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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Environmental education Study and teaching (Secondary) Victoria"

Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.

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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.

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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.

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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.

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Cutter-Mackenzie, Amy, Barbara Clarke, and Phil Smith. "A Discussion Paper: The Development of Professional Teacher Standards in Environmental Education." Australian Journal of Environmental Education 24 (2008): 3–10. http://dx.doi.org/10.1017/s0814062600000537.

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AbstractProfessional teaching associations in Australia and abroad have been developing teacher and/or teaching standards and associated professional learning and assessment models in the key discipline areas since the 1990s. In Australia, a specific intent of this approach is to capture and recognise the depth and range of accomplished educators' teaching. Despite the increasing work in this area, there has been a dearth of discussion about teacher standards in environmental education and no previous attempt to research and/or develop professional teacher standards for environmental education in Australia. This paper discusses the history of teacher standards in Australia, and considers the implications for the development of teacher standards in environmental education. In doing so, we present a research-practice model that is currently being piloted in Victoria for developing accomplished professional teacher standards and learning in environmental education with and for accomplished Australian primary and secondary teachers.

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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.

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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.

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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.

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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.

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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.

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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.

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Manyasi, Beatrice Namusonge. "DEVELOPING COGNITION OF ENVIRONMENTAL SUSTAINABILITY THROUGH EDUCATION." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 88–100. http://dx.doi.org/10.31686/ijier.vol5.iss7.726.

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Environmental sustainability focuses on protecting environmental resources such as water, land, forests and biodiversity, among others. The relationship between human beings and nature is essential. Human beings need a healthy productive life without undermining the environmental needs of present and future generations. Social communities ought to develop their economy making intellectual decisions pertaining to the management of their natural resources so as not to compromise the needs of future generations. The study sought to establish the effectiveness of the approach used in teaching environmental education in secondary schools in Kenya by investigating the cognition of first year university students about environmental concerns and their effects. Qualitative research methodology was used. The techniques used to generate data were interviews and audio-recording. Findings revealed that respondents lacked cognition about how human beings negatively affect the environment and the challenges experienced by them as a result of the negative effects. The approach used in teaching environmental education in secondary schools in Kenya is not effective. It goes against the principle of using the preventive approach to protect the environment through education. It is essential to develop appropriate policies and reform the curriculum in basic education to enable learners to move from nature appreciation and awareness to education for an ecologically sustainable future. Environmental Education can be used as a context of integration for learning with other subjects including English Language Teaching.

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Muthersbaugh, Debbie, and Anne Kern. "Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability Lessons." Journal of Teacher Education for Sustainability 14, no. 1 (January 1, 2012): 67–79. http://dx.doi.org/10.2478/v10099-012-0006-8.

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Pre-Service Teachers' Use of Images in Integrating Environmental Sustainability LessonsEnvironmental sustainability is a topic widely discussed in the field of science education, yet, few entities have committed to developing environmental sustainability education standards. The Washington State Department of Education has created K-12 Integrated Environmental and Sustainability Learning Standards (IESLS, 2009), which align with current research and practices in environmental and sustainability education. This study focuses on the perceptions of secondary pre-service teachers about the use of images to teach environmental sustainability topics integrated in their content area. The research explores the question what secondary pre-service teachers' perceptions of sustainability and using images to teach environmental sustainability topics in their content area are. The participants were comprised of secondary pre-service teachers enrolled in an instructional methodology course from a small university in the Pacific Northwestern United States. Teaching environmental sustainability and integrating lessons using images had a noticeable impact on pre-service teachers' perceived future teaching practices. Participants also changed beliefs over the course of the study about using images to teach environmental sustainability topics.

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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.

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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.

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Дисертації з теми "Environmental education Study and teaching (Secondary) Victoria"

Ficke, David Russell. "Environmental education and high school backpacking." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2657.

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The call of the wilderness resonates in all of our hearts, with the desire to get in touch with nature and experience wilderness at some level. This project gives the high school teacher the practical resources necessary to share the passion of being in the wilderness with high school students.

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Lam, Wai-nam, and 林蔚南. "Environmental education in the secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367370.

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In Hong Kong, environmental education is not regarded as a compulsory learning subject in secondary schools and it is also not assessed as an independent subject in any public examination. As there is no specific and formal role for environmental education in secondary schools, educators tend to make use of various subjects such as Geography, Social Studies, Physics, Chemistry and Liberal Studies etc. to deliver contents, themes and issues related to environmental education. Also, in some secondary schools, the organization of some extra-curricular activities through Geography Society and Environmental Education Clubs etc. supplement the work of subject departments in delivering environmental education. Beside these efforts other schools may have other inputs for environmental education, however, from a macro perspective, is such context of environmental education delivery represents a holistic and high-quality environmental education delivery in secondary schools of Hong Kong? Because of the lack of formal position of environmental education in the education system, schools have great autonomy to decide on the ways in delivering environmental education. It is therefore worthwhile to understand in reality, how secondary schools in Hong Kong carry out environmental education in their own ways? Schools may have different practices of environmental education in their own context, but are there any similarities of their practices? The attempt to generalize several patterns of the selected school in practicing environmental education would be helpful to provide an angle for understanding environmental education in a more structural and holistic way. More importantly, it is significant to understand to what extent are the current practices of the examined schools effective in delivering environmental education. After the evaluation of school’s effectiveness in environmental education, it is certainly a good news if any examined school is performing well and they should continue to strive for improvement, otherwise, for schools that are weaker in environmental education, educators should reflect upon and rethink more how can they do better in environmental education for cultivating more environmentally-literate citizens of Hong Kong in future.
published_or_final_version
Education
Master
Master of Education

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Huang, Ruen-Ting. "A program for teaching environmental issues in Taiwanese junior high schools." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2668.

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This project is designed for junior high school teachers who wish to initiate environmental issues-based education in Taiwan. It addresses the current education at junior high schools and important environmental issues in Taiwan, presenting instructional strategies for teaching controversial environmental issues. The appendix of the project is an original design for a systematic environmental issues curriculum, including student-centered and teacher-centered activities that could be integrated into curricula on related subjects. Lessons include the environmental awareness, ethics, skills for analyzing issues, research skills, debate practice, negotiation practice, and projects.

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Leung, Pik-sai Tracy, and 梁碧茜. "Using environmental teaching kits in teaching secondary 1-3 geography syllabus in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30218470.

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Kane, Thomas Eugene. "Transforming the Soul of Education: Sustainability at the Center of Teaching and Learning in Secondary Schools." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/270.

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Humanity is facing problems on a scale never before encountered. This dissertation traces the roots of modern culture's destructive relationship to the planet with its habits of over-consumption and exceeding the limits of the planet's ecological systems. Educational institutions are embedded in and replicate an unsustainable culture. As educational leaders, we need to challenge a system that is morally and ecologically bankrupt while providing a path toward sustainability at the center of teaching and learning. Using a narrative scholarship approach and theoretical frameworks drawn from ecological thinking and place-based learning, this dissertation provides models for transforming secondary education. While critiquing the current model of high school, this dissertation argues that education for sustainability needs to be not only about curriculum change, but a change in the way we think about schooling, the buildings in which we educate, the food we provide and the relationships between schools and the communities in which they exist. It directly addresses social studies curriculum and offers a way of examining career pathways through the lens of education for sustainability.

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Brummell, Stefanie Rose. "A nonformal education program on marine environmental issues for high school students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3212.

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These nonformal environmental education programs focus on ocean issues for high school science students. There are four programs: "Earth Science and Plastics in the Pacific," "Biology and Marine Fisheries," "Chemistry and Global Climate Change," and "Physics and Tsunami." The presentation portion of each program is intended to be given by a nonformal educator to science students visiting a site, such as a museum or an aquarium.

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Yeung, Pui-ming Stephen, and 楊沛銘. "Geography teaching and environmental consciousness among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31212025.

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Mok, Yu-fung, and 莫如鳳. "Environmental education through secondary informal curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961290.

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Ellis, Lawrence E. "Developing and implementing an environmental education course at a local high school." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/734.

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Klein, Charmain Phillida. "Participatory programme development at an environmental education centre through action research involving secondary school teachers." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003573.

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This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.

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Книги з теми "Environmental education Study and teaching (Secondary) Victoria"

Minnesota. Dept. of Natural Resources. Office of Planning and Research. E.E.C. 2000: A study of environmental education centers. [St. Paul]: The Dept., 1992.

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Lapinsky, Andrew H. Environmental science. Menlo Park, Calif: Scott Foresman-Addison Wesley, 2003.

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Environmental education in a high school biology class: Knowing and appreciating nature. Hauppauge, NY: Nova Science Publisher's, Inc., 2013.

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Manjengwa, J. M. A preliminary survey of environmental awareness in some secondary school pupils in Zimbabwe. Harare, Zimbabwe: Institute of Environmental Studies, University of Zimbabwe, 1997.

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Education, Ontario Ministry of. Science: Intermediate and senior divisions, 1988 - part 7 : environmental science, grades 10 to 12, general level. S.l: s.n, 1988.

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Education, Ontario Ministry of. Science: Intermediate and senior divisions, 1988 - part 8 : environmental science, grades 10 and 12, advanced level. S.l: s.n, 1988.

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Charles, Cheryl L. Project WILD: Secondary activity guide. Boulder, Colo: Project WILD, 1986.

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Environmental education: Teaching our children to preserve the future : field hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Laurel, MD, April 22, 2008. Washington: U.S. G.P.O., 2008.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Early Childhood, Elementary, and Secondary Education. Environmental education: Teaching our children to preserve the future : field hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, second session, hearing held in Laurel, MD, April 22, 2008. Washington: U.S. G.P.O., 2008.

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Mussell, Dave. Climate change awareness and action education kit. Drayton Valley, Alta: Pembina Institute for Appropriate Development, 1997.

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Частини книг з теми "Environmental education Study and teaching (Secondary) Victoria"

Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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Namboodhiri, Sobha D., and Raghavendra G. Rao. "Teaching Climate Change at Primary and Secondary Levels for Sustainable Development." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 241–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7512-3.ch012.

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The young minds are provided with climate change and sustainable development education through various means. Environmental education is being taught at the primary level in Central Board of Secondary Education Schools while it is being taught at secondary level in the Social Science and Science Subject in C.B.S.E. Schools of India with various tools and methods. In the present study, the authors have incorporated some methods which help in teaching about climate change at primary and secondary levels. The study shows how the adopted methods are effective in disseminating knowledge about climate change. The investigator decided to adopt the survey method of research to know the method of teaching being adopted for teaching of climate change in environmental science at primary level and in science or social science, eco club at secondary level. Findings were that students should be taught in the school curriculum itself about climate change and its effects. The teaching strategies should be adopted based on the level of the child, his level of cognitive ability, accessibility, and ease of use.

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Ponkratov, Vadim Vitalievich, Andrey Sergeevich Pozdnyaev, Tatiana Alekseevna Bloshenko, and Alena Fedorovna Kireyeva. "Practice-Oriented Approach to the Study of Economics to Students of Engineer-Geological Specialties." In Advances in Higher Education and Professional Development, 222–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch020.

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Practice-oriented models are essential when teaching economics to engineering students. This chapter will discuss how to set and solve the applied scientific task of processing technogenic mineral reserves. Tools will be offered relating to engineering geological, economic, and mathematical sciences, as well as to form a group of students with various specialties. Experiments will aim to find solutions to these tasks with a generalized gradient method. This chapter will use evolutionary algorithms to calculate ad valorem MET rates. Technogenic raw materials are of economic interest to extract valuable components and produce finished goods. Often, the content of valuable components in technogenic deposits (TD) exceeds the content in natural fields. While secondary mineral resources harm the ecosystem, it is impossible to prevent environmental risks due to the lack of subsoil use. Differentiated rates will be selected based on maximum MET capacity on all valuable components extracted from deposits provided that each deposit is considered an investment project for the stated problem.

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Milaras, Milton, and Tracey McKay. "Action Research Driving a Scaffolded Soil Science Curriculum." In Cross-Disciplinary Approaches to Action Research and Action Learning, 193–214. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2642-1.ch011.

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A case study of a Soil Science teaching intervention for second year university students is presented here. The purpose was to address post-first year student underpreparedness for higher education. The curriculum was redesigned to iteratively develop students' academic writing skills: with particular regard to environmental report writing, whilst imparting Soil Science content. To this end, students had to integrate practical and theoretical learnings into a soil erosion modelling report. ‘Micro action research dialogues' were used to drive the development and delivery of this scaffolded curriculum. Both the process of curriculum development, and the curriculum itself, are detailed here. Recommendations were arrived at by the means of action research reflection: primarily, academics should engage formally with education as a discipline if curricula are to be successfully redesigned. Secondary recommendations are: a deep approach to learning requires a less dense curriculum; tutors need to be more formally capacitated; and administrative hurdles should not be underestimated.

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Тези доповідей конференцій з теми "Environmental education Study and teaching (Secondary) Victoria"

Tuğbagül Altan, Nigar, and Oğuzkaan Sarıkaya. "COVID- 19 PANDEMIC STATE: TEACHING CHILDREN COLORS WITH MOBILE APPLICATION BASED ON AUGMENTED REALITY." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002422.

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The spread of, COVID- 19 from Wuhan, China in December 2019 enforced Draconian measures in form of social barriers to control the COVID- 19 pandemic. Many governments replaced face-to-face education in schools with remote education through the internet. Efficient and effective teaching techniques are still being sought. Especially, lessons practical training exercises need environmental platforms to enhance teaching yet physical platforms could have Pandemic related risks for humans. The risks are even higher, for children in primary education and for children with neurodevelopmental disorders who need to learn with repeated exercises. This study proposes a color learning mobile application for children that is based on augmented reality. The application is supposed to teach colors to young pupils in an enjoyable way. In this paper, three primary colors: red, yellow, blue, and three secondary colors: orange, green, and purple are taught with 3-D ball animation based on the augmented reality technique. This animation introduces how the secondary colors originate from the combination of primary colors. This is an enjoyable, teaching-learning, and self- repeatable activity for children in a COVID-19 pandemic state.

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Kvelde, Anna, and Indra Odina. "The Notion of Sustainable Team in Educational Institution." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.57.

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Sustainability has been a topical issue for more than 20 years not only dealing with environmental/ecological, social/cultural and economic issues. Combining social, economic, and environmental initiatives in education is a complex process that should result in a completely new vision of educational institutions. It raises the necessity for a management structure to encourage and support the sustainability initiatives within the organisation. The article deals with one aspect of a larger scale and long-term grounded theory research to explore and define the concept of a sustainable team in educational institution. This article answers the research questions on how students are seen and perceived in the education management hierarchy of an educational institution, and what fosters the development of sustainable team in an educational institution. The data were collected by the content analysis of the education management hierarchy structure reflected on 33 homepages of educational institutions; content analysis of 62 students’ teaching practice assignments on the education management hierarchy structure; 12 interviews with school administration on the state of the art of sustainable team. Research sample was 107 educational institutions: 23 primary schools, 66 secondary schools, and 18 state gymnasiums with broad geographical representation – the schools in the capital, cities, small towns, and countryside. Sustainable team achieves institutional goals and cultivates a culture where collaboration, appreciation, and teamwork are valued. According to the data of the study, there is a misunderstanding of the notion of a sustainable team in educational institutions in Latvia. There is also a lack of evidence of students as meaningful players in how the education management hierarchy is seen and interpreted which slows down the implementation of the sustainability initiatives.

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