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Teaching for environmental awareness and
conceptual coherence of air
related problems
Kai Pata
Tallinn University,
Center of Educa8onal Technology
Lenel Zimdin
Tartu University, Center of Science Didac8cs
CEEE 200
8 conferen
ce, 15‐18
.10.08
, ValleHa, M
alta.
Outline
• We discuss one teaching strategy and its influence on the development of environmental awareness. – We developed and tested empirically one teaching strategy in classroom seNngs
– We collected data about the use of environmental awareness and conceptual coherence components of air‐related problem issues in students’ explana8ons.
– We will present some sugges8ons for teaching environmental sustainability and ‐awareness
What is awareness? • There are two theore8cal lines of argumenta8on for explaining awareness: – Conceptual knowledge related awareness (see Steele,
1980; Hungerford, 1985; Disinger & Roth, 1992; Roth, 1992; Pedersen, 1999; Tanner, 1999; Nordlund & Garvill, 2003) views awareness as a specific environmental knowledge and a:en;veness to some factors that are poten8ally harmful and not suppor8ng persons’ inten8ons.
– Increasing environmental awareness is increasing posi;ve, eco‐centric a>tude towards environment.
– Ac8on related awareness (see Endseley, 1988; Gutwin & Greenberg, 1996; Endsley & Robertson, 2000; Hwang, Kim, & Jeng, 2000; Govern & Marsch, 2001; Sonnenwald, Maghlaughlin & WhiHon, 2004) is related to decision‐making in highly ambiguous and dynamically changing situa;ons.
– Situa8on awareness is the gathering, incorpora;on, and u;liza;on of environmental informa;on to help people to combine their unique knowledge and skills, and achieve their goals.
Teaching for sustainability
Different air‐related problems and concepts
Conceptual coherence, awareness and contexts
HEALTH
NATURE
ECONOMY
HUMANS
LEGISLATIONS ETHICS
AVOIDING THE PROBLEM
DEALING WITH CONSEQUENCES
OZONE LEVEL DEPLETION ACID RAINS GREENHOUSE
EFFECT AIR POLLUTION
GLOBAL WARMING
WHAT?
WHO?
WHY? HOW?
Teaching for conceptual coherence and awareness
Water bodies
Soil Socio‐economic development
OZONE LEVEL DEPLETION
ACID RAINS
GREENHOUSE EFFECT AND GLOBAL WARMING
AIR POLLUTION
Biodiversity WHAT?
WHO?
WHY?
HOW?
• We assumed that awareness components need to be elaborated using different social, economic and environmental dimensions in the teaching materials, and emphasizing them in the ac8on strategies to promote grounding for sustainability.
Teaching strategy
• The strategy involved the following steps and methods: – i) iden8fying awareness components of air‐related environmental issues and concepts,
– ii) removing misoncep8ons and construc8ng a coherent view in nego8a8ons,
– iii) integra8ng other concepts from related domains (water, soil, biodiversity, health, socio‐economic development),
– iv) construc8ng and revising concept maps, – v) focusing on the awareness aspects in a popular‐scien8fic text,
– vi) using fishbone‐heuris8c for organizing awareness components.
Kasvuhoone-gaasid
Osoonikiht
Happe-vihmad
Elus-loodus
Eluta-loodus
Mullastik
Toit
Kliima soojene-
mine
Õhu-saaste
Tervis
Majandus
Fossiilsed kütused
Tagajärgede vältimine Tagajärg
ede
kõrval-damine
Teadus
Tehno-loogia
Seadus
Inimesed
Suhtu-mine
Õhuga seotud keskkonnaprobleemid
Kasvuhooneefekt
põletamine
Süsihappegaas
Metaan Lämmastikuühendid
Väävliühendid Veeaur
Troposfääri osoon
Veekogud
Taimed Loomad
Freoonid
Osooniaugud
Maa keskmine temperatuur
Veetase maailmameres
Kliimavöötmed
Liigid poolustel
Haigused
Süsihappe-gaas
Lämmastiku-ühendid
Sudu
Lumi/jää
Järvede lupjamine
Taime-kahjurid
Korstende pikendamine
Lennu-liiklus Haloonid
Lämmastik-oksiidid
Uued mürgid
Külmutusseadmed
Kliimaseadmed
Aerosoolid
tõusmine
nihkumine
hävimine
Levimine tekkimine
tekkimine
leiutamine
vähenemine
Sulamine
Põhjusta-mine
Põhjusta-mine
Põhjustamine
kahjustumine
Põhjusta-mine
Õhku-paiska-mine
Vulkaani-purse
Heitgaasid
Mootorsõidukid
Katlamajad
Elektrijaamad
Väljaheited Kõrvaldamine
Toit seedimine
Inimesed
põletamine
Südame-haigused Allergia
Astma
Bronhiit Põhjusta-
mine
Õhku-paiskamine
Filtrid
Paigaldamine
Õhku-paiskamine
kahjustamine
tekkimine “see ei sõltu
minust”
Põhjusta-mine
leiutamine Strateegia
Koostöö riikide vahel !!!!!
Konventsioon Normid/ piirangud
Meetmete rakendamineLahenda-mine
kahjustumine
kahjustumine
hapestumine
STUDENTS’ CONCEPT MAP
Procedures • The empirical study was conducted with a group of 10th grade
students (N= 47).
• We used the pre‐ and post‐ques8onnaires with 16 open‐ended ques8ons about awareness components of 4 air‐related problems: – CONTEXTUAL AWARENESS:
• What is …?
• Components related to...?
• How the components influence...?
– SOCIO‐EMOTIONAL AWARENESS • What is your role in..?
• How does it influence you? – TASK‐AND‐PROCESS AWARENESS
• Which are the possibili8es of avoiding it …?
• Which are the possibili8es of dealing with the consequences of…?
Data analysis • We focused in the analysis at two aspects: – Would students obtain broader awareness, explaining both the contextual, socio‐emo;onal and task‐and‐process related aspects of environmental problems?
– Which sustainability dimensions would students use to conceptualize awareness?
The categories of ecology, legisla8on, economy, technology, health, evalua8on, and aNtude were dis8nguished by two researchers from ques8onnaires.
What is?
Components related to...?
How the components influence...?
ECOLOGICAL LEGISLATIVE
ECONOMIC TECHNOLOGIES
HEALTH EVALUATIONS
ATTITUDES
THE BARS:
GLOBAL WARMING AND GREENHOUSE EFFECT
OZOLE LAYER DEPLETION
ACID RAINS
AIR POLLUTION
CONTEXTUAL AWARENESS AFTER
ECOLOGICAL LEGISLATIVE
ECONOMIC TECHNOLOGIES
HEALTH EVALUATIONS
ATTITUDES
SOCIO‐EMOTIONAL AWARENESS AFTER
What is your role in..?
How does it influence you?
THE BARS:
GLOBAL WARMING AND GREENHOUSE EFFECT
OZOLE LAYER DEPLETION
ACID RAINS
AIR POLLUTION
THE BARS:
GLOBAL WARMING AND GREENHOUSE EFFECT
OZOLE LAYER DEPLETION
ACID RAINS
AIR POLLUTION
TASK‐AND‐PROCESS AWARENESS AFTER
ECOLOGICAL LEGISLATIVE
ECONOMIC TECHNOLOGIES
HEALTH EVALUATIONS
ATTITUDES
Which are the possibili8es of dealing with the consequences of…?
Which are the possibili8es of avoiding it …?
Results
• POSITIVE: The applica8on of scaffolding elements embedded to the learning strategy, which focused on the different components of the awareness of environmental problems, was effec8vely suppor8ng students to no;ce and use more awareness components in their later explana8ons.
• NEGATIVE: We found that to broaden students’ explana8on framework towards using more aspects besides ecological ones was not very effec8ve if using classroom ac8vi8es of knowledge‐construc8on.
THE USE OF AWARENESS COMPONENTS INCREASED SIGNIFICANTLY ONLY THE USE OF ECOLO
CIGAL AND SOME TECH
NOLO
GICAL ASPEC
TS IN
CREA
SED
Pata, K., & Sarapuu, T. (2003). Developing students’ mental models of environmental problems by decision‐making role‐play in synchronous network‐based environment. In J. Lewis, A. Magro, L. Simonneaux, eds., Biology educa-on for the real world. Proceedings of the IVth ERIDOB Conference, pp. 335‐348. Toulouse, France: Paragraphic/ Groupe Lienhart.
Comparing with the results from situated role‐plays
Final words Effec8ve teaching for increasing students environmental awareness and use of different ecological and socio‐economical dimensions in their argumenta;on would be supported more with situated decision‐making ac;vi;es with environmental problem issues, rather than with declara8ve paper‐and‐pencil or computer‐based knowledge‐construc8on strategies.