Developing the Implementation of Early Childhood Environmental Education through Critical Action Research
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This study focuses on developing the implementation of early childhood environmental education (ECEE) by reflection and action to overcome the barriers through critical action research. Five kindergarten teachers working in K city and having 5-10 years of work experience were involved in a 16-week critical action research project, in which they planned and reflected on actions in a group communication, and taking actions and observing it in their classrooms. Through close observation, the research participants came to be interested in and familiar with the environment. Their interest in and familiarity to the environment eventually changed the attitudes toward the environment. Research participants’ understandings of the objectives, topics, and content of ECEE came to broaden beyond the environmental protection. While conducting activities they chose, participants were able to recognize opportunities to connect environmental education activities with previous activities already implemented in their classrooms. These changes and development in participants provided them the confidence to implement environmental education in their classrooms.
Abstract
This study focuses on developing the implementation of early childhood environmental education (ECEE) by reflection and action to overcome the barriers through critical action research. Five kindergarten teachers working in K city and having 5-10 years of work experience were involved in a 16-week critical action research project, in which they planned and reflected on actions in a group communication, and taking actions and observing it in their classrooms. Through close observation, the research participants came to be interested in and familiar with the environment. Their interest in and familiarity to the environment eventually changed the attitudes toward the environment. Research participants’ understandings of the objectives, topics, and content of ECEE came to broaden beyond the environmental protection. While conducting activities they chose, participants were able to recognize opportunities to connect environmental education activities with previous activities already implemented in their classrooms. These changes and development in participants provided them the confidence to implement environmental education in their classrooms.
참고문헌 (32)
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