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1.
Abstract

This paper summarizes the perceptions and behaviors regarding environmental issues of five discrete and separate groups/populations. Assessments were made to determine the difference in perceptions held by these groups between issues of greatest importance to mankind, issues of greatest personal interest, and a control issue (noise pollution) with respect to perceived levels of: importance to mankind, information held, individual locus of control, group locus of control, and self-reported environmental actions (behaviors). Findings suggest that academically oriented/environmentally allied groups perceive overpopulation as the most important issue to mankind. Further, groups with environmentally allied characteristics perceive the most important environmental issues facing mankind with a greater degree of within-group homogeneity than the groups consisting of individuals that have few environmentally allied similarities. When comparisons on the data for the variables across issues of greatest interest and a control issue were examined, it is apparent that interest in an issue was related to higher perceived levels of information, perceived importance, a more internal individual locus of control, a more internal group locus of control, and higher levels of reported citizenship action.  相似文献   

2.
ABSTRACT

This research paper aims to examine the effects of extracurricular activities in building knowledge, skills and attitudes that attempt to develop ecological citizenship as a subset of global citizenship among middle school students. I focus on one extracurricular programme entitled ‘The Friends of Nature’ that was provided in a Moroccan private middle school. Adopting a qualitative research method approach, data consisted of interviews with thirty students from 7th, 8th and 9th grades and two teachers (social studies and life and earth science teacher), and were collected over the course of three months through multiple data collection tools, namely observation, student focus group discussions and teacher interviews. A series of environmental activities offered students opportunities to: identify environmental problems, promote education for sustainable development and improve their environmentally conscious behaviour, develop creative solutions, and take actions for preserving nature in their community. The data were analysed using a content analysis method. The results reveal that students demonstrated cognitive development in terms of human rights, citizenship rights and responsibilities, environmental sustainability. While the program developed attitudes of empathy, respect, solidarity, it failed to instil a sense of responsibility to act for the betterment of the world, thus being a global citizen.  相似文献   

3.
Abstract

The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers’ digital citizenship, which can positively enable the behavior instructors display and convey to their future students.  相似文献   

4.
《Education 3-13》2012,40(1):37-53
ABSTRACT

This article focuses on the beliefs of primary school children aged 7–11 years in England concerning the impact of adult-led after-school extended provision (EP) on their development of non-cognitive skills (NCS). In responses to a questionnaire survey and focus group interviews, children were more positive than parents, teachers and school governors, believing EP enabled them to acquire numerous NCS, including most emotional intelligence competences, but excluding social skills related to locus of control. Findings support the argument that EP affording NCS development may enhance academic achievement, indicating that NCS development embedded in primary curricula may also benefit academic achievement.  相似文献   

5.
Abstract

The authors constructed a 32-item survey instrument to measure knowledge and aspects of attitudes (issue understanding and concern, locus of control, and verbal commitment) regarding sea turtle conservation on Zakynthos, Greece. It was completed by 332 5th and 6th grade students from 21 classes in 3 geographic settings. The results indicate low knowledge scores, but high score levels for attitudes. Knowledge, understanding and/or concern, and locus of control significantly correlated with grade level. Overall, a significant positive correlation between knowledge and attitudes was demonstrated. The findings of the study may be useful in designing environmental education programs to promote sea turtle conservation.  相似文献   

6.

This article is a report of a low cost case study in a small primary school. The school has instituted several democratic procedures that involve pupils and staff in leadership activities such as reviewing policies and appointing staff. The study sheds light on Hargreaves (2001) capital theory of school improvement, indicating that a dimension should be added. It then examines the theories implicit in HMI (2002b) and finds that they ignore a major consequence and benefit of the citizenship education observed in the study. Finally, it is argued that if the re-culturing envisaged by Furman and Starratt (2002) was extended to include structural changes that placed value on pupils' insights and knowledge, even greater improvements in education would be available.  相似文献   

7.
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries.  相似文献   

8.

The concept of citizenship is open to a wide range of interpretations and, although it has a long history at the margins of education in the UK, it has never had an established tradition. Arguably, citizenship should occupy a central position in the curriculum since a broad interpretation of it underpins many of the skills, values and attitudes which we would want to promote. As part of Oxfam’s promotion of global citizenship, a pack of teaching materials was commissioned and developed by teachers, with the aim of promoting basic rights from local, national and global perspectives. This paper describes this pack and the rationale for it.  相似文献   

9.
BackgroundChild sexual abuse (CSA) is a problem with severe consequences for victimized children. A variety of interventions have been developed and implemented over the last decades to prevent CSA. However, most of them have not been systematically evaluated to determine their effectiveness. The IGEL program is a school-based intervention to prevent CSA in third-grade primary school children in Germany.MethodsThis study was conducted using a quasi-experimental design, in which almost 300 children and their parents from eight intervention and four control schools were surveyed three times (pretest, posttest, 3 months later). In order to measure outcomes, a questionnaire was developed based on validated instruments to assess the knowledge, courses of action and self-protective skills of the children. Furthermore, increased anxiety and generalized touch aversion were examined as potentially harmful side effects of the program.ResultsThe results clearly demonstrate increased CSA-related knowledge and courses of action in children from the intervention group compared to the control children. These effects were medium-sized and sustained for at least three months after the last session. No meaningful negative side effects were detected in the evaluation for either the children or parents.ConclusionThe outcome evaluation indicates that the IGEL program is an effective intervention in terms of knowledge about CSA and known courses of action, and may therefore contribute to the prevention of CSA in primary schools. Despite this positive core finding of the intermediate outcomes, some adaptations of the program to children with different cultural backgrounds were made prior to further dissemination.  相似文献   

10.
ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.  相似文献   

11.
ABSTRACT

In many cases, political circumstances do not allow formal for transitional justice processes to occur in countries undergoing a transition from a violent past. In this paper, we ask if education can become a default front line of transitional justice work in the absence of explicit action by the state to address past injustices. Drawing from interviews with educators and using a new citizenship education programme in Northern Ireland as our case study, we argue that several factors, including organisational constraints within the education system, limit the potential of the programme for supporting transitional justice goals. While the effectiveness in this particular case is limited, Northern Ireland provides an example of a citizenship education programme that has moved away from an emphasis on national identity and embraced human rights. Other divided societies might find this model to be an effective conduit in which to promote transitional justice.  相似文献   

12.
《Africa Education Review》2013,10(1-2):67-83
Abstract

In-service training programmes for educators (INSET) in South Africa have a common objective, namely to support unqualified or underqualified educators to teach their subjects well. The Science, Technology, Environmental and Mathematics Education (STEME) outreach programme is an initiative of the University of South Africa to support these educators with skills and knowledge to teach these subjects efficiently. This article reports on an INSET programme for science teachers who took part in STEME and serves as a case study to investigate educators’ perceptions of the programme. The study, which involved a total of 13 educators, had two phases which were conducted during and after the INSET programme respectively. A focus group interview was conducted in the first phase while individual interviews were conducted in the second phase at the participants’ schools. Participants valued facilitators’ knowledge, continuous support and demonstration of new skills in practical real-life situations. Their main concern was applying the skills at their schools within present circumstances. This case study can serve to inform other service providers on what educators expect from INSET programmes.  相似文献   

13.
《学校用计算机》2012,29(4):238-254
Abstract

Digital citizenship, defined as exhibiting appropriate and responsible behavior with digital technology use, is an essential component of technology education. The purpose of this study was to examine K-12 educators’ perceptions of their students' digital citizenship knowledge and practices as they relate to cyberbullying, digital footprint, digital privacy, digital netiquette, and digital identity. One hundred and seven educators responded to a survey on digital citizenship practices. Based on the educators' perceptions, student understanding and practice of digital citizenship were rated as not well for most of the items on the survey. While educators' perceptions of their students' digital citizenship practices did not vary among school levels or based on their roles as teachers or technology coaches, educators who taught digital citizenship had higher perceptions of their students' digital citizenship practices.  相似文献   

14.
ABSTRACT

This article explores children’s development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children’s interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media.  相似文献   

15.
Abstract

An experimental social science curriculum with the express intent of developing inquiry skills was tested in a controlled experiment against an established conventional curriculum. The new curriculum involved inquiry skill objectives as well as knowledge objectives for each unit; readings stressed source material. Post-experiment testing showed that students who followed the experimental program developed inquiry skills to a significantly greater degree than students in the control group.  相似文献   

16.
Abstract

Based on a case study of Ghanaian cocoa farmers who attended farmer field schools (FFS), this paper explores the impact of the FFS methodology on farmers’ technical knowledge, experimentation, knowledge diffusion, group formation and social skills as a way of assessing whether the relatively high costs associated with the method is justified. We carried out focus group discussions for exploratory purposes and a formal survey of 70 FFS graduates and 70 non-FFS farmers. The superior knowledge test scores of FFS graduates relative to non-FFS farmers demonstrates the effectiveness of the method for communicating complex knowledge and information to farmers in a way that allows them to understand it and retain it. An assessment of changes in farmers’ experimental capacity showed variable results. On the one hand, a significant proportion of FFS graduates applied some of the principles and practices learned to solve productivity problems with other crops, while others did not perceive any change in their experimentation behaviour. Significantly, an important skill farmers learned in the FFS was making observations on cocoa trees and the wider ecosystem as the basis for decision-making. The case study confirmed that FFS strengthened social cohesion among cocoa farmers and enhanced individual social skills by creating new networks for knowledge exchange and support, promoting group formation and improving farmers’ confidence and ability to work more effectively in groups. The paper concludes by recommending areas for improving FFS and highlights how strengthening human and social capital in cocoa growing communities can serve as a springboard for broader development activities.  相似文献   

17.
ABSTRACT

Higher education plays a critical role in producing society’s leaders by preparing graduates with the knowledge, capabilities and disposition to appreciate diversity and address social injustice. Many higher education institutions within and beyond Australia have aimed to internationalise their curricula to ensure students achieve capabilities that enable them to contribute to an evolving global knowledge economy. However, the inclusion of global citizenship as a graduate attribute embedded in internationalised curricula, and the processes to achieving this, are highly contested. Guided by a discourse analysis approach, this study explored how Australian and New Zealand universities position students as global citizens in public web pages. Publicly available policy and other text documents on university websites relating to internationalisation and/or global citizenship were collected and screened. Those that met inclusion criteria were analysed to identify discourses and to further understand how higher education institutions describe their plan to advance and achieve global citizenship agendas. Two key themes were generated: expressions of internationalisation policy and global citizenship as an obscured educational intention. These findings are further elaborated, providing an outline of the possible implications for higher education policy and practice relating to the internationalisation of curriculum for global citizenship and its potential impact on educators and students.  相似文献   

18.
ABSTRACT

With specific reference to Yangzhong city in China, this study investigates students’ citizenship competence learning – political identity, scientific spirit, legal awareness and public participation. The study uses a mixed methodology of questionnaires, classroom observations, document analyses and interviews to collect data and identifies three patterns of students’ citizenship competence learning. This study provides empirical data that supplements the existing literature on citizenship-as-practice in the context of China.  相似文献   

19.
ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

20.
Civic learning: moving from the apolitical to the socially just   总被引：1，自引：1，他引：0  
This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co‐operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change.  相似文献   

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