social and Behavioral Sciences
The status on the level of environmental awareness in the concept of sustainable development amongst secondary school students2010 •
This paper aims to identify the status on the level of environmental awareness in the concept of sustainable development among secondary school students. The survey was conducted on 340 respondents (n = 340) of Form Four and Form Five students from urban and suburban area in the district of Hulu Langat, Selangor (Bandar Baru Bangi and Mukim Hulu Langat). Dependents variables were the level of environmental awareness in the concept of sustainable development and practices, attitudes and moral values for sustainability. Independent variables on the demographic factors were gender, types of subject streaming, and school locations. The research instrument used was the questionnaire, using Likert scale. Methods of analyzing data were descriptive, t-test, Pearson correlation using SPSS software ver. 11.5. Research outcomes showed that secondary school students had “high level” of environmental awareness in the concept of sustainable development. The t-test analysis showed significant differences on the significant level of 95% (p < 0.05). It indicated that the level of environmental awareness for the (i) female students were “higher” than the male students, (ii) science stream students were “higher” than the arts stream students, and the (iii) urban school students were “higher” than suburban school students. The Pearson correlation showed that there was positive but weak relationship between the level of environmental awareness in the concept of sustainable development and the practices, attitudes and moral values of sustainability. The research also revealed the three classifications of concepts for environmental awareness were emotional, attitude, and practices of sustainability awareness.
Revista de Administração da UFSM - REA
SUSTAINABLE WATERCOLOR: REPRESENTATIVE IMAGES OF THE CONCEPTION OF SUSTAINABILITY BASED ON DRAWINGS BY CHILDREN AND ADOLESCENTS FROM JOÃO PESSOA2018 •
Beginning with the fact that today's children and adolescents will be the managers of future societies, for the viability of any form of future sustainability, it is important to understand how these individuals imagine managing available resources to subsequently enable the alignment of these ways to conceive with the principles of this new way of managing through education for sustainability. Thus, the objective of this study was to analyze notions of sustainability based on the drawings of elementary and middle students from a private school located in the city of João Pessoa, Paraíba. The results showed that the conception of most elementary students is focused primarily on the environmental pillar and, to a lesser extent, on the social pillar, whereas middle school students tackle broader conceptions in their drawings involving environmental, social, and economic elements. These results serve as preliminary evidence of the effectiveness of educational actions for sustainability in the school investigated. However, they do not prove it, thus allowing for more in-depth investigation.
2007 •
This paper explores environmental education research in primary school. The longitudinal study started in 2003, with 29 children nine years of age, in a city in southern Sweden. The teacher works with projects in science and technology to stimulate the pupils' interest and participation in environmental education. Semi-structured interviews with the young pupils have been carried out. In order to analyse the classroom communication between the teacher and the children and also among the children, videotaped sequences from the lessons are collected, in which the Socratic dialogue is practiced. Stimulated recall as a method is also used to find out the teacher's reactions during the lessons. In order to catch environmental details as well as a holistic perspective, the Earth's system model is used in the analysis, e.g. the lithosphere, the atmosphere and the hydrosphere as well as the biosphere and the technosphere. It was observed that the children are able to argue ab...
New Trends and Issues Proceedings on Humanities and Social Sciences
Prospective teachers' understanding of sustainable development concept: A qualitative study2020 •
This study aims to determine the prospective teachers' understanding of the concept of sustainable development (SD). This study used a qualitative research method. A total of 22 prospective teachers were included in this study. The participants were chosen using the purposeful sampling method. The research data were collected through a test of three open-ended questions developed by the researchers. The prospective teachers were asked the following questions: what are the reasons of the emergence of the concept of SD, what are the goals of the concept of SD and what are the criticisms of the concept of SD. They were required to answer the questions in writing and the written answers were analysed via content analysis. The findings obtained through content analysis were divided into categories related to the concept of SD, and then the themes were defined. Prospective teachers' understanding of the concept of SD was categorised into three (namely general reasons, environmenta...
Developing students' environmental attitude is being given more and more emphasis related to all generations. It was done the changes in secondary school students' environmental attitudes using the big project " Our Environment in the 21st century ". In my study my aim was to find answers to the question what effects the subprojects in the field of the environment have on shaping students' ecologically caring attitudes. There were ten sub-projects within the great project, with an environmental issue in the centre of each, such as air and soil pollution. At the beginning and end of the 12-month project the students were asked to fill in a 36-item questionnaire on attitudes. The questions belonged to one of three groups and twelve blocks. Evaluation of the answers led me to conclude that there were significant differences in several of the experimental blocks compared with the control group. As well as the control groups saw a positive change. Among the three components (emotional, behavioral, environmental) the highest means were measured in emotions, and the lowest in behaviours. Significant difference (p˂0.05) was observed in two cases in the experimental group. The data also shed light on the fact that students' long-term development in environmental awareness requires longer developing work.
IPTEK Journal of Proceedings Series
Education for Environmental Sustainability: A Green School DevelopmentEducation for Sustainable Development (ESD) is an important issue in the education of students worldwide, because it offers knowledge, skills, attitudes and values necessary to ensure a sustainable future. The decade 2005-2014 was named by the United Nations " Decade of Education for Sustainable Development" and UNESCO took a leading role in this effort. Teachers of all educational levels should be aware of the importance of ESD and be able to include environmental issues in all subjects. ESD should be an ongoing topic for students on all educational levels. Especially early years educators and primary school teachers should be able to teach and make young pupils aware of the importance of having knowledge in sustainable development and positive attitudes towards it. This study tries to explore the views of students of the Department of Early Childhood Education of the University of Ioannina in Epirus, Greece, on sustainable development issues in general, analyze their attitudes towards ESD, examine if they are aware of phenomena of heat transfer related to our everyday life, and special issues related to the energy performance of buildings. For the survey we constructed a questionnaire consisting mainly of closed questions mostly using a Likert scale. In addition, two open-ended questions were included. The research findings are that the students were relatively well informed on the issues of environmental education, less on ESD, and have a relatively good knowledge of everyday phenomena related to heat transfer, but lack to transfer this to the energy performance of buildings.
An environmental crisis has irrupted in modern history, showing the an anti-nature character of economic rationality. At the same time, complex thought has emerged in response to the positivist epistemological project of modern science, with its will to unify knowledge and to render the world homogeneous. This turning point in history has become a time for reflection on the bases of knowledge and to the meaning of life to guide the future development of humanity. The environmental question emerges as a crisis in civilization characterized by three fundamental points of rupture and renovation in relation to the rationality of modernity: a) The limits of growth and the search for sustainability of the economic process, b) The breaking up of knowledge and the emergence of the theory of systems and of the concept of complexity, c) The questioning of the concentration of power in the State and the market, and the emergence of citizen demands for equity, democracy, justice, participation, autonomy and self-determination. These points of rupture have led to questioning of the paradigms of knowledge and the societal models of modernity, and they point up the need to build another social rationality informed by new values and knowledge, by means of production founded on ecological bases and cultural meanings and by new forms of democratic organization (Leff, 1994a). This change in the social paradigm implies a change in the economic, political and cultural order of our times, which is unthinkable without a transformation in the awareness and behaviour of people. That is why education must become a strategic process to form values, skills and capacities to direct the transition towards sustainability.
Physical Review B
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