Research Article
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Year 2023, Volume: 12 Issue: 4, 245 - 262, 31.12.2023

Folasade Esther Jımola Kemisola Julianah Omodun

https://doi.org/10.55020/iojpe.1336657

Abstract

References

  • Assa, A. F., Rumambi, F. J., & Wibisono, C. (2021). Teaching strategy of ecosystems in Jakarta for elementary school students. Utopía y Praxis Latinoamericana, 26(3), 129-139. https://doi.org/10.5281/zenodo.4969718
  • Awasthi, D. (2014). Utilising audio visual aids to make learning easy and effective in primary education. International Journal of Scientific Research, 3(8), 62-63.
  • Birisci, S., Metin, M., & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: A sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
  • Bruntland, G. (1987). Our common future: The world commission on environment and development, Oxford: Oxford University Press.
  • Charuvil, P. C. (2000). The nature and measurement of environmental literacy for sustainability. (Unpublished doctoral dissertation). University of South Africa. https://core.ac.uk/download/pdf/43175641.pdf
  • Chen, J. (2019). Employing English picture books in classroom teaching: taking a suburban area in Mainland China as the study context. The International Academic Forum. https://papers.iafor.org/wp-content/uploads/papers/ace2019/ACE2019_53346.pdf
  • Cosby, B. (2003). The crusading comics is changing the face of education. Retrieved on 1, no.1 (2003): 06.
  • Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/Roper research and related studies say about environmental literacy in the US. National Environmental Education & Training Foundation, https://files.eric.ed.gov/fulltext/ED522820.pdf
  • Eneh, A. N. (2015). Effect of cartoons on pupils’ interest and achievement in environmental education in basic science and technology. (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
  • Enekwe, R. C., Vero, M., & Osuji, E. (2021). Challenges and solutions in the utilization of audio-visual materials in teaching social studies in Upper Basic Schools in Udi Education Zone, Enugu State, Nigeria. British International Journal of Education and Social Sciences, 8(4), 1-18.
  • Eryilmaz, Ö., & Bozgün, K. (2022). The effect of using cartoons on primary school students’ academic achievement in Social Studies courses in Turkey: A meta-analysis study. Human, Technologies and Quality of Education, 686-697.
  • Federal Government of Nigeria (FGN) (2014). National policy on education. 6th Ed. Abuja: Nigerian Educational Research and Development.
  • George, A. P., & Ige, N. A. (2022). A survey study of the use of audio-visual resources amongst pre-service teachers in Lagos State Colleges of Education. Acad. Res. J. Psychol. Counsel, 10(1), 1-13.
  • He, F. (2018). Practice research on English reading teaching based on picture story books in primary school. Advances in Computer Science Research, 83, 154-157.
  • Hsiao, C., & Pei-Yu Shih, P. (2015). The impact of using picture books with preschool students in Taiwan on the teaching of environmental concepts. International Education Studies, 8(3), 14-23.
  • Huong, T. M., & Chuyen, N. H. (2020). Teachers’ perception on the use of multimedia visual aids in English language teaching. IJARIIE, 6(3), 1911-1915.
  • Jeetha, J., & Krishna, P. (2021). Animation for learning: enhancement of learning through animation: A review of literature. International Research Journal of Modernization in Engineering Technology and Science, 3(1), 1051-1071.
  • Kochiyama, A. (2016). Teaching English with picture books: current challenges and possible solutions in English education in Japan. International Journal of Education, 9(1), 37-43. https://doi.org/10.17509/ije.v9i1.3716
  • Mohandas, V. K. (2020). Strategies for preserving the ecosystem in government upper primary school Varadiyam, Thrissur, Kerala: A case study. Acad. J. Educ. Res. 8(12), 514-516. https://doi.org/10.15413/ajer.2020.0147
  • Olatunde-Aiyedun, T. G (2021). Interaction effect of animation teaching strategy on students’ achievement in climate change. Journal of Ethics and Diversity in International Communication, 1(6), 1-15.
  • Pam, C. G., Adhiambo, J. M., & Mwalw’a, S. (2020). Factors influencing teachers’ effective use of visual aids in enhancing the teaching and learning process in public primary schools, Barkin-ladi, Plateau State, Nigeria. European Journal of Education Studies, 7(11), 582-603.
  • Ridha, S. K., Bostanci, H. B., & Kurt, M. (2022). Using animated videos to enhance vocabulary learning at the Noble Private Technical Institute (NPTI) in Northern Iraq/Erbil. Sustainability, 14, 7002. https://doi.org/10.3390/su14127002
  • Roth, C. E. (1992). Environmental Literacy: Its roots, evolution, and directions in the1990s.Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. https://files.eric.ed.gov/fulltext/ED351201.pdf
  • Şahin, E. G., & Arslan, H. Ö. (2022). The effects of animated cartoon series on 5th grade students’ environmental literacy sub dimensions: The case of “Su Elçileri”. Bartın University Journal of Faculty of Education, 11(2), 432-445. https://doi.org/10.14686/buefad.974917
  • Sam-Kayode, C. O., Akuche, U. E., & Mustapha, B. A. (2020). Availability, adequacy and utilization of audio-visual materials for teaching and learning of Mathematics in a local government area of Oyo State. Ife Social Sciences Review, 28(1), 139-148.
  • Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press. https://journals.library.brocku.ca/brocked/index.php.home/article/view/503/297
  • Sethusha, M. J. (2006). How primary school learners conceptualize the environment and environmental education. (Unpublished doctoral dissertation). University of Pretoria.
  • Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqba, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-233.
  • Shreesha, M., & Tyagi, S. K. (2016). Does animation facilitate better learning in primary education? A comparative study of three different subjects. Creative Education, 7, 1800-1809. http://dx.doi.org/10.4236/ce.2016.713183
  • Tekbiyik, A., & Celik, M. (2019). Education for sustainable development in primary school: Improvement of students’ ecocriticism skills. Journal of Education in Science, Environment and Health, 5(2), 178-191. https://doi.org/10.21891/jeseh.568716
  • Terwinghe, M. (2021). The use of picture books in primary school classrooms: Discovering new ways of curricular integration. A short dissertation Master of Teaching (9SP) submitted to Ghent University. https://libstore.ugent.be/fulltxt/RUG01/003/012/568/RUG01-003012568_2021_0001_AC.pdf
  • van der Merwe, D. G. (2020). The use of interactive storytelling, cartoon animation and educational gaming to communicate the biblical message to preschool children. HTS Teologiese Studies/Theological Studies, 76(2), a6074. https://doi.org/10.4102/hts.v76i2.6074

ENVIRONMENTAL LITERACY AND LEARNING RESOURCES: PANACEA TO EMERGING DRIFT IN COMMUNITIES FOR SUSTAINABLE ENVIRONMENTAL DEVELOPMENT

Year 2023, Volume: 12 Issue: 4, 245 - 262, 31.12.2023

Folasade Esther Jımola Kemisola Julianah Omodun

https://doi.org/10.55020/iojpe.1336657

Abstract

The study was conducted to create awareness about environmental literacy as part of the 17 sustainable development goals and mitigate environmental challenges at the primary school level. To achieve this, the study examined primary school teachers’ perceptions of picture books and animated cartoons as learning resources to create awareness; investigated the learning resources available and employed in primary schools for teaching/learning environmental-related topics; and highlighted the inhibitors of learning resources of picture books and animation cartoons. The study adopted a descriptive research of the survey type using quantitative method. A total of 60 primary school teachers in Ekiti State, Nigeria participated in the study. A questionnaire and a checklist were used for data collection. The data were analyzed through descriptive statistics. Findings revealed that respondents have positive perceptions of picture books and animated cartoons. The findings showed learning resources that were available, unavailable, utilized, and unutilized in teaching and learning of environmental-related topics. The findings also revealed inhibitors to the use of picture books and animation cartoons. It was suggested that primary school teachers should employ picture books and animated cartoons as learner-friendly learning resources to broaden pupils’ horizon about environmental sustainability in classrooms at the primary school level.

Keywords

Environmental literacy picture books animated cartoons sustainable development.

References

  • Assa, A. F., Rumambi, F. J., & Wibisono, C. (2021). Teaching strategy of ecosystems in Jakarta for elementary school students. Utopía y Praxis Latinoamericana, 26(3), 129-139. https://doi.org/10.5281/zenodo.4969718
  • Awasthi, D. (2014). Utilising audio visual aids to make learning easy and effective in primary education. International Journal of Scientific Research, 3(8), 62-63.
  • Birisci, S., Metin, M., & Karakas, M. (2010). Pre-service elementary teachers’ views on concept cartoons: A sample from Turkey. Middle-East Journal of Scientific Research, 5(2), 91-97.
  • Bruntland, G. (1987). Our common future: The world commission on environment and development, Oxford: Oxford University Press.
  • Charuvil, P. C. (2000). The nature and measurement of environmental literacy for sustainability. (Unpublished doctoral dissertation). University of South Africa. https://core.ac.uk/download/pdf/43175641.pdf
  • Chen, J. (2019). Employing English picture books in classroom teaching: taking a suburban area in Mainland China as the study context. The International Academic Forum. https://papers.iafor.org/wp-content/uploads/papers/ace2019/ACE2019_53346.pdf
  • Cosby, B. (2003). The crusading comics is changing the face of education. Retrieved on 1, no.1 (2003): 06.
  • Coyle, K. (2005). Environmental literacy in America: What ten years of NEETF/Roper research and related studies say about environmental literacy in the US. National Environmental Education & Training Foundation, https://files.eric.ed.gov/fulltext/ED522820.pdf
  • Eneh, A. N. (2015). Effect of cartoons on pupils’ interest and achievement in environmental education in basic science and technology. (Unpublished doctoral dissertation). University of Nigeria, Nsukka.
  • Enekwe, R. C., Vero, M., & Osuji, E. (2021). Challenges and solutions in the utilization of audio-visual materials in teaching social studies in Upper Basic Schools in Udi Education Zone, Enugu State, Nigeria. British International Journal of Education and Social Sciences, 8(4), 1-18.
  • Eryilmaz, Ö., & Bozgün, K. (2022). The effect of using cartoons on primary school students’ academic achievement in Social Studies courses in Turkey: A meta-analysis study. Human, Technologies and Quality of Education, 686-697.
  • Federal Government of Nigeria (FGN) (2014). National policy on education. 6th Ed. Abuja: Nigerian Educational Research and Development.
  • George, A. P., & Ige, N. A. (2022). A survey study of the use of audio-visual resources amongst pre-service teachers in Lagos State Colleges of Education. Acad. Res. J. Psychol. Counsel, 10(1), 1-13.
  • He, F. (2018). Practice research on English reading teaching based on picture story books in primary school. Advances in Computer Science Research, 83, 154-157.
  • Hsiao, C., & Pei-Yu Shih, P. (2015). The impact of using picture books with preschool students in Taiwan on the teaching of environmental concepts. International Education Studies, 8(3), 14-23.
  • Huong, T. M., & Chuyen, N. H. (2020). Teachers’ perception on the use of multimedia visual aids in English language teaching. IJARIIE, 6(3), 1911-1915.
  • Jeetha, J., & Krishna, P. (2021). Animation for learning: enhancement of learning through animation: A review of literature. International Research Journal of Modernization in Engineering Technology and Science, 3(1), 1051-1071.
  • Kochiyama, A. (2016). Teaching English with picture books: current challenges and possible solutions in English education in Japan. International Journal of Education, 9(1), 37-43. https://doi.org/10.17509/ije.v9i1.3716
  • Mohandas, V. K. (2020). Strategies for preserving the ecosystem in government upper primary school Varadiyam, Thrissur, Kerala: A case study. Acad. J. Educ. Res. 8(12), 514-516. https://doi.org/10.15413/ajer.2020.0147
  • Olatunde-Aiyedun, T. G (2021). Interaction effect of animation teaching strategy on students’ achievement in climate change. Journal of Ethics and Diversity in International Communication, 1(6), 1-15.
  • Pam, C. G., Adhiambo, J. M., & Mwalw’a, S. (2020). Factors influencing teachers’ effective use of visual aids in enhancing the teaching and learning process in public primary schools, Barkin-ladi, Plateau State, Nigeria. European Journal of Education Studies, 7(11), 582-603.
  • Ridha, S. K., Bostanci, H. B., & Kurt, M. (2022). Using animated videos to enhance vocabulary learning at the Noble Private Technical Institute (NPTI) in Northern Iraq/Erbil. Sustainability, 14, 7002. https://doi.org/10.3390/su14127002
  • Roth, C. E. (1992). Environmental Literacy: Its roots, evolution, and directions in the1990s.Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. https://files.eric.ed.gov/fulltext/ED351201.pdf
  • Şahin, E. G., & Arslan, H. Ö. (2022). The effects of animated cartoon series on 5th grade students’ environmental literacy sub dimensions: The case of “Su Elçileri”. Bartın University Journal of Faculty of Education, 11(2), 432-445. https://doi.org/10.14686/buefad.974917
  • Sam-Kayode, C. O., Akuche, U. E., & Mustapha, B. A. (2020). Availability, adequacy and utilization of audio-visual materials for teaching and learning of Mathematics in a local government area of Oyo State. Ife Social Sciences Review, 28(1), 139-148.
  • Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press. https://journals.library.brocku.ca/brocked/index.php.home/article/view/503/297
  • Sethusha, M. J. (2006). How primary school learners conceptualize the environment and environmental education. (Unpublished doctoral dissertation). University of Pretoria.
  • Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqba, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-233.
  • Shreesha, M., & Tyagi, S. K. (2016). Does animation facilitate better learning in primary education? A comparative study of three different subjects. Creative Education, 7, 1800-1809. http://dx.doi.org/10.4236/ce.2016.713183
  • Tekbiyik, A., & Celik, M. (2019). Education for sustainable development in primary school: Improvement of students’ ecocriticism skills. Journal of Education in Science, Environment and Health, 5(2), 178-191. https://doi.org/10.21891/jeseh.568716
  • Terwinghe, M. (2021). The use of picture books in primary school classrooms: Discovering new ways of curricular integration. A short dissertation Master of Teaching (9SP) submitted to Ghent University. https://libstore.ugent.be/fulltxt/RUG01/003/012/568/RUG01-003012568_2021_0001_AC.pdf
  • van der Merwe, D. G. (2020). The use of interactive storytelling, cartoon animation and educational gaming to communicate the biblical message to preschool children. HTS Teologiese Studies/Theological Studies, 76(2), a6074. https://doi.org/10.4102/hts.v76i2.6074
There are 32 citations in total.

Details

Primary Language English
Subjects Classroom Education
Journal Section Research Articles
Authors

Folasade Esther Jımola 0000-0002-0857-8355

Kemisola Julianah Omodun This is me 0000-0001-6394-1076

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 12 Issue: 4

Cite

APA Jımola, F. . . . . . . . . . . . . . E., & Omodun, K. . . . . . . . . . . J. (2023). ENVIRONMENTAL LITERACY AND LEARNING RESOURCES: PANACEA TO EMERGING DRIFT IN COMMUNITIES FOR SUSTAINABLE ENVIRONMENTAL DEVELOPMENT. International Online Journal of Primary Education, 12(4), 245-262. https://doi.org/10.55020/iojpe.1336657
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