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Approaches used in environmental education
Approaches to environmental education
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Discussion
In this paper, we set out to investigate the pedagogical moves of BGEs from a discourse perspective. The findings of this study suggest that, although their discourse predominated during the guided visits, the diverse communicative approaches adopted and the variety of questions asked revealed the complexity of their pedagogical practices. Firstly, the analysis based on the four classes of communicative approach has revealed that the BGE discourse was interactive and authoritative in nature. Despite the fact that interactive/dialogic discourse was occasionally observed, it was overwhelmed by either an interactive/authoritative or non-interactive/authoritative pattern. Mortimer and Scott (2003) point out that in dialogic discourse
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It requires educators to be familiar with students’ school learning experience, sociocultural background, the needs of the individual learner, and so forth (Cox-Petersen et al., 2003; DeWitt & Storksdieck, 2008; Tal & Morag, 2007). In sociocultural learning environments, as Ash and Wells (2006) have suggested, in order to move towards greater individual understanding, students should be encouraged to participate in knowledge building by sharing what they know and by providing arguments through the ongoing challenge of responding to other speakers. However, whether this outcome can be achieved depends on the content being taught and the type of mediation provided by educators (Tal, 2012). Thus, we believe that the BGEs might benefit from making the content less informative and more exploratory when designing learning activities. They need to bear the principles of learning suggested by the sociocultural theory in mind and engage students in joint negotiations through dialoguing. In particular, they might strive to create real discussions, in which the educator and students are in equal or similar positions, by shifting the power relation in favor of the …show more content…
The detailed picture of the guided visit that we have provided herein emphasizes that the learning environment designed by botanic gardens, or even other informal science institutions in a broader sense, should encourage dialogues, which engage both BGEs and students in creating and making sense of knowledge through joint activities. The findings of this study suggest that the facilitation of dialogues requires the shift of power in discourse from the educator to the learner. Our advice to educators is to pose open-ended questions and employ certain moves (e.g., “elicit”, “maintain”, “press”, etc.) to encourage his or her students to think, interpret, and make new understandings through their contributions to the dialogic discourse. Such discourse can be an essential feature of effective learning in both informal and formal contexts (Ash & Wells, 2006; DeWitt & Hohenstein, 2010; Nystrand, 1997). Another important implication of this study is the use of the framework for identifying the pedagogical functions of the follow-up moves which was devised by drawing on studies conducted in and out of the classroom settings, we believe that educators in different contexts could use it as a tool to guide their teaching practices as well as researchers employing it to analyze learning
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
A student and teacher should be able to openly communicate or discuss the content and/or topic in class. To begin the educating process, one must set the correct tone and setting for it. Education is supposed to be an “experience”. An experience is supposed to engage all that are involved in it. “That every reader, everyone engaged in any teaching or learning practice, explicitly wonders about his or her work as teacher or pupil, in mathematics, history, biology, or grammar classes, is of little importance. That as teacher or pupil in the experience of the critical instruction in content that all explicitly engage a “reading of the world” that would be of a political nature, is not of the highest necessity” (Freire 49). ...
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic.
Unlike Freire’s conclusion of education as liberation and exploring one’s historical background, Rodriguez’s conclusion involves removing oneself from ones historical background. Rodriguez believes in complete alienation from home, childhood, and family in order to develop new ways of thinking. He believes this process to be a loss, but a necessary sacrifice to achieve academic success. He states that the student “must move between environments, his home and the classroom, which are at cultural extremes, opposed” (Rodriguez 547). He believes that the two environments cannot coincide until the student has gone through many years of education to finally “achieve desire” and look back on his or her life to reconnect with the person they were before
Edward Joseph Snowden is a former CIA technician, Booz Allen Hamilton's former employee, and a former NSA defense contractor. Edward Snowden had leaked a secret of NSA through an interview with Glenn Greenwald from The Guardian which startled the world. In his disclosure, Snowden revealed about NSA that they are mining data works all along and secretly monitoring U.S. citizens' personal information by accessing through different servers.
Class discussion – after a section of reading teacher reviews content and “big ideas” as they arise. I
I believe that the purpose of education is to produce the next generation of leaders who are intelligent and have great character. This idea is supported in the article “The Purpose of Education” by Martin Luther King. Martin Luther King Jr. was a civil rights activist who fought for black and white people to have equal rights in America. He writes about the true purpose, and meaning of education in the article by saying, “Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction (MLK1).” This quote from the article explains that being academically educated is very important. It will help people stand up, be a leader, and take charge to make the world a better place for everyone. That gallant leader will argue against the fallacy, lies,
So what can be done to improve this ability, so children don’t struggle with an ability that some of us come to expect as a social norm, and even help them throughout schooling? The introduction of Discourses into education. With the proper understanding and application of Discourses, we as a society can change and grow the
In the article “What Does It Mean to Educate the Whole Child?” Nel Noddings attempts to provide a deeper insight on what it means to educate the whole child. According to the article, public schools in the United States are currently facing a huge pressure to provide students with thorough and efficient education. In this connection, a program known as No Child Left Behind (NCLB) has endeavored to ensure that efficient education is provided to all minority children, especially the many who are in the inner-cities. Notwithstanding this endeavor, individuals from some quarters have criticized NCLB by claiming that it is an unfunded mandate since it comes up with costly demands without providing necessary resources to meet them. In effect, among
This course is in its twilight, and I wanted to share some thoughts with you right before the screen goes down.
The first chapter talks about the justification of the pedagogy, the contradiction between the oppressors and oppressed, which each house on another in each other psyche’s, and how the pedagogy is justified. Chapter two is about the “banking” concept of education as means of oppression which treats students as brainless ‘piggy banks’ to be filled with knowledge and teachers as all-knowing beings; “the more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are” (Freire, 1998, p. 53). Chapter two also poses a solution to the “banking” method: problem posing, which through dialogue creates a co-creator relationship between the students and teacher. The third chapter builds more on dialogue as a practice of freedom in education and the final chapter is about dialogics and antidialogics as opposing theories of action.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
We must first look at the need for a constructivist approach in a classroom, to do this we think back to our days in primary school and indeed secondary school where textbooks we like bibles. We were told to take out our books, look at the board, and now complete the exercise on page z. This approach in a class is repetitive, the teacher holds authoritarian power and learning is by no means interactive. “In a traditional classroom, an invisible and imposing, at times, impenetrable, barrier between student and teacher exists through power and practice. In a constructivist classroom, by contrast, the teacher and the student share responsibility and decision making and demonstrate mutual respect.” (Wineburg, 2001) This approach focuses on basic skills and strict adherence to the curriculum. Children are being forced to learn through repetit...
The overall essence of education or knowledge acquisition is reflected in an axiom by Confucius which says “Tell me, and I will forget; show me, and I will remember; but involve me, and I will understand. Back then, it was clear that learning was a comprehensive process which involves passionate exchanges between students and their teachers; unfortunately this is not the case in most modern classrooms. Instead of the expected bidirectional communication between learners and teachers, in the modern learning environment there is a unidirectional system which involves the teacher incessantly hurling facts at students who, due to their passive roles as mere receptacles, have fallen asleep or; in the case of “best” students are mindlessly taking notes. This leads to a situation where knowledge has neither been conferred nor acquired.
The role of language in science was taken for granted, however, this chapter by Sutton (1998) addressed this issue by highlighting the influential role of language in science education. Sutton’s focus was mostly on the written aspect of language, however, there are other aspects that are influencing science education and consequently affecting the teaching and learning processes. One of these aspects is the language science is represented with, such that the language science is being represented in textbooks might be different than the students’ or teachers’ mother tongue. This raises challenges for teachers and for students, whereby teachers had to bridge the gap between scientific terminologies and students’ mother tongue. To elaborate, from my experience in practicum, I noticed students struggled to express their thoughts using accurate English and scientific terminologies. For example, once I asked students to describe the life cycle of butterflies based on a figure that I had provided, a