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Let’s save the bees! An environmental activism initiative in elementary school.
Case Study

Pedro Reis

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  • 6
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  • 25+

Let’s save the bees! An environmental activism initiative in elementary school.

English

Portugal

Science education research emphasizes the need to engage students in socio-scientific issues, empowering them to act in a substantiated manner. This study aims to understand the potential of a collective action initiative, focused on the decreasing honey production issue, and on the students’ empowerment for action. A qualitative research methodology was used with an interpretative stance. The participants were 26 3rd grade students and their teacher. Data was collected from the students written documents, and through an interview with the teacher. Results show that students’ engagement in collective action focused on the decreasing honey production issue, required them to mobilize their scientific knowledge to support their actions, as well as the development of several other competences. Students also became aware of the importance, for every citizen, to substantiate their knowledge in order to act, that acting is crucial to overcome issues that may persist and impact future generations, and that only by engaging in action can change take place. Another highlight was the students’ strong engagement in collective action, allowing them to raise awareness this issue in their local community.

Research Article

Erkan Cermik

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  • 12
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  • 16

Developing Environmental Citizenship Knowledge Test and Determining the Knowledge Levels of Secondary School Students

Turkish

Turkey

In this study, a theoretical, valid and reliable knowledge test was developed to measure the knowledge dimension of environmental citizenship in secondary school students. In addition, environmental knowledge levels of secondary school students were examined. The data were collected from a total of 255 secondary school students studying in the seventh and eighth grade1 . Within the framework of environmental citizenship, a multiple-choice knowledge test consisting of 45 items was prepared in accordance with Bloom's taxonomy considering the secondary school environmental curriculum standards. As a result of the item and test statistics using the Classical Test Theory, items with item difficulty and item discrimination indexes at the desired level were selected. Content validity was taken into consideration in the selection of the item. As a result of the analysis, Environmental Citizenship Knowledge Test consisting of 25 items with average difficulty value of 0.54 and average discrimination value of 0.57 was obtained. The internal reliability coefficient of the test (KR20) was determined to be 0.85. Findings showed that secondary school students' level of knowledge about the dissolution time of different substances in nature is low. The sub-dimension, where the students have the highest level of knowledge, is the Mindful Consumption-Conscious Consumer sub-dimension. However, it has been observed that knowledge levels on global warming and greenhouse effect are lower than other subdimensions. The fact that the lowest level of knowledge is the behavior towards environmental protection emphasizes the importance of environmental citizenship education. The test developed in the study is a valid and reliable scale to measure the knowledge dimension of environmental citizenship levels of secondary school students.

Andreas Ch. Hadjichambis

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  • 6
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  • 18

Recycling, 5R: Sustainable Consumption

Greek

Cyprus

This daylong program includes the participation in a sequence of activities that give emphasis both on theoretical and practical aspects and it is based on the methodology of decision making. It is organized in a way that supports the understanding of environmental concepts and through a hooking mission introduces students in issues related with the recycling and the sustainable consumption. 1. Mission. Students’ mission is to visit the mini-shop that has been set up at our Environmental Center, especially for the needs of this program, in order to buy the products they need for preparing a pic-nic. However; before their visit at our mini-shop students are asked to participate in a sequence of activities in order to complete a mysterious circular diagram which will reveal to them a “Green Code”, necessary for their shopping. 2. Studying the products and the raw materials. Students learn that for the production of several products different raw materials are used coming from several natural ecosystems. 3. Reuse. Students develop their crearivity and imagination as they seek and discover different constructions and ways to use of an item. 4. Recycle. Students study and sort out rubbish and waste at the recycle bins. In addition, the learn about the process of recycling through a more experiential way – by making recycled paper. 5. Refuse. In this activity students learn to reject the purchase of a product if the material from which is constructed in not environmental-friendly. 6. Reduce. Students study several packages as well the amount of rubbish resulting from these and thus they realize the need to find alternatives through which will reduce the volume of garbage. 7. Green Code. At this point, students are ready to complete the mysterious circular diagram, prioritizing first the 4Rs. 8. Eco-shopping . Having in their hands the circular diagram with the green code, students visit the mini-shop, they make decisions, they shop ecologically and they prepare for their pic-nic.

Andreas Ch. Hadjichambis

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  • 6
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  • 13

Vegetable gardens: Reflection, Collaboration, Action

Greek

Cyprus

This one-day program involves participation in a series of activities theoretically and practically directed. It is organized in such a way as to support the understanding of environmental concepts and issues while hooking the students into a fascinating educational adventure. Mission The students receive their mission by other students complaining about the tasteless and odorless vegetables they eat and thus the students decide to create a vegetable garden at the environmental centre. The student’s mission is to help with the caring of the vegetable garden found at the centre and to expand the vegetable garden of CYCERE’s by developing their own section within the vegetable garden. 2. Research, experiment and discover The students are asked through their research to collaborate in experiential activities and experiments as to give an answer to questions such as: What vegetable species should we plant in our garden? What soil is more appropriate for planting? Why is it important for vegetation to be found on the ground? How is a plant developed? What are the plant’s development stages? Planting and caring of the garden The students are asked to think about the caring required by a vegetable garden (watering, digging, removal of weeds, fighting plant diseases) and to take care of CYCERE’s garden. In addition, they are asked to decide through a debate if they will use some chemical substances for fighting the plant diseases (conventional agriculture) or if they will avoid the use of such substances (organic agriculture). Reflection The students return back to the Biology lab where the tree of veggie-wishes is presented. Each student receives a vegetable-shaped paper and is asked to write down thoughts, impressions and suggestions regarding the development of a vegetable garden. Afterwards, each group presents their thought and hangs the paper on the tree of veggie-wishes. After finishing this activity, the students participate in a quiz. Action Before returning back to school, the students are asked to think whether they would like to develop a vegetable garden at their school / house and to justify their opinion. Through this program, the cultivation of research skills through in situs observation, the conceptual comprehension and the environmental awareness of the students regarding the development and conservation of a vegetable garden are promoted through a holistic approach and experiential learning. The methodological approaches implemented are intertwined with the principles and the philosophy of Environmental Education and the Education for Sustainability also promoting group work and collaboration.

Andreas Ch. Hadjichambis

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  • 18
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  • 25+

Environmental citizenship research and the European Network for Environmental Citizenship

English

Cyprus

By way of an introduction to environmental citizenship, it is a very important concept for the protection of the environment and the success of any environmental policies being pursued. This relatively new term comes mainly from the political science arena but has soon entered with claims in other different fields, such as the economy, social sciences and, more recently, education. Therefore, research on environmental citizenship finds applications in all these areas of science and society. Environmental citizenship is related to the pro-environmental behavior of citizens, which should include both individual and collective actions. Until now, there have been many different attempts to define environmental citizenship, resulting in the creation of several definitions focusing and emphasizing different dimensions and priorities of environmental citizenship.

Andreas Ch. Hadjichambis

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  • 18
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  • 25+

Conservation Reasoning and Proposed Actions for the Protection of Threatened Plant Species: Insights From a Sample of Rural and Urban Children of Cyprus

English

Cyprus

Abstract Investigating children’s beliefs and values toward threatened biodiversity can contribute to their understanding about nature and to the prevention of sociopolitical issues that may emerge when nature policy is being implemented. This study investigates children’s beliefs about threats to plants, the personal values associated with conservation, and actions children consider desirable regarding the conservation of three threatened plant species of Cyprus. Photos of threatened plants were used during interviews with 60 students (30 urban and 30 rural residents) aged 10–12 years. Results showed that participants deemphasized anthropogenic threats, while attitudes of individual responsibility were prevalent. Participants proposed actions of higher effectiveness mainly when they felt that they would be able to implement them. Findings suggest that an educational policy on threatened plant conservation should adopt a social character, focusing on attitudinal development and participatory learning approaches that will enhance children’s sense of ownership and efficacy.

Andreas Ch. Hadjichambis

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  • 18
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  • 25+

Integrating Sustainable Consumption into Environmental Education: A Case Study on Environmental Representations, Decision Making and Intention to Act

English

Cyprus

Abstract During the last decades, current consumption patterns have been recurrently blamed for rendering both the environment and our lifestyles unsustainable. Young children are considered a critical group in the effort to make a shift towards sustainable consumption (environmentally friendly consumption). However, young people should be able to consider sustainable consumption as a potential venue, among their options. The present study investigates the effectiveness of an environmental education program aiming to familiarize children aged 8-12 with the notion of sustainable consumption by focusing on children’s environmental representations and their intentions to act (decision-making). Findings revealed that the program employed influenced children’s environmental representations into becoming more sustainable ones. In addition, the environmental program provided children with more environmental criteria, allowing children to report their intentions to act as sustainable consumers. Relating children’s environmental representations to their decision-making criteria, findings indicated an emerging relationship between children’s environmental representations, and their intentions to act, as reflected through the decision-making process.

Andreas Ch. Hadjichambis

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  • 18
  • To
  • 25+

Environmental citizenship research and the European Network for Environmental Citizenship

English

Cyprus

By way of an introduction to environmental citizenship, it is a very important concept for the protection of the environment and the success of any environmental policies being pursued. This relatively new term comes mainly from the political science arena but has soon entered with claims in other different fields, such as the economy, social sciences and, more recently, education. Therefore, research on environmental citizenship finds applications in all these areas of science and society. Environmental citizenship is related to the pro-environmental behavior of citizens, which should include both individual and collective actions. Until now, there have been many different attempts to define environmental citizenship, resulting in the creation of several definitions focusing and emphasizing different dimensions and priorities of environmental citizenship.

Urban Science

Daniela Conti

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  • 12
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  • 16

Urban Science – Integrated Learning for Smart Cities

Italian

Italy

Yes

Over two-thirds of the European population live in cities. Enabling those cities to deliver services sustainably while keeping their citizens safe, healthy, prosperous and well-informed is amongst the most important challenges in this century. The Urban Science European project is an education response to this, to improve the teaching of scientific inquiry and investigation so that students develop the competences to actively contribute to creating healthy cities. Urban Science works through outdoor inquiry-based learning where urban areas become living-laboratories that help students explore how science can create healthier and sustainable places to live. It is solutions based; placing a strong emphasis on creativity and problem solving to ensure scientific understanding can be applied in a meaningful context.

Urban Science

Richard Dawson

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  • 12
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  • 16

Urban Science

English

United Kingdom