The role of digital stories and civic actions on student-teachers’ understanding about social sustainability in urban settings     

Georgios Malandrakis  Stergios Gkitsas  Evagelia-Zoi Bara 《Environmental Education Research》2019,25(10):1524-1551

Abstract

The present study aims to explore student-teachers’ (STs’) progress in understanding social urban sustainability and how it is affected through the development of digital stories and engagement in civic actions. Participants were 44 STs enrolled in a Department of Primary Education located in Northern Greece. Although participants were aware of the principles of sustainable development and education for sustainability, none of them had familiarity with social or urban sustainability. Three individual digital concept maps constructed before, intermediate and after the end of the course served as data sources. Both quantitative (significance testing, effect sizes, and confidence intervals) and qualitative (categories development) methods of analysis were implemented. Results indicate a sound improvement of STs’ understanding even in the intermediate concept maps with the most significant proposition gains associated with the society pillar. Moreover, despite the significant improvement in understanding of all main pillars of sustainability, this improvement was unbalanced because a minority of subcategories constituted the majority of STs’ propositions in all settings, indicating a strong and constructive combination between theory and praxis for the advancement of STs’ learning.  相似文献   

Development and Evaluation of a Three-Tier Diagnostic Test to Assess Undergraduate Primary Teachers’ Understanding of Ecological Footprint     

Liampa  Vasiliki  Malandrakis  George N.  Papadopoulou  Penelope  Pnevmatikos  Dimitrios 《Research in Science Education》2019,49(3):711-736

Research in Science Education - This study focused on the development and validation of a three-tier multiple-choice diagnostic instrument about the ecological footprint. Each question in the...  相似文献   

An education for sustainable development self-efficacy scale for primary pre-service teachers: construction and validation     

George Malandrakis  Penelope Papadopoulou  Costas Gavrilakis  Athanasios Mogias 《The Journal of environmental education》2019,50(1):23-36

A scale was developed to assess primary school Teachers’ Self-Efficacy on Education for Sustainable Development (TSESESD). It includes four domains of competences: values and ethics, systems thinking, emotions and feelings, and actions. The scale development is consistent with key principles of educational and social psychology research. Nine hundred twenty-four (924) primary education student teachers and 88 in-service primary teachers participated in the study. Findings demonstrated that TSESESD has good psychometric properties, strong validity and reliability scores, adequate internal consistency (Cronbach α?=?0.97), and satisfactory mean inter-correlation of items within domains (M?=?0.78). TSESESD is considered a reliable instrument for teacher preparation programs aiming to develop primary school teachers’ self-efficacy in ESD.  相似文献   

Voting for Change: an International Study of Students’ Willingness to Support Measures to Ameliorate Climate Change     

Skamp  Keith  Boyes  Eddie  Stanisstreet  Martin  Rodriguez  Manuel  Malandrakis  George  Fortner  Rosanne  Kilinc  Ahmet  Taylor  Neil  Choker  Kiran  Shweta  Dua  Ambusaidi  Abdullah  Cheong  Irene  Kim  Mijung  Yoon  Hye-Gyoung 《Research in Science Education》2021,51(3):861-887

Research in Science Education - Voting for various pro-environmental governmental policies is an indirect, but potentially effective, action that citizens can take to reduce global warming (GW) and...  相似文献   

Learning Pathways in Environmental Science Education: The case of hazardous household items     

George N. Malandrakis 《International Journal of Science Education》2013,35(14):1627-1645

The present study draws on environmental science education to explore aspects of children’s conceptual change regarding hazardous household items. Twelve children from a fifth‐grade class attended a 30‐h teaching module of environmentally oriented science activities aimed at assessing their awareness about the environmental and health hazards posed by several typical household products. In‐depth interviews before, 2 weeks after, and 1 year after, the teaching intervention revealed that children followed three pathways of conceptual change ranging from the substantial alterations of their initial ideas to the qualitative enrichment of those ideas to the complete rejection of the new knowledge. Two components of the instructional intervention—the use of living organisms in classroom experiments, and group learning activities—along with the development of children’s situated metacognitive ideas facilitated their learning and increased the durability of the acquired knowledge. Additionally, sound indications concerning the situated nature and the social construction of the new knowledge were observed, as well as that in environmental education moral and value issues are closely related to knowledge.  相似文献   

Children’s understandings related to hazardous household items and waste     

George N. Malandrakis 《Environmental Education Research》2008,14(5):579-601

This study focuses on children’s understanding of hazardous household items (HHI) and waste (HHW). Children from grades 4, 5 and 6 (n=173) participated in a questionnaire and interview research design. The results indicate that: (a) on a daily basis the children used HHI and disposed of HHW, (b) the children did not realize the danger of these items and their exposure to hazardous substances, (c) some children ignore consequent adverse health effects, (d) school‐based recycling and other environmental education programs can have a significant effect on children’s conceptions, and (e) even though children use and discard HHI, they can also present a strong external environmental locus of control orientation, considering that others, and not they themselves, should deal with the problem. The findings enrich the knowledge base on the topic, and can be used in the development of environmental education pedagogies aimed at reducing environmental and health risks associated with the use and disposal of hazardous items.  相似文献   

Student-teachers’ verbal communication patterns during their teaching practice in ‘Studies for the Environment’ subject in early Greek primary classes     

George Malandrakis  Aggeliki Karagianni  Dimitra Pani 《欧洲师范教育杂志》2016,39(4):491-506

This study explores the quality of student–teachers’ (STs’) verbal communication during their teaching practice on the ‘Studies for the Environment’ subject, and identifies potential factors affecting it. Forty-one teaching sessions were analysed revealing that STs dominate classroom talking by having almost an equal number of utterances with their students. Moreover, only about one-third of STs’ sentences are questions, with the majority of them being factual (38%), while probing (18%), higher order (18%) or divergent (6%) questions were much less frequent. In addition, although teaching sessions were addressed to very young children (6–9 years old), only a minor percentage of questions were stimulating their emotions (5%). STs’ questioning seems to be independent from the class size, grade level and topic of instruction, while STs’ expressed utterances are significantly higher in smaller classes. A classroom verbal communication pattern was also developed from the available data; however, it is confined within the Greek context.  相似文献   

Influencing Greek pre-service teachers’ efficacy beliefs and self-confidence to implement the new ‘Studies for the Environment’ curricula     

George Malandrakis 《Environmental Education Research》2018,24(4):537-563

This study explores the effect of an innovative course examining Greek elementary student teachers’ (STs’) efficacy beliefs and self-confidence for curriculum-based teaching on ‘Studies for the Environment’ topics. These two variables are influencing teachers’ ability to teach environmental issues for young children. Five new factors were also examined for their influence on STs’ self-efficacy and self-confidence: the role of workshops and simulations, teacher–student interchange role, teaching observation, analysis of other teachings and student-assessed teaching. The study provides useful guidelines for teacher preparation programmes towards the implementation of textbook-free and curriculum-based teaching that maximise students’ learning. A pre/post/6 month-delay-post research design using both quantitative (STEBI and factors’ ranking) and qualitative (interviews) research tools were implemented in two cohorts of pre-service teachers (N₁ = 25, N₂ = 16). Quantitative data were subjected to significance testing and effect sizes analysis, and triangulated with bottom-up categories developed from interviews. Results indicate a considerable and durable increase in STs’ personal and outcome expectancy self-efficacy beliefs scores. In respect of the STs’ self-confidence, pedagogical content knowledge and especially its sub-factors of Studies for the Environment Pedagogy, reflection, and teaching experience were the most influential factors, while some inertia in the increase of self-confidence was also observed.  相似文献