Dissertations / Theses on the topic 'Ecological literacy'
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Magntorn, Ola. "Reading Nature : Developing ecological literacy through teaching." Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8921.
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In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-ofdoors. The data in the study is based on the following student groups; student teachers, primary students in year 3-4 and secondary students in year 7-8. A group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education. The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems and the relevance of reading nature as a goal in science education is also studied. Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and the main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature. Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.The articles in the Ph.D. thesis are published with kind permission from International Journal of Science Education, Journal of Biological Education and NorDiNa: Nordic Studies in Science Education.
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Boehnert, Joanna Elizabeth Emma. "The visual communication of ecological literacy: designing, learning and emergent ecological perception." Thesis, University of Brighton, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566147.
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Hartman, Matthew W. "The Development of Ecological Literacy Among Novice Outdoor Leaders." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1212762001.
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Schwartz, Elaine Gail 1944. "Weaving a postmodern tapestry: Ecological literacy, ecofeminism and curriculum theory." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282332.
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As the 20th century comes to a close, humanity faces an unprecedented global ecological crisis. The postmodern tapestry which constitutes this dissertation is an educator's response to the crisis. My theory of Ecofeminist Literacy, a critical ecofeminist postmodern epistemology, constitutes the central design of this tapestry. The genesis of Ecofeminist Literacy represents the interweaving and synergism of diverse theoretical threads: Ecological Literacy, Ecofeminism, Critical Postmodern Hermeneutics, The Sociological Imagination, Gandhian Non-Violence, and Curriculum as a Process of Inquiry. Ecofeminist Literacy and its accompanying pedagogical theory, the Ecofeminist Inquiry Process, provide the basis for a politicized form of intentional culture change at all levels of schooling. Examples of the pedagogical implications of Ecofeminist Literacy and the Ecofeminist Inquiry Process for teacher education, professional development and education in the schools serve to further emphasize the significance of this critical ecofeminist postmodern epistemology. Ecofeminist Literacy provides a viable pathway towards a just and ecologically sustainable future for all living and non-living entities on Mother Earth.
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Cook, Emily Louina. "Measuring and Developing Ecological Literacy to Conserve the Critically Endangered." Thesis, Prescott College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813561.
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The Mariana crow (Corvus kubaryi), locally and henceforth in this document called Aga, is a critically endangered species endemic to two Northern Mariana Islands. Aga are extirpated (locally extinct) on Guam but still persist on Rota. Multiple studies calculate a 93%–95% population decline over thirty years, with a recent estimate of 170 Aga on Rota. The primary reason for the decline on Rota is unknown, though predation by introduced mammals, habitat loss, and harassment are likely. The majority of research concerning Aga is in the biological sciences. The only social science survey conducted on Rota regarding Aga revealed that the majority of adult residents condone harassing Aga; yet, knowledge amongst Rota's inhabitants about bird ecology in general remains low, and youth residents were not surveyed. My study developed and implemented an avian-focused environmental education curriculum intended to increase ecological literacy, and evaluated the curriculum using social science research methods. My curriculum was based in storytelling, kinetic activities, and place-based education. I collaborated with local teachers to align the 5-lesson curriculum to science standards. Pre- and post-surveys were conducted with 18 control and 18 treatment students to gauge knowledge and attitudes in elementary students on Rota. Formative evaluations were also used to understand the preferred learning styles of students. Overall, students displayed some improvement in their avian ecological knowledge and positive attitudes towards Aga, and the treatment group improved in bird identification. Students in the treatment group increased their Aga identification by 38.8%. Notable for the treatment group, 23.5% of students thought it was okay to chase Aga in the pre-survey, yet 0% thought it was okay to in the post-survey. To save Aga from extinction, long-term environmental education initiatives are needed to raise ecological literacy, increase appreciation of these birds, and empower citizen science efforts on Rota.
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Tittley, Teresa Brewster. "Ecological literacy as a response to modernism : educational and political implications." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ43962.pdf.
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Otto, Eric. "Speculating a sustainable future science fiction and the pedagogy of ecological literacy /." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE0000587.
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Parham, John. "Gerard Manley Hopkins and ecocriticism." Thesis, University of East London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298082.
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Lai, Su-Jen. "Using an ecological approach to pedagogy : taking an ethnographic stance towards EFL literacy learning." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419100.
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Pangeti, Patricia R. R. "Towards sustainable futures : exploring ecological learning in early childhood development." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80069.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The end of the 20st and beginning of the 21st century is characterised by a multiplicity of ecological complexities and alterations that are impacting both nature and humankind negatively. Such ecological problems are an indicator of unsustainable living by humans in societies, with inadequate natural resources management. These ecological intricacies are exacerbated by the increasing disinterestedness and detachment of children from the marvels of the natural world resulting in the creation of generations of ecologically unconscious citizens and imbalanced ecosystems. It seems apparent that in this ecological crisis, it is the poor and, in particular, the younger generations that are most affected. In this context; how can the manifest and evolving ecological crisis be reversed? This study is an inquiry into the usefulness of ecological learning in ECD, towards developing conscious future citizens who promote sustainable and ecological balance on the earth. The core objective is to understand current trends, scope, content and methodologies involved in ecological learning and how they may assist in preparing a proecological generation. The study employs a literature review methodology to explore the concept of ecological learning in ECD; examining the application of this paradigm to the sector of ECD through an exploration of the practice of ecological learning in 2 case studies of ECD centres (the Lynedoch EcoVillage and Campus Kindergarten) that place ecological learning at the core of their practice. Using a review of literature on ecological learning and ECD and the two case studies, the study attempts to demonstrate ecological learning practices in ECD centres. The teaching and learning practices in such centres project ECD to be the primary stage whereby ultimate growth, development and learning are created and therefore a vital platform for mentoring an ecologically mindful generation of citizens. However, on the other hand, the study also observes that the scale at which ecological learning is taking place around the world is too negligible to have a large impact in producing a generation of ecologically informed citizens. The study, then, recommends a paradigm shift in the content and methodologies that prioritise ecological learning in ECD both as a way of preserving the ecology and promoting sustainable development. The study therefore suggests, (1) Underpinning ECD with transdisciplinary ecological learning within local contexts (2) Linking ecological learning to ECD may contribute to ‘just transitions’, and (3) Attending to the growing need of new ways of being that can generate connectedness and belonging in a postconsumerist society seem best inculcated at early ages.
AFRIKAANSE OPSOMMING: Die einde van die 20ste, en begin van die 21ste eeu word gekenmerk deur ’n magdom ekologiese kompleksiteite en veranderinge wat die natuur en die mensdom (meestal) negatief raak. Hierdie ekologiese probleme dui op onvollhoubare samelewings en natuurlikehulpbron-bestuur. Die ekologiese uitdagings word vererger deur kinders se toenemende onverskilligheid en afsydigheid teenoor die wonders van die natuurlike wêreld, wat generasies van ekologies onbewuste burgers, sowel as ’n ongebalanseerde ekosisteem tot gevolg het. Dit is voorts duidelik dat die huidige ekologiese krisis, laer inkomste groepe en die jonger generasie die ergste raak. Teen hierdie agtergrond, moet ons onsself afvra, hoe die onmiskenbare en ontvouende ekologiese krisis omgekeer kan word? In hierdie studie word daar ondersoek ingestel na die doeltreffendheid van ekologie in die vroeë kindontwikkelings- (VKO) stadium, om burgers op te lewer wat volhoubare en ekologiese ewewig bevorder. Die kernoogmerk is om die huidige tendense in die bestek en inhoud van, metodologieë vir ekologiese leer te verstaan; sowel as hoe dít ’n pro-ekologiese generasie help toerus. Daar word gebruik gemaak van ’n literatuuroorsig, ten einde die konsep van ekologiese-leer in VKO te ondersoek. Die praktiese toepassing daarvan in twee VKO-sentrums, naamlik die Lynedoch-ekodorp en Campus Kindergarten (CK), wat albei ekologiese leer as ’n kernaktiwiteit beskou, ondersoek. Aan die hand van die kritiese literatuuroorsig sowel as die twee gevallestudies, poog hierdie navorsing, om te toon dat VKO-sentrums toenemend ekologiese praktyke erken. Die onderrig- en leerpraktyke in sulke sentrums beskou VKO as die primêre stadium wat uiteindelike groei, ontwikkeling en leer bepaal, en dus is dit ’n uiters belangrike platform om ’n ekologies-bewuste generasie van mentorskap te voorsien. Aan die ander kant is daar ook gevind dat die skaal waarop ekologiese leer wêreldwyd plaasvind, te klein is om enige beduidende impak te hê op die skep van ’n generasie wat ingelig is oor ekologie. Daarom word daar aanbeveel dat daar ’n paradigmaverskuiwing in inhoud en metodologieë moet plaasvind om ekologiese leer in VKO te prioritiseer as ’n manier om die ekologie te bewaar sowel as volhoubare ontwikkeling te bevorder. Die studie dui op die volgende; (1) geïntegreerde leer, tesame met konsekwentheid in die aanbieding van onderwerpe, en die fasilitering van VKOonderwyseropleiding en–diens; (2) die skakel tussen ekologiese opvoeding en die bydrae wat dit tot VKO lewer; (3) om nuwe maniere te vind, waarmee daar ’n skakel gevestig, en ‘n verband getrek kan word, in ‘n post-verbruikers samelewing.
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Phoebus, Patrick E. "Ecological Literacy, Urban Green Space, and Mobile Technology| Exploring the Impacts of an Arboretum Curriculum Designed for Undergraduate Biology Courses." Thesis, Middle Tennessee State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10641765.
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Increasing individual ecological literacy levels may help citizens make informed choices about the environmental challenges facing society. The purpose of this study was to explore the impacts of an arboretum curriculum incorporating mobile technology and an urban greenspace on the ecological knowledge, environmental attitudes and beliefs, and environmental behaviors of undergraduate biology students and pre-service K-8 teachers during a summer course.
Using a convergent parallel mixed-methods design, both quantitative and qualitative data were collected, analyzed, and later merged to create an enhanced understanding of the impact of the curriculum on the environmental attitudes and beliefs of the participants. Quantitative results revealed a significant difference between pre- and post-survey scores for ecological knowledge, with no significant differences between pre- and post-scores for the other variables measured. However, no significant difference in scores was found between experimental and comparison groups for any of the three variables.
When the two data sets were compared, results from the quantitative and qualitative components were found to converge and diverge. Quantitative data indicated the environmental attitudes and beliefs of participants were unaffected by the arboretum curriculum. Similarly, qualitative data indicated participants’ perceived environmental attitudes and beliefs about the importance of nature remained unchanged throughout the course of the study. However, qualitative data supporting the theme connecting with the curriculum suggested experiences with the arboretum curriculum helped participants develop an appreciation for trees and nature and led them to believe they increased their knowledge about trees.
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Ó, Duibhir Conall. "Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systems." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105265.
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This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.
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Benham, Melissa K. "From utility to significance| Exploring ecological connection, ethics, and personal transformation through a gardening and environmental literacy program within San Quentin Prison." Thesis, San Jose State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1567980.
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Society's environmental practices often parallel those of our criminal justice system. Both embody "throw-away" cultures that often yield more complex problems than those they were attempting to solve. Programs that provide real meaning-making are necessary to achieve ecological and criminal rehabilitation. Fundamental ecological and personal transformation requires a deep sense of context, purpose, and reconnection extending beyond mere employability. In this research we explored how people come to terms with personal moral obligation, as well as how restorative ecological engagement may be transformational for humans in personal crisis. Primary field data were gathered from incarcerated men inside San Quentin State Prison participating in the Insight Garden Program (IGP), as well as men in the same unit attending other prison programming, or no programming. A mixed-method approach was used, including open-ended interviews and three multiple-choice survey instruments: a locus of control survey, an environmental literacy quiz, and a climate change opinion survey. Each survey revealed strong results (those consistent with recidivism correlations) for IGP participants, followed by those in other programs, in comparison with men in no programming. Qualitative results most strongly illustrated that prison programming, gardening and otherwise, can contribute profoundly toward transformative value reorientation, which is integral to rehabilitation.
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Miller, VirgÃnia Moura. "Environmental education for sustainability sustainability environmental education: the paths of Nursery School Teacher Izaldino in Maceià - AL." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10948.
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This work entitled "From Environmental Education for Sustainability to the Sustainability of Environmental Education: the paths of the Nursery School Teacher Izaldino in Maceià - AL" aims to: a) analyze how the EE is being deployed in the Nursery School Teacher Izaldino â CEMI, and what guarantees that it be implemented with Sustainability b) register the actions of ongoing training in EE developed by the Municipal Education Office of Maceià â SEMED, and the Environmental Education Program Lagoa Viva - PEALV also in MaceiÃ, and propose suggestions that contribute to the realization of EE in municipal schools. The methodology is qualitative in nature, characterized by a case study. In order to construct the theoretical framework, we reviewed the literature which discussed the Environmental Crisis, the prospect of Sustainability, Sustainability and Education, the ideological character of EE, the process of institutionalization of EE in Brazil, the Absences and Emergencies in Education and in Educators Development. Following, we present the Environmental in Childhood Education. Subsequently, we introduce some of the history, goals and actions developed by PEALV as well as the story of CEMI, analyzing how it has educated for Sustainability, and with sustainability in its pedagogical project for promotion of EE with insertion and integration in the community where the school is located. We also reflect on the conceptions of EE and environment school community (administrators, teachers, auxiliary staff and studentâs parents), and noticed some contradictions, part of the respondents feature a naturalistic view of the Environment and a behaviorist conception of EE. However, this fact has not compromised the sustainability of EE implementation in school. We could verify that the basic principles of ecological literacy (partnership, interdependence, the cyclical nature which in education, can also be understood as the cyclical exchange of information, flexibility, and diversity) proposed by Capra (1996), are present in school community of CEMI, showing by this, that the school is on the right way for the construction of Sustainability, and also, for the construction of Sustainable Educational SpacesO presente trabalho intitulado ―Da EducaÃÃo Ambiental para a Sustentabilidade à Sustentabilidade da EducaÃÃo Ambiental: os caminhos da Creche Escola Mestre Izaldino em Maceià â AL‖ teve como objetivo: a) analisar como a EA està sendo implantada na Creche Escola Mestre Izaldino - CEMI e o que garante que ela seja implantada com Sustentabilidade; b) registrar as aÃÃes de formaÃÃo continuada em EA desenvolvidas pela Secretaria Municipal de EducaÃÃo de Maceià â SEMED e pelo Programa de EducaÃÃo Ambiental Lagoa Viva â PEALV em Maceià e c) propor sugestÃes que contribuam para a efetivaÃÃo da EducaÃÃo Ambiental na rede municipal de ensino. A metodologia utilizada caracteriza-se como qualitativa, por um Estudo de Caso. Para a construÃÃo do referencial teÃrico fez-se uma revisÃo da literatura onde discutiu-se a crise ambiental, a perspectiva da Sustentabilidade, Sustentabilidade e EducaÃÃo, o carÃter ideolÃgico da EA, o processo de InstitucionalizaÃÃo da EA no Brasil, as AusÃncias e EmergÃncias em EducaÃÃo e FormaÃÃo de Educadores, e o Ambiental na EducaÃÃo Infantil. Seguiu-se apresentando um pouco da histÃria e objetivos e aÃÃes desenvolvidas pelo Programa de EducaÃÃo Ambiental Lagoa Viva - PEALV. Contou-se a histÃria da CEMI, analisando como ela tem educado para a Sustentabilidade e com Sustentabilidade no seu projeto pedagÃgico de promoÃÃo da EA com inserÃÃo e integraÃÃo com a comunidade onde a escola està inserida. Fez-se tambÃm uma reflexÃo sobre as concepÃÃes de EA e de Meio Ambiente da comunidade escolar (gestoras, professoras, auxiliares de serviÃos gerais e pais/mÃes de alunos/as) e percebeu-se algumas contradiÃÃes, em que certa parte dos(as) entrevistados(as) apresentam uma visÃo naturalista de Meio Ambiente e outra uma concepÃÃo de EA comportamentalista, mas isto nÃo tem comprometido a sustentabilidade da implementaÃÃo da EA na escola. Pode-se verificar que os PrincÃpios BÃsicos da AlfabetizaÃÃo EcolÃgica (a parceria, a interdependÃncia, a natureza cÃclica â que na educaÃÃo pode ser entendido como o intercÃmbio cÃclico de informaÃÃo, a flexibilidade, e a diversidade) propostos por Capra (1996), estÃo presentes na comunidade escolar da CEMI, mostrando com isto que a escola està no caminho correto para a construÃÃo da Sustentabilidade, para a construÃÃo de um EspaÃo de Educadores SustentÃveis.
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Wedel, Elsa. "Ecosystem Services as a Pedagogical Perspective for Teaching the Importance of Biodiversity to High School Students." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148588.
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Reducing the rate at which biodiversity is presently being lost is one of the challenges for the coming years. Through diverse activities, humankind is currently responsible for the extinction of species worldwide, which has consequences for whole ecosystems. The preservation of biodiversity is not only important for its intrinsic values, but also for its role in maintaining the functioning of ecosystems that provide humans with services that are important for our well-being and safety. As it is a concern for all of humanity there is a demand for education that can develop in students an understanding of the complexity which lies behind the ecosystem services of which they benefit. Including how the disturbance of this complexity will lead to consequences for the whole human world. Current attempts to educate the public has failed to conjure motivation and interest. However, ecological network research create opportunity for understanding the underlying relationships between species, and the use of ecosystem services as a pedagogical perspective offers the possibility to demonstrate the importance of these relationships for ecosystem functioning. In this literature review it is examined how this could benefit environmental education in high school.
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Vorobel, Oksana. "A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4788.
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Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in language classes (Grami, 2010; Zhao, 2010), little attention was paid to adolescent L2 writers participating in peer review in face-to-face K-12 and online contexts. This multiple case study aimed at describing and explaining peer review practices of four adolescent ELLs in face-to-face and online contexts from the ecological perspective. In particular, I aimed at exploring (a) four adolescent ELLs' perceptions of peer review in face-to-face and online contexts, (b) affordances they chose to employ
during peer review in face-to-face and online contexts, and (c) revisions the participants chose to make due to peer review in face-to-face and online contexts.
The multiple observations, semi-structured interviews, researcher's and
participants' e-journals, and written artifacts yielded data for within-case and cross-case analysis. The findings of the study afforded situating adolescent ELLs' peer review practices in the face-to-face and online contexts as a part of L2 literacy, redefining L2 literacy and peer review in L2, and discussing the important role of peer review in adolescent ELLs' literacy development. The implications of the study provided teachers
with suggestions on how to enhance adolescent ELLs' peer review practices. Further, I elaborated on the lessons learned about technology use for peer review in K-12 contexts. Finally, I addressed possible future research directions based on the findings of the study.
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Rigolon, Alessandro <1982>. "The school environment as a teacher. The role of space and place in enhancing ecological literacy and social competence development in children and young people." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amsdottorato.unibo.it/4571/.
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Can space and place foster child development, and in particular social competence and ecological literacy? If yes, how can space and place do that? This study shows that the answer to the first question is positive and then tries to explain the way space and place can make a difference.
The thesis begins with the review of literature from different disciplines – child development and child psychology, education, environmental psychology, architecture and landscape architecture. Some bridges among such disciplines are created and in some cases the ideas from the different areas of research merge: thus, this is an interdisciplinary study.
The interdisciplinary knowledge from these disciplines is translated into a range of design suggestions that can foster the development of social competence and ecological literacy. Using scientific knowledge from different disciplines is a way of introducing forms of evidence into the development of design criteria. However, the definition of design criteria also has to pass through the study of a series of school buildings and un-built projects: case studies can give a positive contribution to the criteria because examples and good practices can help “translating” the theoretical knowledge into design ideas and illustrations. To do that, the different case studies have to be assessed in relation to the various themes that emerged in the literature review.
Finally, research by design can be used to help define the illustrated design criteria: based on all the background knowledge that has been built, the role of the architect is to provide a series of different design solutions that can give answers to the different “questions” emerged in the literature review.Possono gli spazi e i luoghi facilitare lo sviluppo personale e in particolare la coscienza ecologica e la competenza sociale? In caso di risposta positiva, in che modo gli spazi e i luoghi sono in grado di fare la differenza? Questa tesi mostra che la risposta alla prima domanda è positiva e in seguito cerca di spiegare il modo in cui gli spazi e i luoghi possono assumere un ruolo rilevante. La ricerca inizia con l’analisi di letteratura scientifica di diverse discipline – sviluppo infantile e personale, psicologia infantile, scienze dell’educazione, psicologia ambientale, architettura e architettura del paesaggio – anche con l’obiettivo di individuare le possibili connessioni per impostare riflessioni interdisciplinari. Tali conoscenze interdisciplinari sono state tradotte in una serie di criteri progettuali per spazi e luoghi che possano facilitare lo sviluppo della competenza sociale e della coscienza ecologica. L’analisi della letteratura scientifica è finalizzata a costruire solide basi per lo sviluppo dei criteri progettuali. La definizione di tali criteri necessita anche dello studio di una serie di progetti e realizzazioni: casi di studio possono dare un contributo positivo perché esempi e buone pratiche possono aiutare nella “traduzione” di conoscenza teorica in idee progettuali illustrate. A tale scopo, i diversi casi di studio sono stati valutati in base ai vari temi apparsi nella letteratura. Infine, la ricerca attraverso il progetto può essere usata per precisare i principii progettuali: sulla base della conoscenza costruita, il ruolo del progettista è di elaborare una serie di soluzioni progettuali che possono dare risposte alle diverse “domande” emerse dall’analisi della letteratura.
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Gilbert, Shelby G. "The relationship of immigrant status to perceptions of reading and reading literacy among young black students : a test of the cultural-ecological theory of school performance." FIU Digital Commons, 2008. https://digitalcommons.fiu.edu/etd/3937.
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This study tests Ogbu and Simons' Cultural-Ecological Theory of School Performance using data from the Progress in International Reading Literacy Study of 2001 (PIRLS), a large-scale international survey and reading assessment involving fourth grade students from 35 countries, including the United States. This theory argues that Black immigrant students outperform their non-immigrant counterparts, academically, and that achievement differences are attributed to stronger educational commitment in Black immigrant families. Four hypotheses are formulated to test this theory: Black immigrant students have (a) more receptive attitudes toward reading; (b) a more positive reading self-concept; and (c) a higher level of reading literacy. Furthermore, (d) the relationship of immigrant status to reading perceptions and literacy persists after including selected predictors. These hypotheses are tested separately for girls and boys, while also examining immigrant students' generational status (i.e., foreign-born or second-generation).
PIRLS data from a subset of Black students (N=525) in the larger U.S. sample of 3,763 are analyzed to test the hypotheses, using analysis of variance, correlation and multiple regression techniques. Findings reveal that hypotheses a and b are not confirmed (contradicting the Cultural-Ecological Theory) and c and d are partially supported (lending partial support to the theory). Specifically, immigrant and non-immigrant students did not differ in attitudes toward reading or reading self-concept; second generation immigrant boys outperformed both non-immigrant and foreign-born immigrant boys in reading literacy, but no differences were found among girls; and, while being second-generation immigrant had a relatively stronger relationship to reading literacy for boys, among girls, selected socio-cultural predictors, number of books in the home and length of U.S. residence, had relatively stronger relationship to reading self concept than did immigrant status. This study, therefore, indicates that future research employing the Cultural-Ecological Theory should: (a) take gender and generational status into account (b) identify additional socio-cultural predictors of Black children's academic perceptions and performance; and (c) continue to build on this body of evidence-based knowledge to better inform educational policy and school personnel in addressing needs of all children.
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Beck, Estee Natee. "Computer Algorithms as Persuasive Agents: The Rhetoricity of Algorithmic Surveillance within the Built Ecological Network." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1427314196.
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Nason, Megan A. Mrs. ""If I Am Losing Them, I'm Going to Change. So That's What We Did!" Third Grade Teachers Contemplate the Literacy Needs of Diverse Students Within A Teacher Study Group." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/107.
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“IF I AM LOSING THEM, I’M GOING TO CHANGE. SO THAT’S WHAT WE DID!”: THIRD GRADE TEACHERS CONTEMPLATE THE LITERACY
NEEDS OF DIVERSE STUDENTS WITHIN
A TEACHER STUDY GROUP
by
Megan A. Nason
According to Birchak, Connor, Crawford, Kahn, Kaser, Turner, & Short (1998), Fang, Fu, & Lamme (2004), Kennedy & Sheil (2010), and Wiliam (2008), teacher study groups can provide a supportive and collaborative professional development environment. The purpose of this study was to examine the professional development experiences of three third grade teachers working with culturally, linguistically, and economically diverse (CLED) students in a high-needs school as they participated in a teacher study group. The adoption of national standards and pressures for all students to achieve high standardized test scores in math and reading due to Adequate Yearly Progress (AYP) requirements mandated by the No Child Left Behind Act (2001) resulted in increased stress, anxiety, and uncertainty for the teachers participating in this study. The following research questions guided this qualitative, ethnographic case study: (1) In what ways does participation in a teacher study group impact elementary teachers’ knowledge, beliefs, and understandings when teaching culturally, linguistically, and economically diverse students in a high-needs school? (2) In what ways do teachers’ literacy practices shift as a result of engaging in teacher study groups focused on issues related to culturally, linguistically and economically diverse student populations? Bronfenbrenner’s (1979; 1994) ecological models, Vygotsky’s (1978; 1986) sociocultural theory, and Ruddell and Unrau’s (2004) sociocognitive reading model served as theoretical frameworks that informed this naturalistic inquiry. Through constant comparative analysis (Glaser and Strauss, 1967) of data collected through pre- and post-interviews, bi-weekly teacher study group meetings, and classroom observations, the teachers’ knowledge, beliefs, and understandings about how culturally, linguistically, and economically diverse (CLED) students learn and develop literacy skills were explored. The findings of this study demonstrate how teacher study groups can provide teachers with a safe space to build trusting relationships so that they can discuss school and classroom-related uncertainties, vulnerabilities, frustrations and successes. Shifts in enacted curriculum, instruction, and beliefs occurred as the teachers in this study attempted to negotiate their beliefs about how CLED children learn through engaging in conversations related to integrated curriculum, higher-order thinking, inquiry-based learning, literacy instruction, literacy development, and the diverse needs of their students.
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Grandi, Luziene Aparecida. "O argumento no trabalho de campo: abordando a sucessão ecológica na floresta da USP, campus de Ribeirão Preto." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-30092011-151048/.
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Neste trabalho investigamos como são as interações discursivas que podem levar à promoção da enculturação científica durante uma atividade de trabalho de campo, relacionado à Ecologia, em uma área reflorestada. Várias perspectivas do campo da linguagem e ensino de Ciências nortearam este trabalho, dentre elas as pesquisas que consideram que a prática da argumentação em aula seja essencial para aprender Ciências, já que argumentar é inerente ao próprio discurso científico. Concebendo a Ciência como cultura, outras pesquisas discutem a importância de se envolver os alunos em atividades nas quais eles aprendam linguagens, regras, valores, conceitos da Ciência e como ela é construída ao longo do tempo, de forma a se posicionarem criticamente diante de situações que envolvam tomadas de decisões respaldadas em conhecimento científico. Contudo, raras atividades desenvolvidas em espaços não formais de ensino são amparadas pelos pressupostos apontados anteriormente, como por exemplo, os trabalhos de campo em ambientes naturais. Versando sobre os aspectos mencionados, foi elaborada uma atividade subdividida em três episódios: contextualização do trabalho de campo, realização do trabalho de campo e discussão dos dados coletados no trabalho de campo. O primeiro e o terceiro episódios ocorreram no Laboratório de Ensino de Biologia e o desenvolvimento do trabalho de campo ocorreu dentro da Floresta da USP, ambos no campus de Ribeirão Preto. Metodologias provenientes da Ecologia de Comunidades Vegetais foram empregadas, problematizando-se os possíveis estágios de sucessão ecológica do ambiente. Participaram da atividade dois monitores (estudantes do curso de Ciências Biológicas da USP, do mesmo campus) e alunos do sétimo ano do ensino fundamental. Inicialmente, toda a atividade foi videogravada e transcrita. Sua análise se deu com base nos elementos estruturais do Padrão de Argumentação de Toulmin e na verificação dos tipos de situações discursivas presentes. Averiguou-se, então, que turnos de falas durante toda a atividade compuseram um argumento geral construído a partir do problema proposto no trabalho de campo. Poucos argumentos pontuais também foram encontrados. No entanto, as falas dos alunos contribuíram minimamente com a construção de ambos os argumentos, predominando as falas dos monitores. Constatou-se também que aos alunos foi proporcionada uma vivência na qual um argumento, previamente delineado pelos monitores, pouco a pouco foi constituído. Porém, o contexto de produção desse argumento foi uma situação explicativa, a qual pode ser identificada pelos marcadores \"presença de uma única ideia (opinião)\" e \"justificativa de uma única ideia (opinião)\".In this research we investigate the discursive interactions that may lead to the promotion of scientific literacy during a field work activity related to Ecology in a reforested area. Many perspectives in the field of language and science teaching guided this study, among them the researches that consider that the practice of argumentation in the classroom as essential to learning science, since arguing is inherent to scientific discourse. By designing science as culture, other studies discuss the importance of engaging students in activities in which they learn languages, rules, values, scientific concepts, and for the construction of science over time in order to position themselves critically in situations involving decision making using scientific knowledge as support. However, few activities in non-formal education are supported by the assumptions mentioned earlier, for example the fieldworks in natural environments. Dealing with the aspects mentioned above, was prepared an activity divided into three episodes: contextualization of the fieldwork, completion of fieldwork and discussion of data collected in the field. The first and third episodes occurred in the Biology Teaching Laboratory and the development of the field work took place within the USP Forest, both on the Ribeirão Preto campus. Methodologies from the Ecology of Plant Communities were used, questioning the possible ecological succession stages in the environment. Two monitors (Biology grad students from the same campus) and students of the seventh year of elementary school participated in the activity. Initially, all activity was videotaped and transcribed. Its analysis was based on structural elements of Toulmin Argumentation Pattern and on the verification of the present types of discursive situations. It was found then that shifts speeches throughout the activity composed a general argument constructed from the proposed issue in the fieldwork. Few specific arguments were found. However, the speech of students contributed minimally to the construction of both arguments, predominating the speeches of monitors. It was also found that students were provided an experience in which an argument previously outlined by the monitors, had been gradually established. However, the production context of this argument was an explaining situation, which can be identified by markers\' \"presence of a single idea (opinion)\" and \"justification of a single idea (opinion)\".
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Alazemi, Sami. "Evaluation of the effects of participatory methods in the teaching of ecological thinking in design in Kuwait." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/54490bc5-da20-4a15-9688-37f46c1021a1.
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In a world that faces global warming and other major environmental challenges, it is essential that students learn about the principles of sustainability so that they can apply these principles in their future lives and careers. This is particularly so in fields such as interior architecture and design, which will impact how well humans can move toward a sustainable way of life. The aim of the present study was to evaluate a participatory teaching approach for students of interior design that incorporates ecological thinking. It is particularly intended for use at universities and other places of higher education where such contexts are not currently available and, furthermore, where the teaching has been primarily of a didactic, teacher-centred form. The teaching approach was developed and tested through the involvement of students and staff at a technical institute in Kuwait – a country with severe environmental problems in which teaching at all levels has traditionally been rigidly didactic. A review was carried out of literature on learning theories, design principles, and sustainability paradigms that bore upon the research aim. Following this, a method was chosen, based on action research that involved running different types of workshops, in order to measure the impact of the teaching styles that are ideal to deliver ecological knowledge.
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Rentsch, Isabell. "Education for Sustainable Development and Development of Berlin's Schoolyards - A Study of Possibilities and Limits." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94578.
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The term ‘education for sustainable development’ is recently used and discussed in Germany, even though, to many people it is an abstract idea. The development of schoolyards can be seen as a practical project in order to teach and experience education for sustainable development in everyday school life. The purpose of this qualitative study is to examine how the development of a schoolyard offers possibilities for education for sustainable development. Additionally, some challenges that have to be taken into consideration are pointed out. An extended literature review of education for sustainable development and schoolyard development serves as the basis for the thematic analysis. In order to approach the research question, the five themes that emerged through the thematic analysis, are discussed. The present research shows that schoolyard development has the potential to support a holistic approach to learning, to offer possibilities for ‘progressive’ teaching strategies, to enhance ecological literacy, to foster the participation of students and to provide equal opportunities. Although there are basic framework conditions that need to be considered, the research indicates that schoolyard development can make an important contribution to education for sustainable development.
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Gonçalves, Marco Pinheiro. "Análise da Percepção ambiental de universitários na APA Petrópolis (RJ): estudo para uma proposta em educação ambiental para o Ensino Superior." Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4752.
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Unidades de conservação da natureza sofrem historicamente de problemas
envolvendo, por exemplo, administração pública e legitimação popular, o que reflete
quadros de ineficiência e conflitos locais em vários níveis. Nesse contexto, a Área de
Proteção Ambiental de Petrópolis (APA Petrópolis) é abordada, com o objetivo de se
prover um quadro analítico sobre a sustentabilidade regional e a percepção popular
acerca da proposta de da APA Petrópolis, usando métodos em percepção ambiental
focada nos segmentos universitários. A tese se divide em três momentos analíticos:
primeiramente, são apresentados os contextos históricos, sociais e políticos locais
da paisagem, no âmbito da criação da APA Petrópolis e das contradições acerca do
funcionamento do modelo, sob um referencial teórico que engloba políticas locais,
manejo de unidades de conservação, conflitos ambientais e participação social. Em
segundo lugar, analisou-se a percepção ambiental de 606 alunos universitários (por
meio de questionários) e sete professores e gestores das universidades
participantes (por meio de entrevistas) na APA Petrópolis, buscando fenômenos e
características específicas das subjetividades inerentes a tais grupos. Por fim,
apresenta-se concepções úteis para a organização de alternativas teóricas e
práticas para uma educação ambiental emancipatória e transformadora voltada para
a realidade dos segmentos universitários da APA Petrópolis. Os resultados
envolvem a exposição de um complexo contexto histórico e político que traduz a
parca funcionalidade deste modelo de conservação da paisagem. O planejamento
territorial da cidade, o próprio contexto de criação da unidade e o cenário político
regional são aspectos que contribuem para a baixa funcionalidade da APA. Os
questionários evidenciam uma percepção superficial dos problemas ambientais de
Petrópolis, assim como um baixo reconhecimento da APA. As entrevistas, de outra
maneira, evidenciam dois fenômenos: a naturalização das questões sociais e a
invisibilização das questões ambientais. As alternativas teóricas e metodológicas
apresentadas para abordar as questões ambientais da APA Petrópolis para os
universitários envolvem o conceito de alfabetização ecológica e a formação de
sujeitos ecológicos, como diretrizes para uma educação voltada para a
sustentabilidade regional.Nature conservation areas historically suffer with problems involving, for example, public administration and popular legitimacy, which reflects inefficiency boards and local conflicts at various levels. In this context, the Environmental Protection Area of Petrópolis (APA Petrópolis) is approached with the aim of providing an analytical framework on regional sustainability and the popular perception about the proposed APA Petrópolis, using methods in environmental perception focusing on university segments. The thesis is divided into three analytical moments: first, we present the historical, social and local political contexts of landscape, in the aim of the creation of APA Petrópolis and contradictions regarding the model, under a theoretical framework that includes local policies, management of conservation units, environmental conflicts and social participation. Second, we analyzed the environmental perception of 606 college students (through questionnaires) and seven teachers and administrators at the participating universities (through interviews) in APA Petrópolis, seeking phenomena and characteristics of subjectivity inherent in such groups. Finally, we present useful concepts to the organization of theoretical and practical alternatives to an environmental education aimed to the emancipation and reality transformation to the university segments at APA Petrópolis. The results involving the exposure of a complex historical and political context that reflects the low functioning of this model of landscape conservation. The territorial planning of the city, the establishment context for the APA, and the regional political scene are aspects that contribute to the low functionality of the APA. The questionnaires showed a superficial perception of the environmental problems of Petropolis, as well as a low recognition of the APA. Interviews, otherwise, show two phenomena: the naturalization of social issues and invisibility of environmental issues. The theoretical and methodological alternatives presented to address environmental issues to university in APA Petrópolis involve the concept of ecological literacy and training of ecological subjects, such as guidelines for an education directed to regional sustainability.
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Silva, Tainá Gouvêa Galvão. "Integração das estratégias de sustentabilidade: \"top-down\" e \"bottomup\" como ferramentas de aprendizagem para a alfabetização ecológica no Ensino Médio." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-04122018-145828/.
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O desenvolvimento sustentável no final do século XX surgiu para expressar preocupações com graves problemas que causam riscos a vida no planeta. O uso do planeta de forma sustentável exigirá diferentes estratégias de sustentabilidade. Neste sentido têm-se as estratégias que abordam o nível mais elevado do ecossistema referidas como Top-down e as estratégias que abordam componentes locais ou regionais referidas como bottom-up. A escola traz essa compreensão nos conceitos e fenômenos ecológicos. No entanto, a compreensão dessas abordagens com apoio interdisciplinar faz com que o aluno entenda os fenômenos ecológicos de forma mais crítica. Assim, para um aprendizado motivador, o professor pode utilizar como recurso didático além dos espaços formais de educação também espaços não formais de educação, ou seja, aulas de campo em ambientes naturais. Com o intuito de promover no ensino de ecologia a alfabetização ecológica dos alunos no Ensino Médio, este trabalho elaborou uma proposta didática com apoio interdisciplinar (Biologia, Língua Portuguesa e Geografia) e com ênfase nas estratégias Top-down e bottom-up abordadas tanto em espaços formais quanto não formais de educação. O método de ensino em espaço formal de educação apesar de estar estruturado didaticamente para abranger a ecologia não se apresentou motivadora ao aluno e muitos dos conceitos e fenômenos ecológicos não foram assimilados por eles. Em contrapartida, a integração interdisciplinar em associação com as estratégias de Top-down e bottom-up em espaços não formais de educação foi motivadora para o aluno melhorando o seu desempenho com relação à assimilação dos conceitos e fenômenos biológicos promovendo a alfabetização ecológica dos alunos. Espera-se com esse trabalho ter contribuído para o ensino e aprendizagem do tema sustentabilidade através da promoção da alfabetização ecológica dos alunos de Biologia no Ensino Médio em escolas públicas com a formação de cidadãos mais conscientes e críticos em assuntos ambientais.Sustainable development in the late 20th century has emerged to express concerns about serious life-threatening problems on the planet. The use of the planet in a sustainable way will require different sustainability strategies. In this sense we have the strategies that approach the highest level of the ecosystem referred to as \"top-down\" and the strategies that approach local or regional components referred to as \"bottom-up\". The school brings this understanding into concepts and ecological phenomena. However, understanding these approaches with interdisciplinary support makes the student understand ecological phenomena more critically. Thus, for a motivating learning, the teacher can use as a didactic resource beyond the formal spaces of education also non-formal spaces of education, that is, field lessons in natural environments. In order to promote ecological literacy among students in high school, this work elaborated a didactic proposal with interdisciplinary support (Biology, Portuguese Language and Geography) and with emphasis on top-down and bottom-up strategies addressed in both formal and non-formal education settings. The method of teaching in formal educational space despite being structured to cover ecology did not present itself as motivating to the student and many concepts and ecological phenomena were not assimilated by them. In contrast, interdisciplinary integration in association with top-down and bottom-up strategies in non-formal education spaces was motivating for the student to improve his performance in relation to the assimilation of concepts and biological phenomena by promoting literacy of the students. It is hoped that this work contributed to the teaching and learning of the sustainability theme through the promotion of the ecological literacy of Biology students in High School in public schools with the formation of citizens more conscious and critical in environmental issues.
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Fletcher, Rebecca, and fletcherette@hotmail com. "The child in nature." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070418.102156.
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There is little research on the young child's experience of the natural environment. Due to the increase in urbanisation, indoor recreation and indoor schooling many young children have become isolated from the natural environment. A love for nature and a sense of wonder in nature is being lost in the hurried childhood. This loss of access to nature impacts on the child's health and wellbeing, sense of connection and environmental literacy. This research study explores how Melbourne preschool children experience and use nature through the environments provided to them in the preschool program. The main environment is naturally the preschool play yard; however, as excursions also form part of the curriculum, the child's visit to the Royal Botanic Gardens and the Ian Potter Foundation Children's Garden forms part of this experience. Six case studies of Melburnian preschool children have been developed as a means to capture and communicate the interactions of individual children. Each of the six case studies present a child or pair of children 'in the moment,' as a snap shot of ecological learning and play behaviour and are presented as six stories, which allow the child's individual character and unique experience of nature to be expressed. Issues and behaviours evident in the children's interactions are then discussed through a framework of the seven ways of interacting in nature, which emerges from the demonstrations of these children. This information was collected using research techniques in observation; structured observations using time sampling and behaviour mapping; participating in conversations with children and collecting anecdotal observations and children's artwork. The case studies provide insight into childhood interactions with the natural environment and the levels of engagement experienced by children, with nature. The six stories, alongside topical literature, form the basis for deep discussion on the observed ways of interacting with nature.
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Clarke, Joni Adamson. "A place to see: Ecological literary theory and practice." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187115.
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"A Place to See: Ecological Literary Theory and Practice" approaches "American" literature with an inclusive interdisciplinarity that necessarily complicates traditional notions of both "earliness" and canon. In order to examine how "Nature" has been socially constructed since the seventeenth century to support colonialist objectives, I set American literature into a context which includes ancient Mayan almanacs, the Popol Vuh, early seventeenth and eighteenth century American farmer's almanacs, 1992 Nobel Peace Prize winner Rigoberta Menchu's autobiography, the 1994 Zapatista National Liberation army uprising in Mexico, and Leslie Silko's Almanac of the Dead. Drawing on the feminist, literary and cultural theories of Donna Haraway, Carolyn Merchant, and Michel Foucault, Julia Kristeva, Edward Said, Annette Kolodny, and Joseph Meeker, I argue that contemporary Native American writers insist that readers question all previous assumptions about "Nature" as uninhabited wilderness and "nature writing" as realistic, non-fiction prose recorded in Waldenesque tranquility. Instead the work of writers such as Silko, Louise Erdrich, Simon Ortiz, and Joy Harjo is a "nature writing" which explores the interconnections among forms and systems of domination, exploitation, and oppression across their different racial, sexual, and ecological manifestations. I posit that literary critics and teachers who wish to work for a more ecologically and socially balanced world should draw on the work of all members of our discourse community in cooperative rather than competitive ways and seek to transform literary theory and practice by bringing it back into dynamic interconnection with the worlds we all live in--inescapably social and material worlds in which issues of race, class, and gender inevitably intersect in complex and multi-faceted ways with issues of natural resource exploitation and conservation.
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Tiffin, Jessica. "The magical land : ecological consciousness in fantasy romance." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/20452.
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Bibliography: p. 133-137.The modern genre of fantasy romance is a relatively recent development in popular literature, and one which is gaining increasing popularity. In its contemporary form, fantasy romance has developed from earlier fantasy and romance forms, and a generic base which includes romance, comedy and pastoral can be identified. Conventional fantasy romance is concerned with the defense of a magical land, characterised in terms of beauty, health and balance, from some destructive threat. This concern with the health of the land reflects modern ecological consciousness and awareness of potential environmental destruction. Ecological awareness can be traced through critical analysis of various works of fantasy romance. J.R.R. Tolkien's The Lord of the Rings, as the text which marked the beginning of the modern fantasy romance form, shows the potential for ecological awareness in the genre, although Tolkien's cultural context of post-war England in some ways inhibits ecological consciousness in the narrative. The development of a more modern ecological consciousness is studied through investigation of the Riddlemaster trilogy of Patricia A. McKillip, which shows a more abstracted sense of environmental destruction expressed through a concern with power and identity. Stephen Donaldson's Chronicles of Thomas Covenant provides a narrative awareness of generic convention which could be construed as postmodern. Derrida's deconstruction of the notion of genre allows an interesting insight into Donaldson's processes of generic mixing, although the narrative's success is ultimately compromised by Donaldson's lack of authorial control. Sheri S. Tepper's True Game series displays a highly contemporary conflation of ecological concerns with those of feminism, as the destructive impulses of largely male competitiveness are contrasted to an organic and intuitive female response to the land. Orson Scott Card's Alvin Maker series, in its depiction of an alternative settler America, integrates ecological concerns with those of racial harmony, while his construction of a messianic hero recalls Card's own Mormon background. Finally, some attention is given to fantasy romance as a potentially escapist genre rather than one which inspires actual ecological awareness, and links are made with popular elements in the ecological movement itself. The thesis concludes by proposing the relevance of fantasy romance's magical land as a regenerative ideal of health and beauty in an increasingly ugly and ecologically deteriorating modern environment.
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Macilenti, Alessandro [Verfasser]. "Characterising the Anthropocene : Ecological Degradation in Italian Twenty-First Century Literary Writing / Alessandro Macilenti." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1159514097/34.
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Lawrence, Andrea Nicole. "Sustainability Education as a Framework for Enhancing Environmental Stewardship in Young Leaders: An Intervention at Tryon Creek Nature Day Camp." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/555.
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UNESCO established Sustainability Education as a top priority when it declared 2005 - 2014 to be the global decade for sustainability. Sustainability education can be implemented in outdoor programs such as nature summer camps in order to build environmental stewardship and ecological literacy in counselors and campers. This study sought to determine the extent to which an ecology and leadership training given to assistant counselors at Tryon Creek State Natural Area day camp achieved the goals of sustainability education--for the assistant counselors to learn about ecology, develop stewardship attitudes and behaviors toward the environment, and become positive role models for the campers in their care. Knowledge and environmental stewardship attitudes and behaviors of the counselors were assessed using surveys, interviews, and training journals. A statistically significant difference was found between pre and posttest scores on a survey measuring knowledge of Pacific Northwest ecology, but no significant difference was found between the pre and posttest scores on an environmental attitudes survey, possibly due to a ceiling effect. Interviews revealed that participants learned about invasive species, Oregon flora and fauna, and stream ecology over the summer. Despite the results on the attitudes survey, interviewees reported greater environmental awareness at the end of the summer as well as a greater sense of place in nature and a desire to continue working with children in an outdoor setting.
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Wasike, Lyndah Naswa. "Actual Progress or Stagnation? Exploring the State of Women's Education in Western Kenya." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587162115060929.
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Yamada, Mayumi. "A mediação docente na produção de textos escritos em aulas de ecologia." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-04122014-151640/.
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O ponto de partida deste trabalho é a perspectiva do ensino de ciências que tem como foco o desenvolvimento de indivíduos como membros conscientes e críticos na sociedade. Diante da ascensão da cultura científica e tecnológica, é importante que a educação científica promova condições para que os alunos participem ativamente dessas questões, sendo dessa forma alfabetizados cientificamente. Nesse sentido, a linguagem torna-se imprescindível, uma vez que é o elemento essencial de interação e comunicação; é intrínseca nas culturas da sociedade, inclusive na cultura científica, constituindo-se como meio de produção do conhecimento e também de construção de uma identidade social. Partindo desse referencial, compreendemos que a produção textual pode ser resultado de várias interações ocorridas não apenas em sala de aula, mas sim diante de um quadro enunciativo mais abrangente. Sendo assim, sob a perspectiva de Bakhtin e seu círculo, nos propomos a investigar essas interações (estabelecidas durante a preparação e a aplicação da sequência didática) e suas relações com a mediação da professora e a produção textual dos alunos a partir de uma sequência didática. Para isso, buscamos caracterizar os comportamentos responsivos dos sujeitos envolvidos a partir das transcrições das falas e dos textos escritos dos alunos. Por comportamento responsivo entendemos que em um movimento dialógico, a intenção ou atitude de um sujeito é compreendida pelo seu interlocutor e a partir dessa compreensão adotará atitudes em resposta ao primeiro, e vice-versa. Essas atitudes, por sua vez, esboçam determinados comportamentos responsivos que conduzem basicamente à reprodução de conhecimentos (passivo) ou à reinterpretação de conhecimentos (ativo). De acordo com os resultados, vimos que a mediação da professora pode ser influenciada por comportamentos responsivos que não estão exclusivamente na aula dada. No caso desta pesquisa, a interação com o mediador e o contato prévio que a professora teve com o material da sequência didática influenciou sua postura em sala de aula. Além disso, foi possível observar que o aluno em seu processo de construção de conhecimento durante a elaboração de um texto escrito apresenta fases em que se apropria de discursos alheios e fases em que a internalização desses discursos já se tornaram um discurso próprio. Nesse aspecto, concluímos que no processo de alfabetização científica, é importante que o discurso do professor e o material utilizado em sala de aula estejam conectados, uma vez que os alunos podem reproduzir tanto o que é considerado cientificamente aceito, mas também termos e ideias equivocadas. Além disso, um material que não dá possibilidades de criação por parte do professor pode restringir suas atitudes e dos alunos em comportamentos passivos.The starting point of this work is the perspective of science teaching that focuses on development individuals as society members who are aware and critical. Given the rise of scientific and technological culture, it is important for science education to promote conditions for students to participate actively in these issues, and thus being scientifically literate. In this sense, the language becomes indispensable, since it is the essential element of interaction and communication; it is inherent in society\'s cultures, including the scientific, establishing itself as a means of production of knowledge as well as to build a social identity. Considering this, we understand that textual production can be resulted from several interactions occurred not only in the classroom, but also before a framework of enunciation. Thus, from the perspective of Bakhtin and his circle, we propose to investigate these interactions (established during the preparation and implementation of didactic sequence) and their relations with the teacher\'s mediation and the student\'s textual production from a didactic sequence. For this we sought to picture the responsive behaviors of the involved subjects by the transcription of speeches and the texts written by the students. By responsive behavior we understand that in a dialogical movement, the intention or attitude of a subject is understood by the other party, and from this understanding it will adopt attitudes in response to the first, and vice versa. These attitudes, by their turn, picture specific responsive behaviors that lead basically to reproduction of knowledge (passive) or to reinterpretation of knowledge (active). According to the results, we have seen that the teacher\'s mediation can be influenced by responsive behaviors which are not exclusively given in class. In the case of this research, the interaction with the mediator and the previous contact that the teacher had with the material of the didactic sequence influenced her attitude in the classroom. Furthermore, it was possible to observe that the student in its process of building knowledge during the elaboration of a written text presents stages in which it appropriates third parties speeches and stages in which this speeches\' internalization had already become a personal one. In this respect, we conclude that in the process of scientific literacy it is important that the teacher\'s speech and the material used in class are connected, once the students can reproduce both what is considered scientifically accepted, but also terms and misconceptions. In addition, a material which does not allow creative possibilities for the teacher can restrict its attitude and that of the students in passive behavior.
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Freire, Caio de Castro e. "Argumentação e explicação no ensino de ecologia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-28042014-201013/.
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Explicar e argumentar, por serem fundamentais na produção, comunicação e avaliação de conhecimentos científicos, podem auxiliar o processo de alfabetização científica, mas pouco se discute o preparo dos professores para contemplar essa meta, o que constituiu a primeira motivação deste estudo. A segunda motivação decorreu da polêmica, presente na literatura, sobre como caracterizar e diferenciar argumentações e explicações. Dessa forma, o objetivo foi investigar: \"como ocorre a construção e defesa de explicações por professores de biologia durante uma oficina de formação continuada destinada à resolução de um problema de ecologia?\". O primeiro passo necessário para a coleta de dados foi a elaboração de uma sequência didática que estabelecesse o problema ecológico. Os sujeitos de pesquisa totalizam 100 professores de biologia pertencentes a duas Diretorias de Ensino do Estado de São Paulo, e as situações investigadas constituem duas oficinas de formação continuada, uma para cada diretoria (com duração de duas horas), nas quais a sequência didática foi aplicada. As oficinas foram filmadas e as falas dos professores e dos formadores transcritas. A análise dos dados envolveu: i) o mapeamento de episódios, ii) a identificação das práticas discursivas dos professores e iii) a categorização de situações explicativas e/ou argumentativas envolvendo essas práticas. Analisar as explicações e argumentações como processos e não como produtos ajudou a esclarecer algumas diferenças e semelhanças entre essas práticas e entender quais aspectos podem influenciar seu uso em sala de aula, ao mesmo tempo que ter trabalhado com professores auxiliou pensar nas demandas formativas desses profissionais para lidar com propostas diferenciadas para o ensino de ciências. Explicações e argumentações adequadas e suficientes do ponto de vista científico não surgiram espontaneamente, mesmo se tratando de professores, e o suporte estabelecido pelo texto da sequência didática e pelos mediadores da atividade foi importante para aumentar a complexidade do discurso dos participantes. Houve dificuldades iniciais com a proposição de explicações na forma de deduções ou hipóteses testáveis e fundamentadas cientificamente, e ao final da atividade dificuldades menores foram observadas com relação à proposição de argumentos apoiados em dados científicos. Assim, o desenvolvimento de explicações mais complexas e consequentemente de uma melhor compreensão sobre o fenômeno ecológico abordado deve ter favorecido a argumentação dos professores. Os resultados apontam que esforços direcionados para ampliar os modos de abordar a argumentação no contexto escolar e focados na figura do professor representam iniciativas relevantes para a área avançar e precisam ser estimulados.Explaning and arguing are fundamental practices involved in the construction, communication and evaluation of scientific knowledge, being important for scientific literacy. However, the preparation of teachers to achieve this goal is rarely discussed and therefore is the first motivation of this study. The second motivation arises from the controversy around analytical approaches to characterize and differentiate arguments and explanations. Thus, the aim of this work was to investigate: \"how biology teachers construct and defend scientific explanations during a teacher training workshop about ecology teaching\". The first step was to develop a teaching sequence addressing ecological issues. The participants were biology teachers from public high schools in the State of São Paulo, Brazil, divided in two groups (group one - 70 teachers; group two - 30 teachers). Each group was videotaped and audio-recorded while solving the teaching sequence during a 2-h teacher training workshop. The audio-recordings were fully transcribed to capture all the teachers\' oral contributions. The data analysis was undertaken in three stages: i) divide the transcripts in episodes, ii) identify the teachers\' discursive practices, and iii) categorize argumentative or explanatory moves involving these practices. The analysis of explanations and argumentations as processes (rather than products) helped to clarify some differences and similarities between these practices and understand which aspects may influence their use in the classroom. At the same time, working with teachers (rather than students) helped to think about some difficulties of these professionals with science education. Appropriate and sufficient explanations and argumentations were not constructed spontaneously by teachers, and the support provided by mediators of the teaching sequence was important to enhance the quality of the participants\' discourse. At the beginning there were difficulties in constructing explanations in the form of deductions or scientifically testable hypotheses, and at the end of activity, there were minor difficulties in defending arguments supported by scientific data. Thus, the development of more complex explanations and consequently a better understanding of the ecological phenomenon addressed probably favored the teachers\' argumentation. The results indicate that studies of classroom discourse focused on teachers\' practices and expansion of analytical approaches represent relevant initiatives for research in science education and need to be promoted.
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Vitos, Michalis. "Making local knowledge matter : exploring the appropriateness of pictorial decision trees as interaction style for non-literate communities to capture their traditional ecological knowledge." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10048215/.
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Sustainable natural resource management is one of the fundamental development challenges humanity faces today. The scale of the issues involved and the inadequacy of existing paradigms mean that there is an urgent need for innovative and appropriate solutions to enable scientifically-informed sustainable resource management of key environments. Local and indigenous communities often possess unique Traditional Ecological Knowledge (TEK) about their natural resources, which despite being increasingly recognised as critical for sustaining and protecting the environment, it is difficult to capture in a digital format, in particular given the environment in which many communities live and their lack of technical knowledge. Yet, their knowledge is required in digital form to reach a wide audience and particularly those stakeholders who need to base their decisions on the knowledge provided. This thesis draws knowledge from Human-Computer Interaction (HCI), HCI for Development (HCI4D), Software Engineering, Information and Communications Technologies for Development (ICT4D), Participatory Geographic Information Systems (PGIS) and Citizen Science to develop and evaluate methods and Information and Communications Technology (ICT) tools to enable communities to capture and share their local environmental conditions, information that can in turn lead to improvements in environmental governance and social-environmental justice. One core challenge in this endeavour is to enable lay users, especially those with limited technical skills or no prior exposure to technology and no (or basic) literacy or no formal education, to use smartphones to capture their TEK and share data with relevant stakeholders. To achieve that, this thesis explores whether pictorial decision trees are appropriate as an interaction mode for non-literate participants to capture geographical data. In the context of three case studies, taking place in Republic of the Congo and focusing on enabling local communities to participate in socio-environmental monitoring schemes regarding their forest, this thesis explores the opportunities and challenges in collaboratively developing software to realise this vision. The research findings and the methodological framework provide an approach and guidelines for the development and evaluation of ICT solutions in similar, challenging vii environments. The most significant finding of the thesis is that while pictographs are easily understood by participants, when employed in pictorial decision trees they proved to be challenging for them due to the categorisation and hierarchical structure of decision trees. Alternatively, interaction modes that employ audio or physical interfaces can alleviate these issues and assist participants to collect geographical data. This thesis also demonstrates how a participatory and iterative design approach led to the conception and evaluation of interaction modes that increase participants’ accuracy from 75% towards 95% and improve participants’ satisfaction, which could in turn increase the sustainability of the project. Finally, a number of methodological approaches were evaluated and amended in order to design and evaluate ICT solutions with non-literate, forest communities.
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Goulart, Amari. "Um estudo sobre a abordagem dos conteúdos estatísticos em cursos de Licenciatura em Matemática: uma proposta sob a ótica da ecologia do didático." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/11032.
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The purpose of this study was to identify the relationships operating between the teaching of Statistics to Basic Education students (up to the 12th grade) and the teaching of Statistics at Teaching Degree programs in Mathematics relationships that might enhance the professional education of Brazilian teachers towards the development of Statistical Literacy among their future students. The Anthropological Theory of the Didactic, in its ecological perspective, was the theoretical framework adopted, from which two ecosystems were hypothesized: those of Mathematics teaching in Basic Education and in Teaching Degree programs in Mathematics. To examine whether these ecosystems are currently promoting the development of Statistical Literacy, the following documents were analyzed: the National Curriculum Parameters (PCN) for 6th-9th Grades (Mathematics), the PCN for 10th-12th Grades (Natural Sciences, Mathematics, and their Technologies), the PCN+ (Natural Sciences, Mathematics, and their Technologies), the Curriculum Guidelines for 10th-12th Grades (Natural Sciences, Mathematics, and their Technologies), the National Curriculum Guidelines for Mathematics Programs Teaching and Non-Teaching Degrees (DCN-BL), and the National Curriculum Guidelines for Higher-Education Training of Teachers for 1st-12th Grades Full Teaching Degree (DCN-FP). The following national exams were also evaluated: SAEB, Prova Brasil, ENEM, and ENADE. The analysis also included two textbook series (one for 6th-9th grades and the other for 10th-12th grades) approved by the National Textbook Program for Basic School (PNLD). The analyses of these documents and materials revealed that neither ecosystem currently promotes the development of Statistical Literacy. Between the teaching of Statistics to Basic Education students and the teaching of Statistics at Teaching Degree programs in Mathematics, no relationships were found to operate which might enhance the professional education of teachers towards the development of Statistical Literacy among their future students
Esta pesquisa teve por objetivo determinar as relações que podemos estabelecer entre o ensino de Estatística na Educação Básica e o Ensino de Estatística nos cursos de Licenciatura em Matemática, visando potencializar a formação de professores para o Letramento Estatístico. Utilizando como base teórica a Teoria Antropológica do Didático (TAD) e sua perspectiva Ecológica, formulamos, por hipótese, dois ecossistemas: o ecossistema do Ensino de Matemática na Educação Básica e o ecossistema do curso de Licenciatura em Matemática. Para verificar se esses ecossistemas potencializam o desenvolvimento do Letramento Estatístico, foram analisados os seguintes documentos: os PCN de terceiro e quarto ciclos do Ensino Fundamental (Matemática), os PCN do Ensino Médio (Ciências da Natureza, Matemática e suas Tecnologias), os PCN+ (Ciências da Natureza, Matemática e suas Tecnologias), as Orientações Curriculares para o Ensino Médio (Ciências da Natureza, Matemática e suas Tecnologias), as Diretrizes Curriculares Nacionais para os Cursos de Matemática, Bacharelado e Licenciatura (DCN-BL) e as Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em Nível Superior, Curso de Licenciatura, de graduação plena (DCN-FP), bem como os seguintes exames de larga escala: SAEB, Prova Brasil, ENEM e ENADE e também duas coleções de livros didáticos aprovadas pelo PNLD e destinadas à Educação Básica. A partir das análises dos documentos, concluímos que nenhum desses ecossistemas potencializa o desenvolvimento do Letramento Estatístico. Não foram encontradas relações que possam ser estabelecidas entre o ensino de Estatística na Educação Básica e o Ensino de Estatística nos cursos de Licenciatura em Matemática visando aprimorar a formação de professores para o Letramento Estatístico
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Oliveira, Julie Maryse de. "Ecoturismo e Estratégias de Comunicação – Interacções em Contexto de Experiência Pedagógica. . O Caso de El Remanso Lodge, Costa Rica." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2013. http://hdl.handle.net/10362/11368.
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Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do
grau de Mestre em Ecologia Humana, e Problemas Sociais ContemporâneosO ecoturismo pode ser definido sucintamente como um tipo de turismo que reúne, simultaneamente, as seguintes características: 1) natureza; 2) aprendizagem; 3) sustentabilidade. Pela sua dimensão pedagógica, o ecoturismo representa o potencial de constituir uma ferramenta para a consciencialização ecológica dos ecoturistas, contribuindo para a diminuição de factores de pressão sobre os ecossistemas ao promover a adopção de valores e comportamentos mais sustentáveis. Inserindo-se na área científica da Ecologia Humana, este estudo articulou conceitos provenientes da sociologia, do turismo e da comunicação, estabelecendo uma interdependência entre o tipo de impactos da experiência pedagógica no ecoturismo e o estabelecimento de certas dinâmicas, intencionalidades e processos comunicativos. O estudo inclui uma componente teóricobibliográfica, que pretende fazer uma verificação do «Estado da Arte», e uma investigação empírica realizada em El Remanso Rainforest Wildlife Lodge, um empreendimento ecoturístico localizado na Costa Rica. Recorremos a métodos tanto quantitativos como qualitativos para confrontar os processos de comunicação habitualmente estabelecidos no contexto da experiência pedagógica com as percepções e efectivos impactos da mesma. Para a operacionalização do ecoturismo enquanto ferramenta de empowerment dos cidadãos num contexto em que urge a acção colectiva no sentido da criação ou reafirmação de uma literacia ecológica, e correspondente adopção de valores e comportamentos sustentáveis, defendemos que o estabelecimento de dinâmicas próprias dos públicos, em que o ecoturista assume um papel de interlocutor, e uma intencionalidade comunicativa predominantemente normativa são estratégias de comunicação condutoras eficazes tendo em vista o impacto pretendido.
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Stankewich, Shawn. "An ecological pilgrimage: fostering ecological literacy in the Lake Winnipeg watershed." 2014. http://hdl.handle.net/1993/23161.
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This practicum investigates the application of ecological literacy theory to the practice of landscape architecture. Ecological literacy can be defined as the ability to comprehend the complex relationships of one’s surrounding environment and live life with greater environmental sensitivity. The Lake Winnipeg watershed is home to over 5 million people, and draws its water from four Canadian provinces and four American states. With the anthropogenic manipulation of the landscape, native watershed functions like water retention and filtration have been compromised. Each year, increasing amounts of phosphorus enter the lake from agricultural and urban fertilisers and effluents. This nutrient loading creates algal blooms toxic to humans and other species that rely on the lake for survival. The proposed programmatic framework and design interventions are intended to address these impacts by fostering watershed sustainability and ecological literacy, while engaging citizens in the processes associated with increasing local ecological integrity.
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Chu, Pei-Chen, and 朱珮禎. "An Action Research on Marine Ecological Conservation Curriculum for Promoting Students' Ecological Conservation Literacy at the Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/37372412776164712244.
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碩士國立臺灣海洋大學
教育研究所
103
In this study, research four students in the third grade of teach school, using a three-stage learning cycle teaching model development “Marine Ecological Protection Course”, and for a period of about two months, a total of ten sections of teaching. During the study through a single, student interviews, teaching reflection notes, Coordinating teacher observations, expert seminars and other study ways to collect relevant information in order to investigate the case of student growth in literacy conservation of marine ecosystems. The results are shown below: First, the Learning Cycle teaching model used for “marine ecological conservation” program is designed: 1. Using multiple mediums can create students’ cognitive imbalance and stimulate students’ interests about exploring marine. 2. In the Term Introduction, the marine terms combine with students’ life experiences will be easy to reach learning outcomes. 3. In Concept Application, the dilemma questions between development and conservation can strengthen students’ marine concepts. Second, the implementation of the “marine ecological conservation programs” can enhance students’ literacy of marine ecological conservation: 1. The implementation of the “marine ecological conservation programs” can promote students’ knowledge of marine ecological conservation. 2. The implementation of the “marine ecological conservation programs” can promote students’ attitude of marine ecological conservation. 3. The implementation of the “marine ecological conservation programs” can improve students’ behavior of marine ecological conservation. The results of this study will provide a reference for the program developers, researchers, teachers and the related units of marine ecological conservation. Keyword: marine education, marine ecological conservation, learning cycle, action research
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"Collegiate ecological literacy requirements: A case study of Western State College of Colorado." PRESCOTT COLLEGE, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1456726.
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Chen, Hsin-Hsi, and 陳欣希. "Effect of home literacy experience on toddlers’expressive vocabulary skill-- Application of Ecological model." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/20916476971469085990.
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博士國立臺灣師範大學
人類發展與家庭學系
99
Based on Bronfenbrenner’s ecological model and his process-person-context-time model, this research aimed to investigate home literacy experiences and their effects on expressive vocabulary skills in two-year-old toddlers. The two-year-old toddlers and their families who participated in this research were recruited by convenience sampling. The two-year-old toddlers’home literacy experience questionnaire edited by the author was used to investigate toddlers’home literacy experiences including toddler-mother interaction, toddler-father interaction, and the toddlers’self-exploration activities. The Mandarin-Chinese Communication Development Inventory (Taiwan) (Liu & Tsou, 2010) was used to assess toddlers’expressive vocabulary skills. This research included two studies. Study 1 investigated the relationship between 207 two year-old toddlers’home literacy experience, their expressive vocabulary skill, their parents’education level, their siblings and their gender. Study 2 was a follow-up study of study 1. It aimed to find the change of toddlers’home literacy experience and their vocabulary skill after 3 months. It also investigated the effect of home literacy experience, parent’s education level, their siblings and their gender on their expressive vocabulary skill in two differenttimes. Subjects in study 2 were the 66 toddlers among the 207 toddlers in study 1 and their age was between 2;0 to 2;2. The research methods used to do the quantitative analysis included stepwise regression, ANOVA, and chi-square with SPSS17.0. The major findings are in the following: 1.results of questionnaire The validity and reliability of the proximal process of the questionnaireedited by the author were acceptable. According to the evaluation of validity from experts for two times, validity of the questionnaire edited by the author is good in terms of relevance of questionsand readability. The Cronbach’s alpha for the literacy activities in the questionnaire was betweeb .82 and .92, and the Cronbach’s alpha for the whole questionnaire was .918, which indicated that the intra-reliability for secions of the questionnaire and the whole questionnaire was good. 2. Results of Study 1 (1) Toddlers in Taiwan had the home literacy experience by interacting with familymembers and by exploringthemselves. (2) The toddlers had similar literacy experience when interacting with their mothers or fathers. (3) The toddlers were highly involved in the home literacy activity, but did not do it regularly. (4)The home literacy activities relevant to the toddlers’expressive vocabulary skill included pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers, toddlers’self pretend play, and book reading by toddlers themselves. (5) The factors that influence toddlers’literacy experience were variable. (6) The literacy activities influence toddlers’expressive vocabulary under different conditions include pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers’self pretend play, and book readingby toddlers themselves. 3. Results of Study 2 (1)As the growth of toddlers, the number of toddlers who had the following literacy activities was raised. The literacy activities were pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers and toddlers’self pretend play, and book reading by toddlers themselves. (2) The toddlers’expressive vocabulary skill was not affected significantlyby the following literacy activities: pretend play between toddlers and mothers, joint anecdote between toddlers and mothers, story-telling between toddlers and fathers, toddlers watching TV with fathers, toddlers’self pretend play and book reading by toddlers themselves. The results of the researchcan be reference for relevant issues and developing activities to promote toddlers’language development
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"Staff training: Using challenge course initiatives to develop ecological literacy through a sense of place." PRESCOTT COLLEGE, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1462080.
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Hruby, George G. "The socionaturalist narrative : an approach to the bio-ecological dynamics of reading and literacy development." 2002. http://purl.galileo.usg.edu/uga%5Fetd/hruby%5Fgeorge%5Fg%5F200208%5Fphd.
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Manning, Ashley Elizabeth. "Promoting healthy food choices in early childhood : an ecological approach." 2013. http://hdl.handle.net/10170/536.
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Objective: Assess the effectiveness of an ecological approach to promote healthy food choices in early childhood education through an educational workshop series.
Design: Utilizing play-based learning, the workshops emphasized an ecological approach to health and food choice by letting children explore and experience healthy foods through various play-based and experiential activities. Data were collected and analyzed using grounded theory of semi-structured interviews with children, parents, and early childhood educators (ECEs), thematic analysis of children’s drawings, and quantitative food preference and food categorization surveys conducted with the children.
Setting: The work was undertaken in three YMCA child care centres located in the Greater Toronto Area: Newcastle, Unionville, and inner-city Toronto.
Participants: Participants comprised of 19 children, 5 parents, and 9 ECEs.
Conclusions: The ecological approach to the promotion of healthy food choices in early childhood education was demonstrated to be an effective health promotion strategy for children aged 3 to 5.
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Henderson, Matthew. "Bridging the ecological knowledge and knowledge-action gaps: a utopian vision for education in Manitoba." 2016. http://hdl.handle.net/1993/31700.
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This thesis seeks to advance a curriculum which provides learners with educative experiences required to promote an ecological literacy. This particular type of literacy enables individuals and communities to understand their connectedness to all systems, to appreciate the finite carrying capacity of the planet, to predict consequences of human activity, and to ultimately create sustainable communities through action, or praxis. The proposed curriculum is a vision of public education in Manitoba, borrowing examples of experiences throughout the world which are then adapted to meet the ecological, social, and political realities of this province. It is a utopian-inspired curriculum as it seeks to shed current restraints imposed by contemporary educational practices in Manitoba. By removing certain constraints, this philosophical inquiry can then be used to provoke a dialogue as to how we might transform learners into agents of social and ecological change.October 2016
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Wilson, Jennifer. "Social Support Networks for Literacy Engagement among Culturally Diverse Urban Adolescents." Thesis, 2012. http://hdl.handle.net/1807/34964.
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This thesis explores the influences of social networks and social support on the literacy engagement of 7 high school students from a multicultural, multilingual, and economically disadvantaged urban neighborhood in a large, diverse North American city. Specifically, this study describes (1) students’ social networks and social literacy interactions; (2) the types of social support the network relationships provide for participants’ literacy; and (3) the ways in which this socioliterate support might affect participants’ literacy engagement. Guided by Ecological Systems Theory (Bronfenbrenner, 1979, 1992/2005), at three times during an 18-month period the 7 participants completed social network maps and interviews, checklists about their reading and writing choices, and retrospective interviews about their reading and writing practices on self-selected texts. These data were analyzed on the basis of Tardy’s (1985) typology of social support and the tripartite model of engagement proposed by Fredricks, Blumenfeld, and Paris (2004), then individual case reports were created for each participant. For cross-case analysis (Stake, 2006), the individual reports were compared across similar, predetermined themes. Two primary conclusions are supported by the data and analysis: These adolescents received varying amounts and types of socioliterate support from certain members of their social networks, particularly teachers and family members, and this support positively influenced their literacy engagement when they were facing difficult or uninteresting tasks. The study provides an understanding of the relationship between social support, motivation, and engagement in single literacy events, including proposed relationships between these three concepts, as well as perspectives on the role of technology in adolescent social network formation and on the sources from whom adolescents seek literacy-based social support. The study describes pedagogical spaces that can provide and activate such literacy support and suggests topics for future research relating to adolescent literacy, socioliterate networks and support, and literacy engagement.
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Mitchell, Debra Bailey. "A philosophical analysis of David Orr's theory of ecological literacy biophilia, ecojustice and moral education in middle school learning communities /." 2009. http://purl.galileo.usg.edu/uga%5Fetd/mitchell%5Fdebra%5Fb%5F200905%5Fma.
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Bellows, Riecken Kai H. "Reading Into physical activity: exploring relationships between health literacy and physical activity in the community : Study 1: Health literacy, physical activity & the theory of planned behaviour ; Study 2: Creating an active community using collaborative action research methods." Thesis, 2012. http://hdl.handle.net/1828/3957.
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The focus of this research relates to physical activity (PA) among populations at risk for inactivity. Two studies were completed. Study 1 was an exploratory study examining the relationship between health literacy (HL) and PA as they relate to the Theory of Planned Behaviour (TPB) constructs. Study 2 was an action research-based project in partnership with the staff and students of an alternative school.
In Study 1 participants (N=65) completed measurements including the REALM to assess HL, and accelerometers to establish PA levels. The results of this study showed that even after controlling for covariates HL and PA are significantly linked (r = 0.37, p < 0.01), however, the TPB constructs were not found to mediate this relationship. However, Perceived Behavioural Control (r = 0.29, p < 0.05) and Intention to Exercise (r = 0.29, p < 0.05) were significantly linked to HL. Of particular interest, Difficulty Reading was cited as a significant barrier to PA for those with lower levels of HL (r = 0.37, p < 0.01). Finally, HL was found to be a significant moderator of the Education-PA relationship.
Study 2 contained two components. First, focus groups with community partner organization (CPO) members to establish issues of relevance to them related to PA, to gather suggestions for incorporating PA into CPO programs, to gain an understanding of the barriers experienced by the community members, and to receive input regarding their current feelings and knowledge surrounding PA. Second, a process evaluation was conducted with administration to gauge how the CPO had progressed over the first academic year, using the TRACE process evaluation tool.
The findings from the focus groups were organized by socio ecological level into PA facilitators and inhibitors, and were used to plan a new PA program for the school year. A repeated measures survey and process evaluation tool were used to assess these program objectives for the initial year. Perceived HL scores increased from baseline (M = 20.71,SD = 4.29) to follow-up (M = 22.58, SD = 5.15 ); t(-2.44), p < 0.05, as did perceived understanding of the importance of PA from September (M = 4.46 , SD = 1.60) to June (M = 5.54 , SD = 1.67);
t(-3.06), p < 0.01. There was an increase in total minutes of MVPA among students as well, although this trend merely approached significance, from September (M = 526.60, SD = 557.63)
to June (M=817.0, SD = 674.69), t(-1.97), p = 0.06. The evaluation tool revealed that the community was “Half Way There”, and identified areas where improvements could be made.
These findings are relevant to creating equitable and comprehensive promotion and education of physical activity in the future and to understanding the mechanisms involved in PA disparities. These findings also support the need for health promoters and researchers to work with communities known to be at risk for low HL, and using action research methods to create locally relevant program development and research.Graduate
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Lin, Zih-Yun, and 林子筠. "Study on Visitors’ Perceptions of the Environmental Education Values and Environmental Literacy in Mt. Huangzui Ecological Protected Area of Yangmingshan National Park." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/w8fnt9.
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碩士國立臺灣大學
森林環境暨資源學研究所
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The Mt. Huangzui Ecological Protected Area, located in Yangmingshan National Park, is characterized by its rich natural resources, distinct geological phenomena, and high scenic values. Therefore, this Area has long been regarded valuable for geological and landscape researches and environmental education. Since the implementation of the Environmental Education Act, public needs for environmental education have been steadily growing. To promote the environmental education values of the Area and the environmentally educational programs organized in the Area, it is important for the Area administration to maintain positive communication with visitors and properly receive and react to their opinions and needs. The objectives of this study are to: a) survey visitors’ environmental literacy and their perceptions of the environmental education values of the Mt. Huangzui Ecological Protected Area; b) survey the visitor’s willingness to pay for the Area; and c) determine the correlations among the above dimensions. To perform the aforementioned surveys, a quantitative questionnaire was designed to investigate visitors’ background information, environmental attitudes, environmental behaviors, environmental knowledge and perception of the environmental education values regarding the Mt. Huangzui Ecological Protected Area. Moreover, the New Ecological Paradigm scale and Hungerford’s five environmental behavior were adopted to evaluate the environmental attitudes and environmental behaviors of visitors. Both paper-based and online questionnaire surveys were conducted between August 6th and October 17th, 2016, and a total of 169 valid responses were collected. Subsequently, Chi-square tests, one-way ANOVA, Pearson correlation and stepwise multiple regression analyses were performed to justify the hypotheses proposed. According to the results, conclusions are drawn as follows: (1) Most visitors perceive high environmental education values of the Mt. Huangzui Ecological Protected Area. Considering that environmental educational programs organized in the reserve can address their personal needs, most visitors are willing to participate such programs. (2) People who received higher education (e.g., researchers and scientists) as well as people who have needs for accreditation of environmental education have high environmental literacy and are highly likely to pay for the admission. (3) A significantly positive correlation exists between visitors’ perception of the environmental education values and willingness to pay. Moreover, a similar correlation was identified between visitors’ perception of the role function of the Area administration and the price of the admission fee. In addition, suggestions are provided to assist Yangmingshan National Park administration in enhancing the efficacy of its environmental education: additional information and education boards could be erected in the Mt. Huangzui Ecological Protected Area; visitors could be organized to watch educational videos before entering the Area; when visiting the Area, visitors should be guided by trained volunteers. Lastly, visitors are allowed to voluntarily decide to pay the admission fee.
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Tsai, Wen-ling, and 蔡文玲. "Study on The Visitors’Environment Literacy of Water Resources Environmental Education Facilities and Venues - A Case Study of Yilan Shengou Water Resources Ecological Park." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dhnkza.
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David, Ann Dubay. "The literacy ecology of a middle school classroom : teaching and writing amid influence and tension." 2013. http://hdl.handle.net/2152/21592.
Full textAbstract:
This embedded case study of an eighth-grade English language arts reading classroom employed an ecological perspective based on Ecological Systems Theory (EST) to examine the ways in which a myriad influences, often conflicting and originating in a variety of settings external to the classroom, intersected in that classroom. The findings from this research point toward the reality of literacy classrooms buffeted by conflicting Discourses around writing that originate in official school structures, as well as the difficulty students and teachers have navigating the tensions created by those conflicts. The focal teacher for this study, a master teacher, navigated these conflicting discourses by being thoughtfully adaptive and balancing policy mandates with her own knowledge of and beliefs about literacy instruction, though she often made instructional decisions at odds with her knowledge and beliefs because she feared lack of compliance with administrative or district mandates risked her job. In this contested atmosphere, the teacher supported students in navigating the myriad literacy practices within the classroom, and the literacy practices from their lives outside of school, using writer's notebooks. These notebooks served as boundary objects because they incorporated a variety of influences and Discourses in a single tool. Even in creating a robust literacy ecology in her classroom through the use of writer's notebooks, thoughtfully adapting to the myriad policy mandates, and having departmental and professional support for her work, she left the school at the end of the year because she could not be the type of teacher she wanted to be in that school. The broader implication of her decision, and the research more generally, is that classrooms are not isolated from the settings within which they are embedded, and those settings often influence the classroom in ways that conflict and create tensions. Teachers and students, then, must make decisions about how to navigate those tensions, often at odds with their knowledge or beliefs. These conflicts and tensions within a classroom can be reduced, or mitigated through communicating, building trust, working toward consensus, and avoiding exercises of power.text