Environmental Threats and Geographical Education: Students' Sustainability Awareness--Evaluation

Autor/inn/en	Urbanska, Magdalena; Charzynski, Przemyslaw; Gadsby, Helen; Novák, Tibor József; Sahin, Salih; Yilmaz, Monica Denise
Titel	Environmental Threats and Geographical Education: Students' Sustainability Awareness--Evaluation
Quelle	In: Education Sciences, 12 (2022), Artikel 1 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Charzynski, Przemyslaw) ORCID (Gadsby, Helen) ORCID (Sahin, Salih)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Geography Instruction; Instructional Effectiveness; Teaching Methods; Environmental Education; Sustainable Development; World Problems; Climate; Pollution; Soil Science; Physical Geography; Knowledge Level; Adolescents; High School Students; High School Teachers; Teacher Attitudes; Barriers; Foreign Countries; Czech Republic; Hungary; Poland; Romania; United Kingdom; Turkey + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Nachhaltige Entwicklung; Weltproblem; Klima; Schadstoffbelastung; Bodenkunde; Physische Geografie; Wissensbasis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Tschechische Republik; Ungarn; Polen; Rumänien; Großbritannien; Türkei
Abstract	Teaching geography creates an opportunity for the transfer of knowledge about environmental problems and ways of solving them. Teachers from the Czech Republic, Hungary, Poland, Romania, Turkey, and the United Kingdom indicated strengths and weaknesses of physical geography as well as the selected geographical concepts of: Maps/Cartography, Astronomy/The Earth in the Universe, Atmosphere, Hydrosphere, Endogenic processes, Exogenic processes, and Soils and biosphere. There was a variety in how confident students were around these topic areas. The main types of difficulties identified by the study were: too little time for implementation, difficult terminology, and lack of tools for the proper transfer of knowledge. Moreover, the attractiveness of individual issues for students also varies. The research clearly shows that students lack an awareness of problems related to the environment. There are considerable differences between the level of students' knowledge about climate change or air and water pollution (relatively high awareness of global warming) and issues related to soil and vegetation cover (low awareness of soil depletion, soil pollution, changing the boundaries of the occurrence of plant zones, etc.). To make people aware of the importance of environment, we should take care of education in relation to global challenge and sustainable development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01