Η μετασχηματίζουσα μάθηση ως βασικό διδακτικό πλαίσιο του φυτικού κόσμου
Δημοσιευμένα:
Sep 13, 2024
Λέξεις-κλειδιά:
Μετασχηματίζουσα μάθηση Τυφλότητα απέναντι στα φυτά Εκπαίδευση για τη βιώσιμη ανάπτυξη
Περίληψη
Η ανάδειξη της σημασίας του φυτικού κόσμου από την εκπαιδευτική κοινότητα αποτελεί ένα ζήτημα μείζονος σημασίας λόγω του ρόλου των φυτικών οργανισμών στην προσπάθεια για βιώσιμη ανάπτυξη και του φαινομένου της «Τυφλότητας Απέναντι στα Φυτά». Οι μέχρι τώρα προτεινόμενες εκπαιδευτικές απόπειρες αντιμετώπισης του παραπάνω φαινομένου φαίνεται να αποδίδουν αποσπασματικά και σε μικρή κλίμακα. Σκοπός της παρούσας έρευνας είναι μέσα από βιβλιογραφική επισκόπηση να προσδιοριστούν τα χαρακτηριστικά αυτών των εκπαιδευτικών επιλογών και να προταθεί ένα εναλλακτικό διδακτικό πλαίσιο που θα επιφέρει μια μακροπρόθεσμη αναμόρφωση των υπαρχόντων νοητικών σχημάτων, αξιών και αντιλήψεων που σχετίζονται με τους φυτικούς οργανισμούς. Εξετάζοντας τα αποτελέσματα, η μετασχηματίζουσα μάθηση εντός ενός σύγχρονου, βιώσιμου σχολείου φαίνεται να αποτελεί μια τέτοια επιλογή που μέχρι τώρα δεν έχει διερευνηθεί επαρκώς.
Λεπτομέρειες άρθρου
- Ενότητα
- ΠΡΟΦΟΡΙΚΕΣ ΑΝΑΚΟΙΝΩΣΕΙΣ
Λήψεις
Τα δεδομένα λήψης δεν είναι ακόμη διαθέσιμα.
Αναφορές
Acosta Castellanos, P. M., & Queiruga-Dios, A. (2022). From environmental education to education for sustainable development in higher education: a systematic review. International Journal of Sustainability in Higher Education, 23(3), 622-644.
Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669-680.
Amprazis, A., & Papadopoulou, P. (2018). Primary school curriculum contributing to plant blindness: Assessment through the biodiversity perspective. Advances in Ecological and Environmental Research, 3(11), 238-256.
Amprazis, A., & Papadopoulou, P. (2020). Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals?. Environmental Education Research, 26(8), 1065-1087.
Amprazis, A., Papadopoulou, P. (2023). Plant Blindness Intensity Throughout the School and University Years: A Cross-Age Study. In: Korfiatis, K., Grace, M., Hammann, M. (Eds) Shaping the Future of Biological Education Research. Contributions from Biology Education Research (pp. 137-146). Cham: Springer International Publishing.
Amprazis, A., Papadopoulou, P., & Malandrakis, G. (2021). Plant blindness and children’s recognition of plants as living things: A research in the primary schools context. Journal of Biological Education, 55(2), 139–154.
Balas, B., & Momsen, J. L. (2014). Attention “blinks” differently for plants and animals. CBE—Life Sciences Education, 13(3), 437-443.
Barrutia, O., Ruiz-González, A., Sanz-Azkue, I., & Díez, J. R. (2022). Secondary school students’ familiarity with animals and plants: Hometown size matters. Environmental Education Research, 28(10), 1564-1583.
Blue, S., Hargiss, C. L., Norland, J., Dekeyser, E. S., & Comeau, P. (2023). Plant blindness represents the loss of generational knowledge and cultural identity. Natural Sciences Education, 52(1), e20106.
Bobo-Pinilla, J., Marcos-Walias, J., Delgado Iglesias, J., & Reinoso Tapia, R. (2023). Overcoming plant blindness: are the future teachers ready?. Journal of Biological Education, 1-15.
Borsos, É., Borić, E., & Patocskai, M. (2023). What can be done to increase future teachers’ plant knowledge?. Journal of Biological Education, 57(2), 252-262.
Bourn, D., & Soysal, N. (2021). Transformative learning and pedagogical approaches in education for sustainable development: Are initial teacher education programmes in England and Turkey ready for creating agents of change for sustainability?. Sustainability, 13(16), 8973.
Bush, S. B., Cook, K. L., Edelen, D., & Cox Jr, R. (2020). Elementary students’ STEAM perceptions: extending frames of reference through transformative learning experiences. The Elementary School Journal, 120(4), 692-714.
Colon, J., Tiernan, N., Oliphant, S., Shirajee, A., Flickinger, J., Liu, H., … & McCartney, M. (2020). Bringing botany into focus: Addressing plant blindness in undergraduates through an immersive botanical experience. Bioscience, 70(10), 887-900.
Daniel, J., Russo, A., & Burford, B. (2023). How might we utilise the concept of botanic gardens’ in urban contexts to challenge plant blindness?. Biodiversity and Conservation, 32(7), 2345-2364.
Drisko, J. W., & Maschi, T. (2016). Content analysis. Oxford University Press, USA.
Dünser, B., Möller, A., Fondriest, V., Boeckle, M., Lampert, P., & Pany, P. (2024). Attitudes towards plants–exploring the role of plants’ ecosystem services. Journal of Biological Education, 1-15.
Fiel’ardh, K., Fardhani, I., & Fujii, H. (2023). Integrating perspectives from Education for Sustainable Development to foster plant awareness among trainee science teachers: A mixed methods study. Sustainability, 15(9), 7395.
Glavic, P. (2020). Identifying key issues of education for sustainable development. Sustainability, 12(16), 6500.
Guerra, S., Betti, S., Sartori, L., Zani, G., & Castiello, U. (2024). Plant awareness in the hand. Journal of Environmental Psychology, 94, 102246.
Haggstrom, M. (2019). Students Being Transformed into trees: Inverted Anthropomorphisation in Order to Enhance Connectedness to Natural Environments and Plants. In J. Reiss (Ed), Art, Theory and Practice in the Anthropocene (pp. 137–153). New York: Vernon Press.
Heddy, B. C., & Sinatra, G. M. (2013). Transforming misconceptions: Using transformative experience to promote positive affect and conceptual change in students learning about biological evolution. Science Education, 97(5), 723-744.
Hershey, D. R. (1996). “A historical perspective on problems in botany teaching. The American Biology Teacher, 58(6), 340-347.
Jahan, N., Naveed, S., Zeshan, M., & Tahir, M. A. (2016). How to conduct a systematic review: a narrative literature review. Cureus, 8(11).
Kacprzyk, J., Clune, S., Clark, C., & Kane, A. (2023). Making a greener planet: nature documentaries promote plant awareness. Annals of Botany, 131(2), 255-260.
Kletečki, N., Hruševar, D., Mitić, B., & Šorgo, A. (2023). Plants Are Not Boring, School Botany Is. Education Sciences, 13(5), 489.
Lampert, P., Müllner, B., Pany, P., Scheuch, M., & Kiehn, M. (2020). Students’ conceptions of plant reproduction processes. Journal of Biological Education, 54(2), 213-223.
Lawrence, N., Calvo, P. (2023). Learning to See ‘Green’ in an Ecological Crisis. In: L. Weir (eds) Philosophy as Practice in the Ecological Emergency: An Exploration of Urgent Matters (pp. 167-183). Cham: Springer International Publishing.
Link‐Pérez, M. A., Dollo, V. H., Weber, K. M., & Schussler, E. E. (2010). What’s in a Name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series. International Journal of Science Education, 32(9), 1227-1242.
Marcos-Walias, J., Bobo-Pinilla, J., Iglesias, J. D., & Tapia, R. R. (2023). Plant awareness disparity among students of different educational levels in Spain. European Journal of Science and Mathematics Education, 11(2), 234-248.
Mendes, R. S. M., Magno, J. N., Gomes, F. M., de Jesus Costa, F., Bragança, G. P. P., Jorge, N. C., & dos Santos Isaias, R. M. (2023). Do we need plants to survive? Triggering interest in Plant Science. Research, Society and Development, 12(1), e23712139614-e23712139614.
Mercan, G., Akpınarlı, S.S., & Köseoğlu, P. (2024). Preliminary information on the development of measurement tools for plant awareness: a review study. International Journal of Eurasia Social Sciences, 55, 210-222.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow & Associates (Eds.), Learning as Transformation: Critical Perspectives on a Theory in Progress (pp. 3-33). San Francisco: Jossey-Bass.
Olsson, D., Gericke, N., & Chang Rundgren, S. N. (2016). The effect of implementation of education for sustainable development in Swedish compulsory schools–assessing pupils’ sustainability consciousness. Environmental Education Research, 22(2), 176-202.
Panitsa, M., Iliopoulou, N., & Petrakis, E. (2021). Citizen Science, plant species, and communities’ diversity and conservation on a Mediterranean biosphere reserve. Sustainability, 13(17), 9925
Pany, P., Meier, F. D., Dünser, B., Yanagida, T., Kiehn, M., & Möller, A. (2022). Measuring Students’ Plant Awareness: A Prerequisite for Effective Botany Education. Journal of Biological Education, 1-14.
Parsley, K. M. (2020). Plant awareness disparity: A case for renaming plant blindness. Plants, People, Planet, 2(6), 598-601.
Pedrera, O., Ortega, U. Ruiz-González, Díez, J., Barrutia, O. (2021). Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students. Journal of Biological Education, 57(3), 566-591.
Prior, L. (2020). Content analysis. In P. Leavy (Ed.), The Oxford Handbook of Qualitative Research (2nd ed., pp. 541–568). Oxford University Press
Prokop, P., & Fančovičová, J. (2023). Enhancing Attention and Interest in Plants to Mitigate Plant Awareness Disparity. Plants, 12(11), 2201.
Pugh, K. J., Bergstrom, C. M., Heddy, B. C., & Krob, K. E. (2017). Supporting deep engagement: The teaching for transformative experiences in science (TTES) model. The Journal of Experimental Education, 85(4), 629-657.
Pugh, K. J., Linnenbrink-Garcia, L., Koskey, K. L., Stewart, V. C., & Manzey, C. (2010). Teaching for transformative experiences and conceptual change: A case study and evaluation of a high school biology teacher's experience. Cognition and Instruction, 28(3), 273-316.
Rieckmann, M. (2018). Learning to transform the world: Key competencies. In A. Leicht, J. Heiss, W.J. Byun (Eds) Education for Sustainable Development. Issues and Trends in Education for Sustainable Development (pp. 39–59). Paris, France: UNESCO.
Rodríguez Aboytes, J. G., & Barth, M. (2020). Transformative learning in the field of sustainability: a systematic literature review (1999-2019). International Journal of Sustainability in Higher Education, 21(5), 993-1013.
Ryplova, R. ., Pokorny, J. ., & Baxa, M. . (2023). Education for Sustainability: Innovative Teaching on Photosynthesis of Aquatic Plants in Ecological Context. European Journal of Sustainable Development, 12(4), 69.
Sagy, O., Kali, Y., Tsaushu, M., & Tal, T. (2018). The culture of learning continuum: Promoting internal values in higher education. Studies in Higher Education, 43(3), 416-436.
Schnepfleitner, F. M., & Ferreira, M. P. (2021). Transformative Learning Theory–Is It Tıme to Add A Fourth Core Element?. Journal of Educational Studies and Multidisciplinary Approaches, 1(1), 40-49.
Schreier, M. (2012). Qualitative content analysis in practice. Sage.
Singer-Brodowski, M. (2023). The potential of transformative learning for sustainability transitions: moving beyond formal learning environments. Environment, Development and Sustainability, 1-19.
Stagg, B. C., & Dillon, J. (2022). Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020). Plants, People, Planet, 4(6), 579-592.
Stagg, B. C., & Dillon, J. (2023). Plants, education and sustainability: rethinking the teaching of botany in school science. Journal of Biological Education, 57(5), 941-943.
Stroud, S., Fennell, M., Mitchley, J., Lydon, S., Peacock, J., & Bacon, K. L. (2022). The botanical education extinction and the fall of plant awareness. Ecology and Evolution, 12(7), 1-14.
Thomas, B. S., Yang, J., Mo, K. H., Abdalla, J. A., Hawileh, R. A., & Ariyachandra, E. (2021). Biomass ashes from agricultural wastes as supplementary cementitious materials or aggregate replacement in cement/geopolymer concrete: A comprehensive review. Journal of Building Engineering, 40, 102332.
Walsh, Z., Böhme, J., Lavelle, B. D., & Wamsler, C. (2020). Transformative education: Towards a relational, justice-oriented approach to sustainability. International Journal of Sustainability in Higher Education, 21(7), 1587-1606.
Walton, G., Mitchley, J., Reid, G., & Batke, S. (2023). Absence of botanical European Palaeolithic cave art: What can it tell us about plant awareness disparity?. Plants, People, Planet, 5, 690-697.
Wandersee, J. H., & Schussler, E. E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 82–86.
Wandersee, J., & Schussler, Ε. (2001). Toward a theory of plant blindness. Plant Science Bulletin, 47(1), 2-9.
Warner, B. P., & Elser, M. (2015). How do sustainable schools integrate sustainability education? An assessment of certified sustainable K–12 schools in the United States. The Journal of Environmental Education, 46(1), 1-22.
Wulandari, S., Sunandar, A., & Setiadi, A. E. (2023). The Plant Blindness Profile of Secondary School Students. Journal of Education Research and Evaluation, 7(3), 2549-2675.
Zhang, W., & Koshmanova, T. (2021). From personal experiences of transformative learning on educational challenges and reforms in secondary school in China. International Journal of Education, 9(3), 33-40.
