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10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
1 www.globalbizresearch.org
Assessment of Environmental Education Materials for Professional
Education Courses in the Teacher Education Curriculum
Helen M. Llenaresas,
Bicol University College of Education, Philippines.
.
Lourdes M. Macasinag,
Bicol University College of Education, Philippines.
___________________________________________________________________________________
Abstract
The Philippines is highly vulnerable to extreme weather occurrences and disasters brought
about by climate change. This vulnerability poses continual threats to communities. Developing
and adopting responsive policies and programs that build and sustain resilience of the people
from various sectors is therefore warranted with urgency. The Bicol University College of
Education can ably take a lead role in mainstreaming formal, non-formal and informal
education of climate change adaptation and disaster risk reduction management. This can be
facilitated through the creation of the Environmental Education Learning Resource Center
(EELRC) which can serve as a model of a disaster resilient institution, and at the same time,
can extend assistance to its adopted communities in helping build resilient communities. In this
particular study (Study 1) under Project 1 which is on Assessment of Environmental Education
Materials for Professional Education Courses in the Teacher Education Curriculum, the
following objectives were looked into: (1) Review existing Professional Education Courses in
the teacher education curriculum to identify entry points for environmental education concepts
and skills; (2) Assess the environmental education materials developed by DENR in terms of
the following criteria: a.) appropriateness for integration; b.) relevance to the academic
program; and c.) flexibility for integration. (3) Develop session plans/IMs in Professional
Education courses integrating environmental education concepts and skills using DENR EE
materials; and (4) Validate the EE-enriched session plans/IMs in Professional Education
courses. This research used the mixed methods of research. Specifically, Study 1 used
documentary analysis of the Teacher Education Curriculum to determine the entry points for
the Environmental Education concepts and skills in the Professional Education Courses. The
developmental-evaluative methods were used in the development and validation of the lessons,
activities and materials for the Professional Education Courses.
___________________________________________________________________________
Key Words: assessment, environmental education, teacher education curriculum, professional
education courses
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
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1. Introduction
In support of Republic Act 9512, An Act to Promote Environmental Awareness through
Environmental Education and for Other Purposes, the education sector should take necessary
action to do its share in the climate change adaptation and disaster risk management. This can
be done by raising public awareness and improving education on disasters in order to help
people especially the vulnerable populations to cope with the risks of climate change.
Environmental education and information dissemination across levels and disciplines is critical
to enhance the people’s resilience to the risks of disasters brought about by climate change.
Noteworthy to mention, this law supports inter-agency and multi-sectoral efforts in order to
support the state which is mandated “to promote national awareness on the role of natural
resources in economic growth and the importance of environmental conservation and
ecological balance towards sustained national development” (Sec. 2, R.A. 9512). In particular,
this law contains the specific provisions which support collaboration between the Department
of Environment and Natural Resources and academic institutions, such as: 1) Interagency and
Multi-sectoral Effort. The DepEd, CHED, TESDA, DENR, DOST and other relevant
agencies, in consultation with experts on the environment and the academe, shall lead in the
implementation of public education and awareness programs on environmental protection and
conservation through collaborative interagency and multi-sectoral efforts at all levels; and 2)
Capacity-Building. The DepEd, CHED and TESDA, in coordination with the DENR and other
relevant agencies, shall undertake capacity-building programs nationwide such as trainings,
seminars, workshops on environmental education, development and production of
environmental education materials, and teacher-education courses and related livelihood
programs (Section 6 & 7, RA 9512).
In the higher education sector, the 3NS is a consortium of highly reputable institutions which
adhere to academic excellence. The Bicol University, the host University of the College of
Education which was the former Albay Normal School, is one of the member institutions of the
consortium which can ably take a lead role in mainstreaming formal, non-formal and informal
education of climate change adaptation and disaster risk reduction management. This can be
facilitated through the creation of the Environmental Education Learning Resource Center
(EELRC) which can serve as a model of a disaster resilient institution, and at the same time,
can extend assistance to its adopted communities in helping build resilient communities.
The EELRC will work as a collaborative undertaking led by Bicol University in
coordination with the member institutions of the National Network of Normal Schools (3NS),
and in partnership with the Department of Environment and Natural Resources at the national
and regional levels. The establishment of the Center is expected to strengthen environmental
education (EE) in the locality where the Bicol University is situated. In particular, the center
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
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will be concerned with the development of pool of instructional resources on climate change
adaptation and disaster education, mainstreaming of environmental concepts in the Teacher
Education Curriculum, capability-building activities of teachers, extensionists and other
stakeholders of the TEIs, implementation and evaluation of EE-enhanced Teacher Education
Curriculum, documentation of good practice options (GPOs) for the mainstreaming of EE in
the curriculum, and in the dissemination of EE in the selected communities, and conduct of fora
and other similar undertakings which are supportive of the climate change adaptation and
mitigation.
In the light of the foregoing discussion on the vulnerability of the country, and on the
mandate on the environmental education, this proposal on establishing the Bicol University as
an Environmental Education Learning Resource Center is deemed significant and exigent.
2. Conceptual/Theoretical Framework
Figure 1: Conceptual Paradigm
The framework implies curricular review, development and evaluation, curricular
implementation formally in the academe and informally and non-formally among the different
sectors such as students, faculty and staff in the College, and among the vulnerable populations
in the selected communities. These will done through the three identified types of
environmental education; namely, pilot implementation of mainstreaming of EE in Teacher
Education Curriculum, offering of the academic programs on environment management and
environment entrepreneurship, pilot implementation of Institutional Disaster Preparedness
Exercises, and Extension Program on Environmental Education towards Building Resilient
Communities.
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
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For this particular study, however, only the curricular review of BEED and BSED
Professional Education Courses were done to determine entry points for EE integration; and
the preparation and validation of session plans/instructional materials (IMs) using DENR
Environmental Education (EE) materials.
3. Materials and Methods
This research used the mixed methods of research. Project 1 used the developmental-
descriptive-evaluative method of research. Specifically, Study 1used documentary analysis of
the Teacher Education Curriculum to determine the entry points for the Environmental
Education concepts and skills in the Professional Education Courses. The developmental-
evaluative methods were used in the development and validation of the lessons, activities and
materials for the Professional Education Courses.
4. Results and Discussion
Points of Integration of Environmental Education Concepts and Skills for Professional
Education Courses in the Teacher Education Curriculum
The syllabi for Professional Education Courses in the Teacher Education Curriculum were
reviewed and analyzed to determine the topics where environmental education (EE) concepts
may be integrated. The entry points may be in any part of the lesson depending on the strategy
to be used.
4.1 Bachelor in Elementary Education
In the BEED curriculum there is a total of twenty seven (27) Professional Education courses
from the first to the fourth year. Of the 27 courses, forty four (44) entry points for the integration
of EE concepts were noted. Table 1 show that in the ten (10) Professional Education courses in
third year, twenty five (25) or 56.82% entry points was identified, the highest so far. The least,
only four or 9.09% entry points, was noted in the fourth year despite the high number of courses
offered which is 8.
SUBJECT
ENTRY POINTS Course Code Descriptive Title
FIRST YEAR – first semesternone
2n
d S
em.
Educ 1 The Teaching Profession
1. The teacher in the Classroom and Community
2. Classroom Management, School and Community
Relations
Educ 2 Child and Adolescent
Development
1. Factors that affect growth and development
2. Social and Emotional Development
SECOND YEAR
1st
Sem
.
Educ 3 Facilitating Learning
1. Environmental Factors (Human environmental factors
affecting motivation; The Classroom Climate; The
Physical Learning Environment)
Educ 4 Principles of Teaching 1 1. Principles of Teaching (The Learning Environment)
2n d
Se
m.
Educ 5 Principles of Teaching 2 1. The Teaching of Science (Goals of Science Teaching;
Valuing processes)
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
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2. Methodologies/Approaches in Teaching (Exploring
Community Resources)
Educ 6 Social Dimensions of
Education
1. School as an Agent of Change
2. Globalization and Education
Educ 7 Assessment of Student
Learning 1
1. Development of Classroom Assessment Tools for
(Objective tests; Non-objective tests – Constructing:
Restricted Essay and Extended Essay)
FS 1 Learner’s Development and
Environment
1. School as a Learning Environment
2. Valuing Diversity Learner’s Characteristics and
Learning Activities
3. Classroom Management
FS 2
Experiencing the Teaching-
Learning Process
1. Lesson Development (Outcomes Based Teaching-
Learning and Competency- Based Teaching Learning
)
THIRD YEAR
1st
Sem
.
Educ 11 Developmental Reading 1
1. Reading Strategies (Noting Details)
2. Identifying Topics, Main Ideas and Supporting
Details
3. Making Inferences
4. Drawing Conclusions
5. Summarizing
6. Critical Thinking and Reading
7. Recognizing Author’s Purpose and Point of View
8. Recreational Reading
Educ 8 Assessment of Learning 2 1. Authentic Assessment Tools
2. Product-Oriented Performance-Based Assessment
Educ 9 Educational Technology 1
1. History of Educational Technology
2. Technology: Boon or Bane?
3. The Roles of Technology in Learning
FS 3 Technology in the Learning
Environment
1. Bulletin Board Displays
2. Utilization of Teaching Aids
3. Issues and Reflection on the Technology Used in the
Learning Environment
FS 4 Understanding Curriculum
Development 1. Delivery of the Lesson (using EE topics)
2n
d S
em.
Educ 12 Developmental Reading 2
1. Teaching Basic Comprehension Skills
2. Differentiated Instruction
3. Understanding by Design
Educ 13 Curriculum Development
1. Social Foundations
2. Delivering the Curriculum (Factors that influence
curriculum implementation – Environmental Factors
3. Assessment and Evaluation of the Curriculum)
Educ 10 Educational Technology 2
1. Designing ICT-Based Instruction
2. Developing Basic Digital Skills and Evaluating
Technology Learning
FS 5 Learning Assessment
Strategies
FS 6 On Becoming a Teacher
FOURTH YEAR
1st
Sem
.
Educ 14 Guidance and Counseling
1. Emerging Trends, Contemporary Issues in the
Counseling Profession (Wellness and Resilience
Issues)
Educ 15
Teaching Science and
Mathematics
1. Historical Development and Science Teaching
(Objects lessons)
2. Science: Its Methodologies (The Discovery
Approved; The Inquiry Approach; The Process
Approach)
3. Lesson Planning (for Math & Science)
Educ 16 Teaching Communication Arts
Educ 17 Pagtuturong Makabayan
Educ 18 Seminar in Teaching Multi-
Grade Classes
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
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Educ 19 Seminar sa Pagtuturo ng
Filipino
Educ 20 Seminar in Teaching MAPE
Educ 21 Seminar in Teaching Reading
**Special
Topics
(MTB-MLE, Seminar in
Teaching and Peace
Education)
1. Innovative / effective strategies in teaching
- Different subject areas (EE topics should be developed)
2. The Learning Environment
This result is, however, favorable in the sense that the bulk of EE concepts and skills can
already be integrated in the Professional Education courses before they go on internship or
practice teaching. Hopefully, they can already integrate the EE concepts in their lessons in the
basic education curriculum.
The points of integration in the first year were on the topics under The Teaching Profession
and on Child and Adolescent Development. Specifically, the topics where EE concepts can be
integrated were on The Teacher in the Classroom and Community; Classroom Management,
School and Community Relations; Factors that Affect Growth and Development and on Social
and Emotional Development.
In the second year, it can be noted that in all Professional Education courses, entry points
identified. The topics where EE concepts can be integrated are those on Environmental Factors;
Principle of Teaching; the Teaching of Science and even in topics like Methodologies and
Approaches in Teaching. Likewise, topics like School as an Agent of Change; Globalization
and Education; Development of Classroom Assessment Tools; School as a Learning
Environment were also identified as entry points for integration. Also included were topics on
Valuing Diversity; Classroom Management; and Lesson Development.
In the third year where the most number of entry points were identified, in Developmental
Reading (Education11) alone, eight (8) entry points were identified on the topics Reading
Strategies; Identifying Topics, Main Ideas and Supporting Details; Making Inferences;
Drawing Conclusions; Summarizing; Critical Thinking and Reading; Recognizing Authors
Purpose and Point of View; and on Recreational Reading. Indeed, most of the DENR materials
on Environment Education can be used as instructional materials in Developmental Reading.
In the fourth year, topics identified as entry points were on Emerging Trends, Contemporary
Issues in the Counseling Profession; Historical Development and Science Teaching; and in
Lesson Planning. Also identified were topics on Innovative and Effective Strategies in
Teaching; and in the Learning Environment.
4.2 Bachelor in Secondary Education
For BSED a total of twenty two (22) Professional Education courses were noted. Of these
number, forty four (44) entry points were identified. The highest number of Professional
Education courses offered was in the third year (9 or 40.91%) however it was in the 4th year
where the most number of points of integration (17) of the EE concepts were noted. Thorough
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
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analysis of the data will show that the EE concepts can very well be integrated in the
Professional Education courses in the BSED curriculum. The table below shows the points of
integration for EE in Professional Education courses in BSED.
SUBJECT
ENTRY POINTS Course Code Descriptive Title
FIRST YEAR – first semesternone
1st
Sem
.
Educ 1 The Teaching Profession
1. The teacher in the Classroom and Community
2. Classroom Management, School and Community Relations
2n
d
Sem
.
Educ 2 Child and Adolescent Development 1. Factors that affect growth and development
2. Social and Emotional Development
SECOND YEAR
1st S
em
.
Educ 3 Facilitating Learning
1. Environmental Factors (Human environmental factors
affecting motivation; The Classroom Climate; The Physical Learning Environment)
Educ 4 Principles of Teaching 1 1. Principles of Teaching
2. The Learning Environment
2n
d S
em
.
Educ 5 Principles of Teaching 2
1. The Teaching of Science (Goals of Science Teaching; Valuing processes)
2. Methodologies/Approaches in Teaching (Exploring Community Resources)
FS 1 Learner’s Development and Environment
1. School as a Learning Environment 2. Valuing Diversity Learner’s Characteristics and
Learning Activities
3. Classroom Management
FS 2 Experiencing the Teaching-Learning
Process
1. Lesson Development (Outcomes Based Teaching-
Learning and Competency- Based Teaching Learning)
THIRD YEAR
1st S
em
.
Educ 6 Social Dimensions of Education 1. School as an Agent of Change 2. Globalization and Education
Educ 7 Assessment of Student Learning 1
1. Development of Classroom Assessment Tools for
(Objective tests; Non-objective tests – Constructing:
Restricted Essay and Extended Essay)
Educ 9 Educational Technology 1
1. History of Educational Technology
2. Technology: Boon or Bane?
3. The Roles of Technology in Learning
FS 3 Technology in the Learning Environment
1. Bulletin Board Displays 2. Utilization of Teaching Aids
3. Issues and Reflection on the Technology Used in the Learning Environment
FS 4 Understanding Curriculum Development 1. Delivery of the Lesson (using EE topics)
2n
d S
em
.
Educ 8 Assessment of Learning 2 1. Authentic Assessment Tools
2. Product-Oriented Performance-Based Assessment
Educ 10 Educational Technology 2 1. Designing ICT-Based Instruction 2. Developing Basic Digital Skills and Evaluating
Technology Learning
FS 5 Learning Assessment Strategies
FS 6 On Becoming a Teacher
FOURTH YEAR
1st S
em
.
Educ 11 Developmental Reading 1
1. Reading Strategies (Noting Details)
2. Identifying Topics, Main Ideas and Supporting Details 3. Making Inferences
4. Drawing Conclusions
5. Summarizing 6. Critical Thinking and Reading
7. Recognizing Author’s Purpose and Point of View
8. Recreational Reading 9. Linear to non-linear text
10. Non-linear to linear text
Educ 13 Curriculum Development
1. Social Foundations
2. Delivering the Curriculum (Factors that influence curriculum implementation – Environmental Factors)
3. Assessment and Evaluation of the Curriculum
10th International Conference on Education, Technology & Innovative Learning
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Sp Topic 1 Values Education/Guidance Counseling 1. The Guidance Counselor (Roles, Fasles, Traits)
Sp Topic 2 Environmental Education
Sp Topic 3 HELE 1. Importance of balance diet: Kinds of nutrients needed
in the body
2. Kinds of handicrafts: Raw materials and Importance
**Special Topics
(MTB-MLE, Seminar in Teaching and Peace Education)
1. Innovative / effective strategies in teaching
-Different subject areas (EE topics should be developed)
2. The Learning Environment
The entry points noted were in the topics on The Teacher in the Classroom and Community,
Classroom Management, School and Community Relations, Factors that Affect Growth and
Development, and on Social and Emotional Development in the first year.
In the second year level, entry points were noted in topics like Environmental Factors,
Principles of Teaching, The Learning Environment, The Teaching of Science, as well as on The
Methodologies/Approaches in Teaching. In the Field Study courses, the entry points included
topics on School as a Learning Environment, Valuing Diversity, and on Classroom
Management.
In third year, entry points include the topics on History of Educational Technology,
Technology: Boon or Bane?, The Roles of Technology in Learning, and even in topics like
Bulletin Board Displays, Utilization of Teaching Aids, and in Issues and Reflections on the
Technology Used in the Learning Environment, as well as in The Delivery of the Lesson.
In fourth year where the most number of entry points were noted, the following topics were
identified as entry points: Reading Strategies; Identifying Topics, Main Ideas and Supporting
Details; Making Inferences; Drawing Conclusions; Summarizing; Critical Thinking and
Reading; Recognizing Author’s Purpose and Point of View; Recreational Reading; Linear to
Non-Linear Text; and Non-Linear to Linear Text, all in Developmental Reading.
Other entry points include topics on Social Foundations; Delivering the Curriculum;
Assessment and Evaluation of the Curriculum; The Guidance Counselor; The Importance of
Balanced Diet; Kinds of Handicrafts; Innovative/Effective Teaching Strategies; and in the
Learning Environment. Thus, teachers handling Professional Education courses in BSED will
never run short of topics where EE concepts and skills can be integrated.
Table 1: Points of Integration for EE in Professional Education Courses for BEED and BSED
Point of Integration for EE for Professional Education Courses
(BEED and BSED)
BE
ED
Courses Offered/
Specialization Courses/
Points of Integration (POI)
Year Level Total f per
Discipline
Total %
per
Discipline
1st Year 2nd Year 3rd Year 4th Year
f % f % f % f %
Courses Offered 2 7.41 7 25.93 10 37.04 8 29.63 27 55.10
No. of Points of Integration 4 9.09 1
1 25.00 25 56.82 4 9.09 44 50.00
Ratio of POI to Courses Offered
2 is to 4 7 is to 11 10 is to 25 8 is to 4 44 is to 27
BS
ED
Courses Offered 2 9.09 5 22.73 9 40.91 6 27.27 22 44.90
No. of Points of Integration 4 9.09 9 20.45 14 31.82 1
7 38.64 44 50.00
Ratio of POI to Courses Offered
2 is to 4 5 is to 9 9 is to 14 6 is to 17 44 is to 22
10th International Conference on Education, Technology & Innovative Learning
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Ov
er-a
ll
Courses Offered per Year
Level 4 8.16
1
2 24.49 19 38.78
1
4 28.57 49 100
No. of Points of Integration
per Year Level 8 9.09
2
0 22.73 39 44.32
2
1 23.86 88 100
Ratio of POI to Courses
Offered per Year Level 4 is to 8 12 is to 20 19 is to 39 14 is to 21 49 is to 88
Table 1 shows the summary table for the Points of Integration in Professional Education
Courses for both BEED and BSED. Of the 49 Professional Education courses in both
disciplines, a total of 88 entry points were identified. Consistent with the findings in both BEED
and BSED, third year courses were identified to have the highest (44.32%) number of points
for the integration of EE courses. This means that while all EE concepts and skills may be
streamlined or integrated in both BSED and BEED curricula, it is during the students’ third
year in college where the faculty members can integrate the most concepts in the lessons. This
is because bulks of the Professional Education courses are taken up in their third year, prior to
internship or student teaching. The researches look at it as advantageous in the sense that during
their internship, they too can already integrate in their lessons the EE concepts and skills
acquired in Professional Education courses.
The Assessment of Environmental Education Materials Developed by DENR for Integration in
the Professional Education Courses in the Teacher Education Curriculum
The Environmental Education materials developed by DENR were to be used as references
in the integration of EE concepts and skills in the Professional Education Teacher Education
curriculum. However, before the same were used as references, they were first assessed in terms
of the following criteria: (a) appropriateness for integration (b) relevance to the academic
program, and (c) flexibility for integration. In the interpretation for the assessment of EE
materials, a three-point scale was used, to wit:
In terms of Appropriateness for Integration, the following areas were looked into: Depth and
Emphasis on Skills Building. Depth, as used in this particular study, means that the EE materials
being evaluated should foster awareness of the natural and built-in environment, an
understanding of environmental concepts, conditions and issues, and an awareness of the
feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate
for different developmental levels. Under Depth, we considered: (a) Awareness, (b) Focus on
Concepts, (c) Concept in Context, and (d) Attention to Different Scales. Emphasis on Skills
Building, on the other hand, means that the EE materials should build lifelong skills that enable
Range Appropriateness Relevance Flexibility
1.00 - 1.79 Not appropriate Not relevant Not flexible
1.80 - 2.59 Slightly appropriate Slightly relevant Slightly flexible
2.60 - 3.39 Moderately appropriate Moderately relevant Moderately flexible
3.40 - 4.19 Appropriate Relevant Flexible
4.20 - 5.00 Highly appropriate Highly relevant Highly flexible
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the learners to address environmental issues. Under this are: (a) Critical and creative thinking,
(b) Applying skills to issues, and (c) Action skills.
On the Relevance to Academic Programs, the following areas were included: Action
Orientation and Instructional Soundness. Action Orientation means that the EE materials should
promote civic responsibility, encouraging learners to use their knowledge, personal skills and
assessments of environmental problems and issues as a basis for environmental problem
solving. Under this particular area are: (a) Sense of personal stake and responsibility, and (b)
Self-efficacy. Instructional Soundness means that the EE materials should rely on instructional
techniques and create an effective learning environment. Under this are: (a) Learner-centered
instruction, (b) Different ways of learning, (c) Connection to learner’s everyday lives, (d)
Expanded learning environment, (e) Interdisciplinary, (f) Goals and objectives, (g)
Appropriateness for specific learning settings, and (h) Assessment.
In terms of Flexibility for Integration, Usability was considered. By Usability it means that
EE materials should be well designed and easy to use. Under Usability, the following criteria
were included: (a) Clarity and logic, (b) Easy to use, (c) Long-lived, (d) Adaptable, (e)
Accompanied by instruction and support, (f) Make substantiated claims, and (g) Fit with
national, state, or local.
4.3 Bachelor in Elementary Education
The assessment of DENR Environmental Education Materials for use in both BEED
and BSED programs were undertaken. In terms of Appropriateness for Integration of
the EE materials used for Professional Education Courses in BEED, data reveal that as
to the depth, the materials are highly appropriate, registering a mean of 4.32. Closer
analysis of the data in Table 4 shows that awareness got the highest mean (4.54) and
the lowest is on attention to different scales (3.92 or appropriate). This could be so
because most DENR materials on EE really aim to develop awareness on environmental
issues among the people rather than paying attention to the different scales. Along the
criteria on emphasis, action skills registered the highest (3.82 or appropriate) while
critical and creative thinking registered the lowest mean at 3.69 or appropriate. The
overall result is only appropriate for emphasis. Most of the materials evaluated taught
people how to develop their skills to preserve the environment. Thus, the results.
Overall, in terms of appropriateness for integration, the EE materials were found to be
appropriate for integration in the Professional Education courses in BEED.
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Table 2: The Assessment of DENR Environment Education Materials in Terms of
Appropriateness for Integration in Professional Education Courses in BEED
Indicators
DENR Environmental Education Material Used for Professional
Education Courses (BEED)
Ov
er-a
ll
Interpretation
1 2 3 4 5 6 7 8
A. Depth: EE materials should foster awareness of the natural and built environment, an understanding of environmental concepts, conditions,
and issues, and an awareness of the feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate for different
developmental levels.
IA.1 Awareness 4.67 5.00 5.00 4.33 4.50 4.67 3.60 4.57 4.54 highly appropriate
IA.2 Focus on Concepts 4.67 5.00 5.00 5.00 4.50 4.67 2.20 4.43 4.43 highly appropriate
IA.3 Concept in context 4.67 5.00 5.00 5.00 4.25 4.67 2.20 4.14 4.37 highly appropriate
IA.4 Attention to different scales 3.33 5.00 4.50 4.00 4.00 4.33 2.20 4.00 3.92 appropriate
Over-all results for Depth 4.33 5.00 4.88 4.58 4.31 4.58 2.55 4.29 4.32 highly appropriate
B. Emphasis on skills building: EE materials should build lifelong skills that enable learners to address environmental issues.
IB.1 Critical and creative thinking 4.00 4.50 4.50 4.00 3.50 3.67 1.80 3.57 3.69 appropriate
IB.2 Applying skills to issues 4.33 4.50 4.50 4.00 3.25 4.00 1.80 3.71 3.76 appropriate
IB.3 Action skills 4.33 4.50 4.50 4.00 3.50 4.00 1.60 4.14 3.82 appropriate
Over-all results for Emphasis 4.22 4.50 4.50 4.00 3.42 3.89 1.73 3.81 3.76 appropriate
Over-all results for Appropriateness
for Integration 4.28 4.75 4.69 4.29 3.86 4.24 2.14 4.05 4.04 appropriate
Interpretation
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As to the relevance of the EE materials to academic programs in BEED, the overall results
is 3.92 or relevant. In action orientation, the highest mean was registered at 4.17 which was on
sense of personal stake and responsibility. Indeed, the materials assessed hampered on the
individual’s sense of responsibility in terms of environmental concerns. Literature on
environment stress that people has the responsibility to preserve his environment for the future
generation. This being said, the EE materials relevantly put forward the sense of personal stake
and responsibility. Likewise, the materials were relevant (3.98) along learner entered
instruction when it comes to instructional soundness. Most of the materials were either
informational or on skills development or the do-it-yourself type and on the self-learning kits
type. The data is shown in the succeeding table.
Table 3: Assessment of DENR EE Materials in Terms of Relevance to Academic Programs in
Professional Education Courses for BEED
Indicators
DENR Environmental Education Material Used for Professional
Education Courses (BEED) Ov
er
-all
Interpretation
1 2 3 4 5 6 7 8
A. Action orientation: EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills
and assessments of environmental problems and issues as a basis for environmental problems and issues as a basis for environmental
problem solving and action.
IIA.1 Sense of personal stake and
responsibility 4.67 5.00 4.50 5.00 3.75 4.00 2.60 3.86 4.17 relevant
IIA.2 Self-efficacy 4.33 4.50 4.00 5.00 3.25 4.00 2.20 3.43 3.84 relevant
Over-all results for Action
orientation 4.50 4.75 4.25 5.00 3.50 4.00 2.40 3.64 4.01 relevant
B. Instructional soundness: EE materials should rely on instructional techniques that create an effective learning environment.
IIB.1 Learner-centered instruction 4.67 4.50 4.00 4.00 3.75 4.67 2.40 3.86 3.98 relevant
IIB.2 Different ways of learning 3.67 4.50 4.00 4.00 3.00 4.33 2.20 3.43 3.64 relevant
IIB.3 Connection to learners’
everyday lives 4.67 4.50 4.00 5.00 4.00 4.33 2.40 4.57 4.18 relevant
IIB.4 Expanded learning
environment 4.67 4.50 4.00 4.00 3.75 3.67 2.00 3.86 3.81 relevant
IIB.5 Interdisciplinary 4.67 4.50 4.00 4.00 3.75 4.00 2.00 3.71 3.83 relevant
IIB.6 Goals and Objectives 3.67 4.50 4.00 4.00 4.00 4.33 2.80 3.86 3.89 relevant
IIB.7 Appropriateness for specific
learning settings 4.33 4.50 4.00 4.00 4.00 4.33 2.00 3.71 3.86 relevant
IIB.8 Assessment 3.67 4.50 4.00 4.00 2.50 4.67 1.80 2.57 3.46 relevant
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Over-all results for Instructional
soundness 4.25 4.50 4.00 4.13 3.59 4.29 2.20 3.70 3.83 relevant
Over-all results for Relevance to
Academic Program 4.38 4.63 4.13 4.56 3.55 4.15 2.30 3.67 3.92 relevant
Interpretation
hig
hly
rele
van
t
hig
hly
rele
van
t
rele
van
t
hig
hly
rele
van
t
rele
van
t
rele
van
t
slig
htl
y
rele
van
t
rele
van
t
rele
va
nt
Table 4: Assessment of DENR EE Materials in Terms of Flexibility for Integration in
Professional Education Courses for BEED
Indicators
DENR Environmental Education Material Used for Professional Education Courses (BEED)
Over-
all
Interpretation
1 2 3 4 5 6 7 8
A. Usability: EE materials should be well designed and easy to use.
IIIA.1 Clarity and logic 4.67 4.50 4.00 5.00 4.00 4.67 2.60 3.86 4.16 flexible
IIIA.2 Easy to use 5.00 4.50 4.00 5.00 4.50 4.33 2.60 4.29 4.28 highly flexible
IIIA.3 Long-lived 3.33 4.00 4.00 2.00 3.75 4.00 2.20 3.57 3.36 moderately flexible
IIIA.4 Adaptable 4.00 4.50 4.00 3.00 4.00 4.00 2.20 3.71 3.68 flexible
IIIA.5 Accompanied by instruction and support
4.33 4.50 4.00 5.00 3.75 4.67 1.80 3.86 3.99 flexible
IIIA.6 Make substantiated claims
4.33 4.50 4.00 5.00 3.75 4.67 2.80 3.86 4.11 flexible
IIIA.7 Fit with national, state, or local
4.67 4.50 4.00 5.00 4.50 4.67 2.60 4.14 4.26 highly flexible
Over-all results for Usability
4.33 4.43 4.00 4.29 4.04 4.43 2.40 3.90 3.98 flexible Over-all results for Flexibility for Integration
Interpretation
hig
hly
flexib
le
hig
hly
flexib
le
flexib
le
hig
hly
flexib
le
flexib
le
hig
hly
flexib
le
slig
htly
flexib
le
flexib
le
fle
xib
le
Table 4 shows the assessment results of the EE materials in terms of flexibility for
integration. Data shows that in terms of flexibility for integration, the materials were rated
flexible (3.98). The highest mean was registered at 4.28or highly flexible in the criterion easy
to use while the least (3.36 or moderately flexible) was on long-lived as a criterion. The
materials were not only intended for use in the academic institutions but for the local
communities as well. This explains why most of them are easy to use. The purpose is to widely
disseminate the information, concepts and skills on environmental preservation, thus, the
consideration must have been the usability of the materials. However, most of those assessed
failed to address sustainability, thus, not long-lived. Perhaps, more suggested activities to
address sustainability of projects must be incorporated in the EE materials.
4.4 Bachelor of Secondary Education
In the EE materials assessed for use in the Professional Education Courses in the BSED
curriculum, the following data were derived. Table 5 shows the result of the assessment in terms
of appropriateness of integration. On the depth of the materials, an overall mean of 4.42 or
highly appropriate was registered. Like that of the reviewed materials for the BEED, in terms
of appropriateness, awareness was rated the highest with a mean of 4.70 or highly appropriate
while the lowest was also on the attention to different scales which registered a mean of 4.01
or appropriate. The data corroborates the observation that most of the EE materials aim to
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simply develop awareness on environmental issues among the people but failed to give
attention to the different scales.
Table 5: The Assessment of DENR EE Materials in Terms of Appropriateness for Integration in
Professional Education Courses in BSED
Indicators
DENR Environmental Education Material Used for Professional Education Courses (BSED)
Over-
all
Interpretation
1 2 3 4 5 6 7 8 9 10 11 12 13
A. Depth: EE materials should foster awareness of the natural and built environment, an understanding of environmental concepts, conditions, and issues, and an awareness of the feelings, values, attitudes, and perceptions at the heart of environmental issues, as appropriate for different developmental levels.
IA.1 Awareness 4.57 4.40 4.71 4.71 4.67 5.00 5.00 4.71 4.50 4.50 4.57 4.71 5.00 4.70 highly appropriate
IA.2 Focus on Concepts
3.86 3.40 4.57 4.71 4.67 5.00 5.00 4.57 4.50 4.50 4.43 4.71 5.00 4.53 highly appropriate
IA.3 Concept in context
4.00 3.40 4.71 4.29 4.67 5.00 5.00 4.43 4.50 4.25 4.14 4.71 4.50 4.43 highly appropriate
IA.4 Attention to different scales
3.29 3.40 4.29 3.86 3.33 5.00 4.50 4.00 4.50 4.00 4.00 4.00 4.00 4.01 appropriate
Over-all results for Depth
3.93 3.65 4.57 4.39 4.33 5.00 4.88 4.43 4.50 4.31 4.29 4.54 4.63 4.42 highly appropriate
B. Emphasis on skills building: EE materials should build lifelong skills that enable learners to address environmental issues.
IB.1 Critical and creative thinking
3.00 3.60 4.14 4.00 4.00 4.50 4.50 4.57 4.00 3.50 3.57 4.57 4.50 4.04 appropriate
IB.2 Applying skills to issues
3.00 3.80 4.00 4.14 4.33 4.50 4.50 4.43 4.00 3.25 3.71 4.57 4.50 4.06 appropriate
IB.3 Action skills 3.29 3.60 4.43 4.00 4.33 4.50 4.50 4.57 3.50 3.50 4.14 4.57 4.50 4.11 appropriate
Over-all results for Emphasis
3.10 3.67 4.19 4.05 4.22 4.50 4.50 4.52 3.83 3.42 3.81 4.57 4.50 4.07 appropriate
Over-all results for Appropriateness for Integration
3.51 3.66 4.38 4.22 4.28 4.75 4.69 4.48 4.17 3.86 4.05 4.55 4.56 4.24 highly appropriate
Interpretation
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ropria
te
app
ropria
te
hig
hly
app
ropria
te
hig
hly
app
ropria
te
hig
hly
app
ropria
te
hig
hly
app
ropria
te
hig
hly
app
ropria
te
hig
hly
app
ropria
te
app
ropria
te
app
ropria
te
app
ropria
te
hig
hly
app
ropria
te
hig
hly
app
ropria
te
hig
hly
ap
pro
pri
at
e
As to the emphasis on skills building, the EE materials were just appropriate at an overall
mean of 4.07. Action skills were rated the highest at 4.11 (appropriate) and the least at 4.04
(appropriate) is on critical and creative thinking. The materials must have been meant to be
highly informative and easy for use leaving very little room for critical and creative activities.
The materials on Environmental Education must be relevant to the academic programs if
they are to be used for integration in the curriculum. The assessment revealed that the same
were rated relevant with an overall mean of 4.09. Table 8 specifically shows that in terms of
action orientation, the materials were highly relevant (4.22) especially in terms of sense of
personal stake and responsibility which registered a mean of 4.33. In terms of professional
soundness, the connection to learner’s everyday lives got the highest mean at 4.27 or highly
relevant. In all other criteria, the assessment was only relevant. It is worthy to note that the
materials got the least mean of 3.44 in assessment. The EE materials did not give much
emphasis on how to gauge the degree of knowledge and skills acquired through the use of the
EE materials.
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Table 6: The Assessment of DENR EE Materials in Terms of Relevance to Academic Programs
for Use in Professional Education Courses in BSED
Indicators
DENR Environmental Education Material Used for Professional Education Courses (BSED)
Over-
all
Interpretation
1 2 3 4 5 6 7 8 9 10 11 12 13
A. Action orientation: EE materials should promote civic responsibility, encouraging learners to use their knowledge, personal skills and assessments of environmental problems and issues as a basis for environmental problems and issues as a basis for environmental problem solving and action.
IIA.1 Sense of personal stake and responsibility
3.57 3.60 4.57 4.43 4.67 5.00 4.50 4.86 4.50 3.75 3.86 4.43 4.50 4.33 highly relevant
IIA.2 Self-efficacy 3.57 3.40 4.43 4.29 4.33 4.50 4.00 5.00 4.50 3.25 3.43 4.29 4.50 4.11 relevant
Over-all results for Action orientation
3.57 3.50 4.50 4.36 4.50 4.75 4.25 4.93 4.50 3.50 3.64 4.36 4.50 4.22 highly relevant
B. Instructional soundness: EE materials should rely on instructional techniques that create an effective learning environment.
IIB.1 Learner-centered instruction
3.43 3.40 4.29 4.29 4.67 4.50 4.00 5.00 4.00 3.75 3.86 4.43 4.50 4.16 relevant
IIB.2 Different ways of learning
2.86 3.20 4.29 3.86 3.67 4.50 4.00 4.71 4.00 3.00 3.43 3.71 4.50 3.82 relevant
IIB.3 Connection to learners’ everyday lives
3.43 3.80 4.86 4.86 4.67 4.50 4.00 4.71 3.00 4.00 4.57 4.57 4.50 4.27 highly relevant
IIB.4 Expanded learning environment
3.14 3.40 4.29 3.71 4.67 4.50 4.00 4.43 3.50 3.75 3.86 4.29 4.00 3.96 relevant
IIB.5 Interdisciplinary 3.14 3.60 4.00 3.86 4.67 4.50 4.00 4.57 3.50 3.75 3.71 3.86 4.00 3.94 relevant
IIB.6 Goals and Objectives
3.71 3.60 4.29 4.14 3.67 4.50 4.00 4.71 4.00 4.00 3.86 4.14 4.50 4.09 relevant
IIB.7 Appropriateness for specific learning settings
3.29 3.40 4.43 3.71 4.33 4.50 4.00 4.57 4.50 4.00 3.71 4.57 4.00 4.08 relevant
IIB.8 Assessment 2.86 3.40 3.00 3.14 3.67 4.50 4.00 4.57 2.50 2.50 2.57 4.00 4.00 3.44 relevant
Over-all results for Instructional soundness
3.23 3.48 4.18 3.95 4.25 4.50 4.00 4.66 3.63 3.59 3.70 4.20 4.25 3.97 relevant
Over-all results for Relevance to Academic Program
3.40 3.49 4.34 4.15 4.38 4.63 4.13 4.79 4.06 3.55 3.67 4.28 4.38 4.09 relevant
Interpretation
rele
vant
rele
vant
hig
hly
rele
vant
rele
vant
hig
hly
rele
vant
hig
hly
rele
vant
rele
vant
hig
hly
rele
vant
rele
vant
rele
vant
rele
vant
hig
hly
rele
vant
hig
hly
re
levant
rele
van
t
As to the flexibility for integration, the EE materials’ assessment results are reflected in
Table 7. Data revealed that in terms of flexibility for integration the materials are flexible with
an overall mean of 4.12. The highest mean was registered at 4.31 (highly flexible) on the
usability criterion ‘easy to use’ while the lowest (3.92 or flexible) was noted for ‘long-lived’.
The materials were meant to be for the general public but did not provide for sustainability.
Table 7: The Assessment of DENR EE Materials in Terms of Flexibility for Integration in
Professional Education Courses in BSED
Indicators
DENR Environmental Education Material Used for Professional Education
Courses (BSED)
Ov
er-a
ll
Interpretation
1 2 3 4 5 6 7 8 9 10 11 12 13
A. Usability: EE materials should be well designed and easy to use.
IIIA.1 Clarity and logic 3.57 3.40 4.43 4.43 4.67 4.50 4.00 4.57 4.50 4.00 3.86 4.43 4.50 4.22 highly flexible
IIIA.2 Easy to use 3.57 3.00 4.43 4.57 5.00 4.50 4.00 4.71 4.50 4.50 4.29 4.43 4.50 4.31 highly flexible
IIIA.3 Long-lived 3.43 3.20 4.14 4.43 3.33 4.00 4.00 4.71 4.50 3.75 3.57 3.86 4.00 3.92 flexible
IIIA.4 Adaptable 3.29 3.20 4.57 4.29 4.00 4.50 4.00 4.57 4.50 4.00 3.71 4.43 3.29 4.03 flexible
IIIA.5 Accompanied by
instruction and support 3.29 3.20 4.43 4.00 4.33 4.50 4.00 4.57 4.50 3.75 3.86 3.86 4.50 4.06 flexible
IIIA.6 Make
substantiated claims 3.71 3.40 4.43 4.14 4.33 4.50 4.00 4.29 4.50 3.75 3.86 3.86 3.50 4.02 flexible
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The Developed Session Plans/Instructional Materials for Professional Education Courses
Integrating Environmental Education Concepts and Skills Using the DENR Materials
The DENR materials on Environmental Education were utilized in the development of
session plans/instructional materials (IMs) which will be used to integrate EE concepts and
skills in Professional Education Courses in the BEED and BSED curriculum.
Table 8 shows the number of session plans developed for integration in the different
Professional Education Courses, the title of the DENR EE materials utilized, and the EE
concepts/skills/principles to be integrated in the different Professional Education Courses.
Table 8: The Developed Session Plans/IMs for Professional Education Courses in BEED
Integrating EEConcepts and Skills Using DENR Materials
IIIA.7 Fit with national,
state, or local 3.71 3.60 4.71 4.57 4.67 4.50 4.00 4.57 5.00 4.50 4.14 4.43 3.50 4.30 highly flexible
Over-all results for
Usability
3.51 3.29 4.45 4.35 4.33 4.43 4.00 4.57 4.57 4.04 3.90 4.18 3.97 4.12 flexible Over-all results for
Flexibility for
Integration
Interpretation
flex
ible
mo
der
atel
y
flex
ible
hig
hly
flex
ible
hig
hly
flex
ible
hig
hly
flex
ible
hig
hly
flex
ible
flex
ible
hig
hly
flex
ible
hig
hly
flex
ible
flex
ible
flex
ible
flex
ible
flex
ible
flexib
le
No. Course
Code Course Title Subject-matter
DENR EE Materials utilized EE Concepts/
Skills/Principles: Code Title
1 Educ 1 The Teaching
Profession
Classroom
Management P006
1. Stop! Think! Act! What you need to know about Earthquake
Preparedness in the Country
Awareness, Preparedness, Safety and Decision-
making
2 Educ 4 Principles of
Teaching 1
The Learning
Environment P011
1. National Solid Waste Management
Strategy 2012-2016, pp. 125-126
Disaster Risk Reduction
& Solid Waste Management
3 Educ 10 Educational Technology 2
PowerPoint
Based Game
Strategies
P007
1. Solid Management Made Easy: A
DIY Guide to a Community-Based Ecological Solid Waste
Management Programme
Environmental Awareness
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For BEED, a total of twelve (12) session plans/IMs were developed. The EE concepts and
skills covered by the session plans/IMs were mostly on Environmental Awareness and
Conservation; the 3Rs (Reuse, Reduce, Recycle) and on Protecting the Environment and
Disaster Risk Reduction and Management. This is so because majority of the DENR EE
materials available are on these environmental concerns.
These DENR materials used in the development of session plans/IMs were selected based
on the identified subject matter. The developed session plans has the following parts:
1. Session Plan No.
2. Time Allotment
3. Course Code
4. Course Title
5. Subject Matter
6. Key Concepts
4 Educ 6 Social Dimensions
of Education
Globalization and
Education P007
1. Solid Management Made
Easy: A DIY Guide to a Community-Based Ecological
Solid Waste Management
Programme
Environmental
Conservation
5 Educ 3 Facilitating Learning
The Classroom Climate
P013
1. Bawasan and Basurang Itinatapon! Mag-Segregrate!
Nakakalason na Basura
(Special Waste) 3R’s – Reuse, Reduce,
Recycle
Nature knows best.
P023
2. Bawasan ang Basurang
Itinatapon! Mag-Segregate!
Nabubulok na Basura (Biodegradable Waste)
6 Educ 6 Social Dimensions
of Education
School as an
Agent of Change P022
1. Phil. Assoc. of Tertiary Level
Educational Institutions in
Environmental Protection and Management
Ours if a finite earth.
Nature is beautiful and
we are stewards of God’s creation.
7 Educ 3 Facilitating
Learning
Facilitating
Learning P018
1. The Ecological Solid Waste
Management Act of 2000
(RA 9003): Implications to
LGUs, Women, and Small
Business Establishments
3R’s (Reduce, Reuse and
Recycle)
Protecting the Environment
8 Educ 12 Development
al Reading 2
Teaching Comprehensive
Skills/Strategies
Awareness and
Conformity
9 Educ 5 Principles of
Teaching 2
Methodologies, Approaches in
Teaching
Reducing Vulnerability
10 Educ 5 Principles of
Teaching 2
Integrative
Teaching
Disaster Risk Reduction
and Management
11 Educ 6
Social
Dimensions of Education
Social Dimensions
of Education
P007
1. Solid Management Made
Easy: A DIY Guide to a
Community-Based Ecological Solid Waste Management
Programme Earth has enough for
everyone’s needs but not for everyone’s greed.
P008
2. The Philippine Clean Water
Act of 2004 (RA 9275): Implications to LGUs, Small
Business Establishments, and
Women
12 Educ 14 Guidance and
Counselling
Guidance and
Counselling P007
3. Solid Management Made
Easy: A DIY Guide to a
Community-Based Ecological Solid Waste Management
Programme
Educating the people
about the Environment effects on human life.
Unique Number of DENR EE Materials Utilized P006,P007,P008,P011,P013,P018,
P022,P023,
Total
8
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7. Targeted Skills
8. Values
9. EE Concepts/Skills/Principles
10. Prerequisite Concepts/Skills
11. References/Sources
12. Learning Outcomes
13. Materials Needed
14. Procedure (Steps/Session Tasks)
a) Elicit
b) Engage
c) Explore
d) Group Work
e) Presentation of Output
f) Giving Feedback of the Output
g) Recap/Generalization
h) Evaluation
These session plans/IMs were subjected to evaluation and critiquing of jurors who are
experts in the discipline. The suggested revisions were done prior to the production of the final
copies which will be pilot-tested in specific disciplines and groups of learners among the 3NS
member institutions throughout the country.
For the BSED curriculum, there is a total of eleven (11) the session plans/IMs developed.
Topics on Ecological Solid Waste Management, The Philippine Clean Water Act, and on
Disaster Risk Reduction and Mitigation were included. Table 11 shows the data on these.
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Table 9: The Developed Session Plans/IMs for Professional Education Courses in BSED
Integrating EE Concepts and Skills Using DENR Materials
No
.
Course
Code Course Title Subject-matter
DENR EE Materials utilized EE Concepts/
Skills/Principles: Code Title
1 Educ 8 Assessment of
Learning 2
Assessment of
Learning 2
P002 1. Environmental Compliance Assistance Center for
Local Government Units
Awareness of responsibility for
the environment
P006 2. Stop! Think! Act! What you need to know about
Earthquake Preparedness in the Country
P007
3. Solid Management Made Easy: A DIY Guide to a
Community-Based Ecological Solid Waste Management Programme
P008
4. The Philippine Clean Water Act of 2004 (RA
9275): Implications to LGUs, Small Business
Establishments, and Women
2 Educ 8 Assessment of Learning 2
Assessment of Learning 2
P005 1. Ecological Solid Waste Management (ESWM for
Households)
Proper Solid
Waste
Management
3 Educ 11 Developmenta
l Reading 1
Developmental
Reading
P007
1. Solid Management Made Easy: A DIY Guide to a
Community-Based Ecological Solid Waste
Management Programme
Proper Waste
Management P013
2. Bawasan and Basurang Itinatapon! Mag-Segregrate! Nakakalason na Basura (Special
Waste)
P023 3. Bawasan ang Basurang Itinatapon! Mag-
Segregate! Nabubulok na Basura (Biodegradable
Waste)
4 Educ 11 Developmental Reading 1
Developmental Reading
P008 1. The Philippine Clean Water Act of 2004 (RA
9275): Implications to LGUs, Small Business Establishments, and Women
Keeping the water system clean
5 Educ 11 Developmental Reading 1
Developmental Reading 1
P026 1. Basura Monster (Coloring Book) Proper Waste Management
P028 2. Basura Kid (Coloring Book)
6 Educ 10 Educational Technology 2
Basic Digital Skills
P004 1. Ecological Solid Waste Management
(ESWM for Markets) Waste Management Conservation of Environment Environmental Safety
P005 2. Ecological Solid Waste Management
(ESWM for Households)
7 Educ 11 Developmental Reading 1
Summarizing P005 1. Ecological Solid Waste Management
(ESWM for Households)
Composting Compost at Home
8 Educ 11 Developmental Reading 1
Recognizing Author’s Purpose
P012 1. Integrated Water Quality Management
Framework, pp. 16-17
Management- Protection of Groundwater, Inland , Surface, Coastal and Marine Waters
9 Educ 4 Principles of Teaching 1
Krathwohl’s Taxonomy of Objectives in the Affective Domain
P003
1. Excerpt of “Other Activities Supporting Environmental Education” from Environmental Education in the Philippines: Towards a Sustainable Futurep. 17, 1st four paragraphs
Awareness
10 FS 3
Technology in the Learning Environment
Technology in the Learning Environment
P007 1. Solid Management Made Easy: A DIY Guide
to a Community-Based Ecological Solid Waste Management Programme
11 Sp Topic 3 HELE
Home Economics and Livelihood Education (HELE)
P007 1. Solid Management Made Easy: A DIY Guide
to a Community-Based Ecological Solid Waste Management Programme
3R’S (Reuse, Reduce and Recycle) Protecting the Environment
P009 2. 3Rs of Fun in Waste
Unique Number of DENR EE Materials Utilized P002,P003,P004,P005,P006,P007,P008,P009,P012,P013,P023,P026,P028
Total
13
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It can be gleaned from these data that most of the EE concepts and skills to be developed
were on awareness of the responsibility for the environment, proper waste management,
management and protection of waters, and environmental safety. These are the EE concepts
and skills most DENR materials advocate. The session plans/IMs developed are likewise along
awareness of responsibility for the environment, proper solid waste management, keeping and
protecting the water, keeping the water system clean, conservation of the environment and
environmental safety, composting, and the 3Rs (Reuse, Reduce, Recycle).
The session plans/IMs developed have the same parts with that of the BEED group.
Likewise, they were subjected to evaluation and critiquing of jurors who are experts in the
discipline. The suggested revisions were done prior to the production of the final copies which
will be pilot-tested in specific disciplines and groups of learners among the 3NS member
institutions throughout the country.
Validation of the EE-enriched Session Plans/IMs in Professional Education Courses
The session plans/IMs were validated by jurors who are experts in the discipline. They jurors
assessed the materials using a rubric that looked into the following: (a) Learning Outcomes, (b)
Content (EE Integration), (c) Strategies/ Procedure, (d) Assessment, and (e) Conventions
(Correct Usage, Spelling and Mechanics). A four-point scale was used to assess every session
plan/IM, where:
The Learning Outcomes were rated 4 (Excellent) when objectives are specific, clear and
measurable and the learning progression is evidenced. It is 3 (Very Good) when the objectives
are mostly clear, measurable and specific to the standards; 2 (Good) when the objectives are
somewhat clear, measurable and specific to the standards; and 1 (Poor/Needs Improvement)
when the objectives lack clarity and or measurability; and lacks connection to the standards.
As to Content (EE Integration), a rating of 4 (Excellent) means that all information taken
from various sources are accurate; there are no inaccurate details and the EE is fully supported
by detailed information; all details included are related to EE. It is a 3 (Very Good) when almost
all or much information taken from various sources are accurate. There are 1-3 inaccurate
details; EE is substantially supported by detailed information and many details included are
related to EE. It is a 2 (Good) when some information in the session plans taken from various
sources are accurate; there are 4-6 inaccurate details and the EE is somewhat clear but there is
a need for more supporting information. Likewise, some details included are related to EE.
Finally, session plans are rated as 1 (Poor/Needs Improvement) when few information taken
Range Interpretation
1.00-1.74 Poor
1.75-2.49 Good
2.50-3.24 Very Good
3.25-4.00 Excellent
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from various sources are accurate. There are 4-6 inaccurate details; EE is not clear, there is
seemingly random collection of information; and few details included are related to EE.
Table 10: Assessed Session Plans for Professional Education Courses in BEED Integrating EE
Concepts and Skills Using DENR Materials
Session Plan
No.
Assessing Session Plan on lessons integrated with EE in Professional Education Courses BEED
Learning
Outcomes
Content (EE
Integration)
Strategies/
Procedure Assessment
Conventions
(Correct Usage,
Spelling and
Mechanics)
Over-all Interpretation
1 3.67 3.67 2.67 2.67 3.00 3.13 very good
2 3.67 3.67 3.67 3.33 3.33 3.53 excellent
3 3.33 3.67 3.33 3.50 2.67 3.30 excellent
4 3.67 3.67 3.33 3.33 3.00 3.40 excellent
5 3.67 3.33 3.33 3.00 2.67 3.20 very good
6 3.67 3.33 3.33 2.33 2.67 3.07 very good
7 3.33 4.00 3.33 1.00 2.67 2.87 very good
8 3.67 3.67 3.33 2.00 3.67 3.27 excellent
9 4.00 4.00 3.67 3.67 3.67 3.80 excellent
10 3.67 3.67 3.67 3.33 3.33 3.53 excellent
11 3.67 3.67 3.00 2.67 3.33 3.27 excellent
12 3.67 3.67 3.00 2.33 3.33 3.20 very good
Over-all 3.64 3.67 3.31 2.76 3.11 3.30 excellent
Interpretation excellent excellent excellent very good very good excellent
In terms of Strategies and Procedure, the session plans were assessed as 4 (Excellent) when
the lesson activities/procedures and objectives explicitly match; multiple examples provided;
opportunities for guided and independent practice are provided; and thoroughly and sufficiently
details teacher’s step by step action. They are rated 3 (Very Good) when the lesson has clear
match between activities/procedures and objectives; some opportunities for guided and
independent practice are provided; and sufficiently detail teacher’s action step by step. 2 (Good)
is given when the lesson has limited match between procedures and objectives; limited
examples given; few opportunities for guided and independent practice are provided; and the
plan is missing details for teacher’s action. Finally, it’s a 1 (Poor/Needs Improvement) when
the lesson has no match between procedures and objectives; no examples given; no evidence
for guided and independent practice are provided; and the plan missing details for teacher’s
action.
When it comes to Assessment, it is a 4 (Excellent) when the formative assessments are well
defined and the objectives match with the assessment tools/technique. It is a 3 (Very Good)
when the formative assessments match with the assessment tools/techniques. 2 (Good) is given
when there is an assessment provided but inaccurately measure the objectives. And it is a 1
(Poor/Needs Improvement) when no assessment is provided or when the assessment tool does
not measure the objectives.
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
21 www.globalbizresearch.org
Table 11: Assessed Session Plans for Professional Education Courses in BSED Integrating EE
Concepts and Skills Using DENR Materials
Session Plan No.
Assessing Session Plan on lessons integrated with EE in Professional Education Courses BSED
Learning
Outcomes Content
(EE Integration)
Strategies/
Procedure Assessment
Conventions (Correct Usage,
Spelling and
Mechanics)
Over-all Interpretation
1 3.67 4.00 3.67 3.67 3.67 3.73 excellent
2 4.00 3.67 3.67 3.67 3.67 3.73 excellent
3 4.00 3.67 3.33 4.00 3.67 3.73 excellent
4 3.50 3.00 3.00 3.00 3.50 3.20 very good
5 3.50 3.50 3.00 2.50 3.00 3.10 very good
6 3.50 4.00 3.50 4.00 3.50 3.70 excellent
7 3.67 3.33 3.33 3.33 3.33 3.40 excellent
8 3.67 3.33 3.33 3.00 3.67 3.40 excellent
9 4.00 3.00 3.00 3.00 3.00 3.20 very good
10 3.50 3.00 3.00 2.00 2.00 2.70 very good
11 3.50 3.50 3.00 2.50 3.00 3.10 very good
Over-all 3.68 3.45 3.26 3.15 3.27 3.36 excellent
Interpretation excellent excellent excellent very good excellent excellent
In terms of Conventions or Correct Usage, Spelling and Mechanics, the session plan is
assessed as 4 (Excellent) when there is evidence of clarity in writing as well as absence of
spelling usage and grammatical errors. It is 3 (Very Good) when there is 1-4 errors in clarity of
writing, spelling, usage or grammar. It is assessed as 2(Good) when there is fair quality of
writing and is evidenced by 5-7 errors in clarity of writing, spelling, usage or grammar. Finally,
it is 1 (Poor/Needs Improvement) when the quality of writing is poor which is evidenced by 8
or more errors in clarity of writing, spelling, and in usage or grammar.
5. Conclusions
The Environmental Education concepts contained in the DENR materials can very well be
integrated in the Professional Education courses in the BEED and BSED curriculum. The
DENR EE materials were generally appropriate for integration in the Professional Education
Courses in both BEED and BSED, they were found to be relevant to the academic programs
and flexible for integration.Session plans/IMs were developed in Professional Education
courses integrating EE concepts and skills using DENR EE materials.The session plans/IMs
were validated by jurors who are experts in their disciplines using a set of criteria; revised and
packaged for use in the 3NS member institutions throughout the country.
Acknowledgement
The author wishes to thank all those who in one way or another made this study possible.
10th International Conference on Education, Technology & Innovative Learning
(ICE19Las Vegas Conference)
Las Vegas -USA. May 24-26, 2019. Paper ID: LE910
22 www.globalbizresearch.org
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