Promotion of the Environmental Knowledge and Behavior through the Moroccan Syllabus of Sciences in the Middle School

Bouchta El Batri; Anouar Alami; Moncef Zaki; Youssef Nafidi; Driss Chenfour

Vol. 11 No. 4 (2019) IEJEE

Promotion of the Environmental Knowledge and Behavior through the Moroccan Syllabus of Sciences in the Middle School

Bouchta El Batri
Anouar Alami
Moncef Zaki
Youssef Nafidi
Driss Chenfour

Published March 22, 2019 | Pages: 371-381 | Views: 1034

Download PDF

SHARE

Abstract

This research paper aims to promote environmental knowledge and behavior in the Moroccan school through the syllabus of science at the level of the Moroccan middle School. As a first step, a comparative multi-case study was conducted. It is intended for students from four middle Schools who belong to four different socio-environmental backgrounds. The survey was conducted through questionnaires which consist of four sections; the learning methods, the teaching aids, environmental knowledge, and the use of environmental knowledge in adequate eco-responsible behaviors. Based on the analysis of the results obtained at the level of the four schools, a teaching intervention of four weeks (2 hours per week) was then carried out. During this process, the same program was taught but otherwise. In order to meet the objectives of this work, we have inserted some local environmental problems through active learning methods and relatively appropriate teaching aids. In our intervention, we have made the necessary link between ecological knowledge and the appropriate pro-environmental behavior. This, however, is attributed to the fact that it has never been used before. The results show that there is a significant improvement, both in terms of environmental knowledge acquired and the intentions to adopt eco-friendly environmental behaviors.

<p>This research paper aims to promote environmental knowledge and behavior in the Moroccan school through the syllabus of science at the level of the Moroccan middle School. &nbsp;As a first step, a comparative multi-case study was conducted. It is intended for students from four middle Schools who belong to four different socio-environmental backgrounds. The survey was conducted through questionnaires which consist of four sections; the learning methods, the teaching aids, environmental knowledge, and the use of environmental knowledge in adequate eco-responsible behaviors. Based on the analysis of the results obtained at the level of the four schools, a teaching intervention of four weeks (2 hours per week) was then carried out. During this process, the same program was taught but otherwise. In order to meet the objectives of this work, we have inserted some local environmental problems through active learning methods and relatively appropriate teaching aids. In our intervention, we have made the necessary link between ecological knowledge and the appropriate pro-environmental behavior. This, however, is attributed to the fact that it has never been used before. The results show that there is a significant improvement, both in terms of environmental knowledge acquired and the intentions to adopt eco-friendly environmental behaviors.</p>

Listen -

References

Aglan, H. A. & Ali, S. F. (1996). Hands‐On Experiences: An Integral Part of Engineering Curriculum Reform. Journal of Engineering Education, 85(4), 327-330.

Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour.

Akçali, A. A., & Demircioğlu, İ. H. (2016). Opinions of pre-service social studies teachers about using historical environment. International Electronic Journal of Elementary Education, 9(1), 39-58.

Alexander, R. J. (2001). Culture and pedagogy: International comparisons in primary education (pp. 391-528). Oxford: Blackwell.

Alexander, R. J. (2006). Towards dialogic teaching: Rethinking classroom talk. Cambridge: Dialogos.

Ameh, I. E., Daniel, B. P., & Akus, Y. (2007). Research and methods in the Social Sciences. Ankpa: Rowis press. Daluba, NE, & Audu, TA (2005). Comparing the Academic Performance of Sandwich and Regular Students in.

Anderson, A. (2012). Climate change education for mitigation and adaptation. Journal of Education for Sustainable Development, 6(2), 191-206.

Arénilla, L., Gossot, B., Rolland, M. C., & Roussel, M. P. (2009). Dictionnaire de pédagogie et de l'éducation. Bordas.

Asokhia, M. O. (2009). Improvisation/teaching aids: Aid to effective teaching of English language. International Education Science, 1(2), 79-85.

Ballantyne, R. & Packer, J. (2005). Promoting environmentally sustainable attitudes and behaviour through free‐choice learning experiences: what is the state of the game?. Environmental Education Research, 11(3), 281-295.

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Bordallo, I. & Ginestet, J. P. (2006). Pour une pédagogie du projet. Hachette éducation.

Braibant, J. M., de Theux, M. N., Aguirre, E., & Wouters, P. (2002). Sensibilisation des enseignants aux méthodes actives: quel impact et quelle efficacité sur le terrain [Teacher awareness of active methods: what impact and effectiveness on the ground]. AIPU, Louvain-la-Neuve.

Briggs, L. P., Stedman, R. C., & Krasny, M. E. (2014). Photo-Elicitation Methods in Studies of Children's Sense of Place. Children Youth and Environments, 24(3), 153-172.

Bruillard, É. (2005). Les manuels scolaires questionnés par la recherche. Manuels scolaires, regards croisés, 13-36.

Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology, 8(1), 136.

Campbell, D. T. & Stanley, J. C. (1963). Experimental designs for research on teaching. Handbook of research on teaching, 171-246.

Cavas, B., Cavas, P., Karaoglan, B., & Kisla, T. (2009). A study on science teachers' attitudes toward information and communication technologies in education. TOJET: The Turkish Online Journal of Educational Technology, 8(2).

Chanse, V., Mohamed, A., Wilson, S., Dalemarre, L., Leisnham, P. T., Rockler, A., ... & Montas, H. (2017). New approaches to facilitate learning from youth: Exploring the use of Photovoice in identifying local watershed issues. The Journal of Environmental Education, 48(2), 109-120.

Cheong, I. A. (2005). Educating pre‐service teachers for a sustainable environment. Asia-Pacific Journal of Teacher Education, 33(1), 97-110.

Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of research in science teaching, 28(8), 713-725.

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 3, 7.

Collins, J. W., & O'Brien, N. P. (2011). The Greenwood dictionary of education. ABC-CLIO.

Cook, T. D., Campbell, D. T., & Shadish, W. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.

Directorate of Curricula (2009). Morocco. http://www.etudiantdumaroc.com/tawjihat-tarbawia-college/svt.pdf

Do, K. L. (2003). L'exploration du dialogue de Bohm comme approche d'apprentissage: une recherche collaborative (Doctoral dissertation, Université Laval).

Dori, Y. J. & Tal, R. T. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95-113.

Dufresne, R. J., Gerace, W. J., Leonard, W. J., Mestre, J. P., & Wenk, L. (1996). Classtalk: A classroom communication system for active learning. Journal of computing in higher education, 7(2), 3-47.

Edwards, J. & Roblyer, M. D. (2000). Integrating educational technology into teaching. Merill, Upper Saddler river, NJ.

Ekeyi, D. N. (2013). Effect of demonstration method of teaching on students’ achievement in agricultural science. World Journal of Education, 3(6), 1.

Erdogan, M. (2009). Fifth grade students’ environmental literacy and the factors affecting the students’ environmentally responsible behaviors (Unpublished PhD Dissertation). Ankara: Middle East Technical University.*

Erdosne Toth, E., Klahr, D., & Chen, Z. (2000). Bridging research and practice: A cognitively based classroom intervention for teaching experimentation skills to elementary school children. Cognition and instruction, 18(4), 423-459.

Erten, S. (2005). Okul öncesi öğretmen adaylarında çevre dostu davranışların araştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 91-100.

Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19(1), 39-50.

Falk, A. & Heckman, J. J. (2009). Lab experiments are a major source of knowledge in the social sciences. science, 326(5952), 535-538.

Felder, R. M., Woods, D. R., Stice, J. E., & Rugarcia, A. (2000). The future of engineering education II. Teaching methods that work. Chemical Engineering Education, 34(1), 26-39.

Fröhlich, G., Sellmann, D., & Bogner, F. X. (2013). The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention. Environmental Education Research, 19(6), 747-764.

Genc, M. (2015). The project-based learning approach in environmental education. International Research in Geographical and Environmental Education, 24(2), 105-117.

Goldberg, J. R., & Nagurka, M. L. (2012, October). Enhancing the engineering curriculum: Defining discovery learning at Marquette University. In Frontiers in Education Conference (FIE), 2012 (pp. 1-6). IEEE.

Gottlieba, D., Vigoda-Gadota, E., & Haim, A. (2013). Encouraging ecological behaviours among students by using the ecological footprint as an educational tool: A quasi-experimental design in a public high school in the city of Haifa. Environmental Education Research, 19(6), 844-863.

Greenberg, R. M. (2000). Creative Teaching with Historic Places. Cultural Resource Management, 23(8), n8.

Hartmann, W., Näf, M., & Reichert, R. (2011). Pédagogie de projet. Enseigner l’informatique, 105-111.

Higde, E., Oztekin, C., & Sahin, E. (2017). Turkish pre-service science teachers' awareness, beliefs, values, and behaviours pertinent to climate change. International Research in Geographical and Environmental Education, 1-11.

Huber, M. (2005). Apprendre en projets: la pédagogie du projet-élèves. Chronique sociale.

Jefferson, G. M., Ciro, P. M., & María Andrea, M. S. (2017). Environmental education and the Bogotá River: an intervention to be carried out in Cundinamarca (Colombia). International Research in Geographical and Environmental Education, 26(4), 281-296.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the middle School classroom. Interaction Book Company, 7208 Cornelia Drive, Edina, MN 55435.

Karataş, A. (2011). Çevre bilincinin geliştirilmesinde doğa tarihi müzelerinin rolü. Akademik Bakış Dergisi, 27, 1-15.

Karpudewan, M. & Mohd Ali Khan, N. S. (2017). Experiential-based climate change education: fostering students’ knowledge and motivation towards the environment. International Research in Geographical and Environmental Education, 1-16.

Keles, O., Uzun, N., & Varnaci-Uzun, F. (2010). The change of teacher candidates’ environmental consciousness, attitude, thought and behaviors with nature training project and the assessment of its permanence. Electronic Journal of Social Sciences, 9(32), 384-401.

Kresta, S. M. (1998). Hands‐on Demonstrations: An Alternative to Full Scale Lab Experiments. Journal of Engineering Education, 87(1), 7-9.

Leeming, F. C., Porter, B. E., Dwyer, W. O., Cobern, M. K., & Oliver, D. P. (1997). Effects of participation in class activities on children's environmental attitudes and knowledge. The Journal of Environmental Education, 28(2), 33-42.

Linnenbrink, E. A. (2006). Emotion research in education: Theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18(4), 307-314.

Makki, M. H., Abd-El-Khalick, F., & BouJaoude, S. (2003). Lebanese secondary school students' environmental knowledge and attitudes. Environmental Education Research, 9(1), 21-33.

May, T. S. (2000). Elements of success in environmental education through practitioner eyes. The Journal of Environmental Education, 31(3), 4-11.

Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. American psychologist, 59(1), 14.

Miser, R. (2010). Çevre eğitimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Mezunları Derneği Yayınları, Ankara.

Moisander, J. (1998, March). Motivation for ecologically oriented consumer behaviour. In 2nd European Science Foundation Workshop. Lancaster ESF-Term programme: Consumption, Everyday Life and Sustainability.

Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A. M., & Lerkkanen, M. K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and teacher education, 55, 143-154.

Norman, G. R. & Schmidt, H. G. (2000). Effectiveness of problem‐based learning curricula: Theory, practice and paper darts. Medical education, 34(9), 721-728.

Norton, S., McRobbie, C. J., & Cooper, T. J. (2000). Exploring secondary mathematics teachers’ reasons for not using computers in their teaching: Five case studies. Journal of research on computing in education, 33(1), 87-109.

ONU (1992). Sommet Planète terre, conférence des Nations Unies sur l’environnement et le développement, Rio de Janeiro, Brésil 3-14 juin 1992.

Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.

Samur, A. Ö. (2018). A Comparison of 60-72 Month Old Children's Environmental Awareness and Attitudes: TEMA Kids Program. International Electronic Journal of Elementary Education, 10(4), 413-419.

Saribas, D., Kucuk, Z. D., & Ertepinar, H. (2017). Implementation of an environmental education course to improve pre-service elementary teachers’ environmental literacy and self-efficacy beliefs. International Research in Geographical and Environmental Education, 26(4), 311-326.

Sauvé, L. (1999). Un «patrimoine» de recherche en construction. Éducation relative à l'environnement: Regards-Recherches-Réflexions, 1, 13-40.

Silberman, M. (1996). Active Learning: 101 Strategies To Teach Any Subject. Prentice-Hall, PO Box 11071, Des Moines, IA 50336-1071.

Tugurian, L. P. & Carrier, S. J. (2017). Children's environmental identity and the elementary science classroom. The Journal of Environmental Education, 48(3), 143-153.

Tuncer*, G., Ertepinar, H., Tekkaya, C., & Sungur, S. (2005). Environmental attitudes of young people in Turkey: Effects of school type and gender. Environmental Education Research, 11(2), 215-233.

Tuncer, G., Sungur, S., Tekkaya, C., & Ertepinar, H. (2007). A comparative study on pre-service teachers' and elementary students' attitudes towards the environment. International Research in Geographical & Environmental Education, 16(2), 188-198.

UNESCO (2016). Global Education Monitoring Report. Education for people and planet: CREATING SUSTTAINABLE FUTURS FOR ALL.
http://unesdoc.unesco.org/images/0024/002457/245752e.pdf

Van Winkle, R., Davis, W., & Larwood, L. (2002). Active teaching-active learning teaching techniques and tools.

Wallace, S. (2015). A dictionary of education. OUP Oxford.

William R.. Shadish, Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Wadsworth Cengage learning.

Keywords

environmental knowledge, environmental behavior, middle school, active learning, local environment

Affiliations

Bouchta El Batri

Sidi Mohamed Ben Abdellah University

Anouar Alami

Sidi Mohamed Ben Abdellah University

Moncef Zaki

Sidi Mohamed Ben Abdellah University

Youssef Nafidi

Sidi Mohamed Ben Abdellah University

Driss Chenfour

Oum Lbanin High school

Downloads

Download data is not yet available.

How to Cite

El Batri, B., Alami, A., Zaki, M., Nafidi, Y., & Chenfour, D. (2019). Promotion of the Environmental Knowledge and Behavior through the Moroccan Syllabus of Sciences in the Middle School. International Electronic Journal of Elementary Education, 11(4), 371–381. Retrieved from https://iejee.com/index.php/IEJEE/article/view/569