Sustainability-Integrated Ecology Lessons: Effects on Students' Conceptual Understanding, Attitudes and Perceptions Toward Sustainable Development
Keywords:
Education For Sustainable Development, Sustainability Education, Ecology Education, Environmental Education
Abstract
Purpose of the study: This study investigated the impact of sustainability-integrated lessons in ecology on Grade 11 students' conceptual understanding, attitudes, and perceptions toward sustainable development.
Methodology: An explanatory sequential mixed-methods design was employed, involving quantitative data collection followed by qualitative exploration. A purposive sampling technique was used to select one intact class of 38 Grade 11 students, ensuring that both male and female students were represented. Pre- and post-tests assessed students' conceptual understanding, while attitude scales measured shifts in sustainability attitudes. Qualitative data, gathered from student-written journals, provided insights into personal reflections and behavioral intentions.
Main Findings: Results demonstrated significant (p<0.001) gains in students' conceptual understanding and attitudes toward sustainability, regardless of gender. Qualitative analysis revealed students' increased sense of personal responsibility, community involvement, and environmental awareness.
Novelty/Originality of this study: The present study addresses a gap in the local curriculum by investigating the impact of lessons that integrate sustainability principles into ecology education. The study findings underscore the value of embedding sustainability concepts in ecology education through active and experiential learning, fostering knowledge, positive attitudes, and a commitment to sustainable practices among students, empowering them to be proactive environmental stewards in their communities.
References
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[42] B. Fleacă, E. Fleacă, and S. Maiduc, "Fostering skills for sustainability – Lessons learnt from curriculum design and learning outcomes," European Journal of Sustainable Development, vol. 12, no. 1, pp. 69–69, 2023. doi: 10.14207/ejsd.2023.v12n1p69
[43] A. Kazlauskienė, R. Gaučaitė, D. Cañabate, J. Colomer, and R. Bubnys, "Sustainable development of students’ assumed responsibility for their own learning during participatory action research," Sustainability, vol. 13, no. 18, 2021. doi: 10.3390/SU131810183
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[47] L. Fields, T. Moroney, S. Perkiss, and B. A. Dean, "Enlightening and empowering students to take action: Embedding sustainability into nursing curriculum," Journal of Professional Nursing, vol. 49, pp. 57–63, 2023. doi: 10.1016/j.profnurs.2023.09.001
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[49] M. Godinho Filho, J. D. S. L. Gonella, H. Latan, and G. M. D. Ganga, "Awareness as a catalyst for sustainable behaviors: A theoretical exploration of planned behavior and value-belief-norms in the circular economy," Journal of Environmental Management, vol. 368, p. 122181, 2024. doi: 10.1016/j.jenvman.2024.122181
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[55] E. Atabek-yiğit and F. B. Kıyıcı, "The environmental awareness in the context of sustainable development: A scale development and reliability study," Sakarya University Journal of Education, vol. 12, no. 3, pp. 646–665, 2022. doi: 10.19126/suje.1167444
[56] A. Khoiri, W. Sunarno, S. Sajidan, and S. Sukarmin, "Analysing students’ environmental awareness profile using strategic environmental assessment," F1000Research, vol. 10, 2021. doi: 10.12688/F1000RESEARCH.51523.1
[2] V. Kioupi and N. Voulvoulis, "Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes," Sustainability, vol. 11, no. 21, p. 6104, 2019. doi: 10.3390/su11216104
[3] UNESCO, Framework for the UN DESD International Implementation Scheme, UNESCO, Paris, 2006. [Online]. Available: http://unesdoc.unesco.org/images/0014/001486/148650E.pdf
[4] M. Karmasin and D. Voci, "The role of sustainability in media and communication studies’ curricula throughout Europe," International Journal of Sustainability in Higher Education, vol. 22, no. 8, pp. 42–68, 2021. doi: 10.1108/IJSHE-10-2020-0380
[5] G. Michelsen and S. Burandt, "Sustainable development as a guideline for higher education," A Decade of Progress on Education for Sustainable Development, pp. 38–47, 2017. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000368098
[6] D. Tilbury, Education for Sustainable Development: An Expert Review of Processes and Learning, UNESCO, Paris, 2011. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000191442
[7] D. Olsson, N. Gericke, and J. Boeve-de Pauw, "The effectiveness of education for sustainable development revisited – A longitudinal study on secondary students’ action competence for sustainability," Environmental Education Research, vol. 28, no. 3, pp. 405–429, 2022. doi: 10.1080/13504622.2022.2033170
[8] K. Higgins, A. Calvert, A. Thompson, and T. Galvin, "Sustainable food systems: Embedding education for sustainable development (ESD) in a food science module," Open Scholarship of Teaching and Learning, vol. 3, no. 1, 2024. doi: 10.56230/osotl.77
[9] A. Leicht, J. Heiss, and W. J. Byun, Issues and trends in education for sustainable development, vol. 5, UNESCO, Paris, 2018. [Online]. Available: https://unesdoc.unesco.org/ark:/48223/pf0000261954
[10] E. Price et al., "Enabling change agents for sustainable development: A whole-institution approach to embedding the UN Sustainable Development Goals in higher education," International Journal of Sustainability in Higher Education, vol. 25, no. 7, pp. 1333–1350, 2024. doi: 10.1108/ijshe-02-2024-0112
[11] M. T. Tabucanon, "Keynote talk: Education for sustainable development-enabling higher education and enhancing community engagement," AIJR Proceedings, 2023. doi: 10.21467/proceedings.151.k2
[12] C. Guo, Y. Huang, and X. Chen, "Research on integration of the sustainable development goals and teaching practices in a future teacher science education course," Sustainability, vol. 16, no. 12, p. 4982, 2024. doi: 10.3390/su16124982
[13] P. Kaur, S. Sharma, and A. Ahuja, "Developing competencies for education for sustainable development [ESD] using video content analysis as an experiential learning practice in the COVID-19 distance learning," Towards Excellence, vol. 15, no. 3, 2023. doi: 10.37867/te150349
[14] M. Khadim, S. S. Tahira, and B. Naz, "Emerging trends and research developments in education for sustainable development: Shaping conceptions for a sustainable future," Annals of Human and Social Sciences, vol. 4, no. 2, pp. 499–512, 2023. doi: 10.35484/ahss.2023(4-ii)46
[15] K. Alm, T. H. Beery, D. Eiblmeier, and T. Fahmy, "Students’ learning sustainability–implicit, explicit or non-existent: A case study approach on students’ key competencies addressing the SDGs in HEI program," International Journal of Sustainability in Higher Education, vol. 23, no. 8, pp. 60–84, 2022. doi: 10.1108/ijshe-12-2020-0484
[16] Department of Education (DepEd), DepEd Order No. 43, s. 2013: Implementing Rules and Regulations (IRR) of Republic Act No. 10533 otherwise known as the Enhanced Basic Education Act of 2003, DepEd, Pasig City, 2013. [Online]. Available: http://www.deped.gov.ph/sites/default/files/order/2013/DO_s2013_43.pdf
[17] Department of Education (DepEd), DepEd Order No. 72, s. 2003: Establishment of the Youth for Environment in Schools (YES) Organization, DepEd, Pasig City, 2003. [Online]. Available: http://www.deped.gov.ph/sites/default/files/order/2003/DO_s2003_72.pdf
[18] Department of Education (DepEd), DepEd Order No. 5, s. 2014: Implementing Guidelines on the Integration of Gulayan sa Paaralan, Solid Waste Management and Tree Planting Under the National Greening Program (NGP), DepEd, Pasig City, 2014. [Online]. Available: http://www.deped.gov.ph/sites/default/files/order/2014/DO_s2014_05.pdf
[19] J. C. Bradley, T. M. Waliczek, and J. M. Zajicek, "Relationship between environmental knowledge and environmental attitude of high school students," The Journal of Environmental Education, vol. 30, no. 3, pp. 17–21, 1999. doi: 10.1080/00958969909601873
[20] S. R. Kellert, "Attitudes toward animals: Age-related development among children," The Journal of Environmental Education, vol. 16, no. 3, pp. 29–39, 1985. doi: 10.1007/978-94-009-4998-0_3
[21] S. Unal and E. Dimiski, "Development of environmental education under the auspices of UNESCO-UNEP and secondary education in Turkey," Hacettepe University Journal of Education, vol. 17, no. 17, 1999.
[22] E. C. Cajurao, "Development and validation of lessons in ecology integrating concepts of sustainable development," Asia Pacific Journal of Multidisciplinary Research, vol. 7, no. 4, pp. 20–28, 2019. [Online]. Available: http://www.apjmr.com/wp-content/uploads/2020/01/APJMR-2019-7.4.03.03.pdf
[23] D. T. Campbell and J. C. Stanley, Experimental and Quasi-Experimental Designs for Research, Helsinki, Finland: Ravenio Books, 1966.
[24] Y. Liu, "Developing a scale to measure the interactivity of websites," Journal of Advertising Research, vol. 43, no. 2, pp. 207–216, 2003. doi: 10.2501/JAR-43-2-207-216
[25] SEAMEO INNOTECH, K to 12 Toolkit: Resource Guide for Teacher Educators, School Administrators, and Teachers, SEAMEO INNOTECH, Quezon City, 2012. [Online]. Available: http://www.gov.ph/downloads/2012/201209-K-to-12-Toolkit.pdf
[26] J. W. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 5th ed., SAGE Publications, 2018.
[27] J. R. Fraenkel, N. E. Wallen, and H. H. Hyun, How to Design and Evaluate Research in Education, 10th ed., McGraw-Hill Education, 2019.
[28] S. Gorard, K. Roberts, and C. Taylor, "What kind of creature is a design experiment?" British Educational Research Journal, vol. 30, no. 4, pp. 577–590, 2004. doi: 10.1080/0141192042000237245
[29] M. Q. Patton, Qualitative Research & Evaluation Methods: Integrating Theory and Practice, 4th ed., SAGE Publications, 2015.
[30] W. R. Shadish, T. D. Cook, and D. T. Campbell, Experimental and Quasi-Experimental Designs for Generalized Causal Inference, Houghton Mifflin, 2002.
[31] V. Braun and V. Clarke, "Using thematic analysis in psychology," Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006. doi: 10.1191/1478088706qp063oa
[32] A. Bravo et al., "Teaching for higher levels of thinking: Developing quantitative and analytical skills in environmental science courses," Ecosphere, vol. 7, no. 4, p. e01290, 2016. doi: 10.1002/ecs2.1290
[33] E. Redman, "Advancing educational pedagogy for sustainability: Developing and implementing programs to transform behaviors," International Journal of Environmental and Science Education, vol. 8, no. 1, pp. 1–34, 2013. [Online]. Available: http://www.ijese.net/makale/1558.html
[34] F. Roesch, J. Nerb, and W. Riess, "Promoting experimental problem-solving ability in sixth-grade students through problem-oriented teaching of ecology: Findings of an intervention study in a complex domain," International Journal of Science Education, vol. 37, no. 4, pp. 577–598, 2015. doi: 10.1080/09500693.2014.1000427
[35] P. Atay (Doğru), "Relative influence of cognitive and motivational variables on genetic concepts in traditional and learning cycle classrooms," Ph.D. dissertation, Middle East Technical University, 2006. [Online]. Available: https://open.metu.edu.tr/handle/11511/15908
[36] K. M. Fisher, "The importance of prior knowledge in college science instruction," in Reform in Undergraduate Science Teaching for the 21st Century, 2004, pp. 69–83.
[37] Ö. Sadi, "Relation of cognitive and motivational variables with students’ human circulatory system achievement in traditional and learning cycle classrooms," Ph.D. dissertation, Middle East Technical University, 2010. [Online]. Available: https://open.metu.edu.tr/handle/11511/19434
[38] Z. Hussein and T. Eisaka, "Enhancing local education for sustainable development through learning cycle instructional model," US-China Education Review, vol. 5, pp. 382–391, 2016. doi: 10.17265/2161-6248/2015.06B.004
[39] L. Fromhage and M. D. Jennions, "Coevolution of parental investment and sexually selected traits drives sex-role divergence," Nature Communications, vol. 7, p. 12517, 2016. doi: 10.1038/ncomms12517
[40] N. Koruoglu, I. Ugulu, and N. Yorek, "Investigation of high school students’ environmental attitudes in terms of some demographic variables," Psychology, vol. 6, pp. 1608–1623, 2015. doi: 10.4236/psych.2015.613158
[41] Á. Zsóka, Z. M. Szerényi, A. Széchy, and T. Kocsis, "Greening due to environmental education? Environmental knowledge, attitudes, consumer behavior, and everyday pro-environmental activities of Hungarian high school and university students," Journal of Cleaner Production, vol. 48, pp. 126–138, 2013. doi: 10.1016/j.jclepro.2012.11.030
[42] B. Fleacă, E. Fleacă, and S. Maiduc, "Fostering skills for sustainability – Lessons learnt from curriculum design and learning outcomes," European Journal of Sustainable Development, vol. 12, no. 1, pp. 69–69, 2023. doi: 10.14207/ejsd.2023.v12n1p69
[43] A. Kazlauskienė, R. Gaučaitė, D. Cañabate, J. Colomer, and R. Bubnys, "Sustainable development of students’ assumed responsibility for their own learning during participatory action research," Sustainability, vol. 13, no. 18, 2021. doi: 10.3390/SU131810183
[44] R. A. Hart, Children's Participation: The Theory and Practice of Involving Young Citizens in Community Development and Environmental Care, Routledge, 2013.
[45] L. Rahmawati and I. F. Agustina, "Community participation in sustainable environmental development," Indonesian Journal of Public Policy Review, vol. 22, 2023. doi: 10.21070/ijppr.v22i0.1309
[46] E. Sulistyaningsih, "Community participation in improving environmental protection and effort management," in IOP Conference Series: Earth and Environmental Science, vol. 1030, no. 1, p. 012021, 2022. doi: 10.1088/1755-1315/1030/1/012021
[47] L. Fields, T. Moroney, S. Perkiss, and B. A. Dean, "Enlightening and empowering students to take action: Embedding sustainability into nursing curriculum," Journal of Professional Nursing, vol. 49, pp. 57–63, 2023. doi: 10.1016/j.profnurs.2023.09.001
[48] M. T. Fuertes-Camacho, M. Graell-Martín, M. Fuentes-Loss, and M. C. Balaguer-Fàbregas, "Integrating sustainability into higher education curricula through the project method, a global learning strategy," Sustainability, vol. 11, no. 3, p. 767, 2019.
[49] M. Godinho Filho, J. D. S. L. Gonella, H. Latan, and G. M. D. Ganga, "Awareness as a catalyst for sustainable behaviors: A theoretical exploration of planned behavior and value-belief-norms in the circular economy," Journal of Environmental Management, vol. 368, p. 122181, 2024. doi: 10.1016/j.jenvman.2024.122181
[50] [50] A. Torres et al., "Environmental connection, awareness, and behaviors in university students: An exploratory Portuguese study," Sustainability, vol. 15, no. 18, p. 13763, 2023. doi: 10.3390/su151813763
[51] D. Olsson, "Student sustainability consciousness: Investigating effects of education for sustainable development in Sweden and beyond," Ph.D. dissertation, Karlstads Universitet, 2018.
[52] C. Wamsler, "Education for sustainability: Fostering a more conscious society and transformation towards sustainability," International Journal of Sustainability in Higher Education, vol. 21, no. 1, pp. 112–130, 2020. doi: 10.1108/IJSHE-04-2019-0152
[53] L. V. Victorka and M. M. Bandarenka, "Advancing environmental sustainability through developing ecological consciousness in international students as part of a preparatory department educational programme," in Sakharov Readings 2022: Environmental Problems of the 21st Century, vol. 1, 2022. doi: 10.46646/SAKH-2022-1-78-81
[54] A. E. Wals and A. Benavot, "Can we meet the sustainability challenges? The role of education and lifelong learning," European Journal of Education, vol. 52, no. 4, pp. 404–413, 2017. doi: 10.1111/ejed.12250
[55] E. Atabek-yiğit and F. B. Kıyıcı, "The environmental awareness in the context of sustainable development: A scale development and reliability study," Sakarya University Journal of Education, vol. 12, no. 3, pp. 646–665, 2022. doi: 10.19126/suje.1167444
[56] A. Khoiri, W. Sunarno, S. Sajidan, and S. Sukarmin, "Analysing students’ environmental awareness profile using strategic environmental assessment," F1000Research, vol. 10, 2021. doi: 10.12688/F1000RESEARCH.51523.1
Published
2024-12-20
How to Cite
[1]
E. Cajurao, I. Cajurao, and R. Jamora, Jr., “Sustainability-Integrated Ecology Lessons: Effects on Students’ Conceptual Understanding, Attitudes and Perceptions Toward Sustainable Development”, Ind. Jou. Edu. Rsc, vol. 5, no. 6, Dec. 2024.
Section
Articles
Copyright (c) 2024 Erdee Cajurao, Irene Cajurao, Ralito Jamora, Jr.
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