Norizan Esa

Environmental knowledge, attitude and practices of student teachers

Within this decade of Education for Sustainable Development (ESD), educational institutions need to increase their efforts to educate their students for a sustainable future. Teachers are most influential in educating children and teenagers to be leaders of tomorrow in protecting the environment. Thus, aspiring teachers should demonstrate pro-environmental behaviour and attitudes if they are to integrate ESD effectively in their teaching upon graduation. They should also have good knowledge about the environment to ensure effective delivery. However, previous studies show that many students and teachers lack sufficient environmental knowledge but demonstrate positive attitudes towards the environment. This lack of knowledge is believed to contribute to the lack of pro-environmental behaviours among them. This study is a survey of the environmental knowledge, attitude and practices of pre-service secondary teachers enrolled in an undergraduate Biology Teaching Methods course. The results suggest the readiness of these teachers to realise the goal of integrating ESD in the teaching of biology in schools. Results also indicate the need for more concerted effort in teacher education to prepare them for their role in educating for and about the environment.

Enhancing Students' Ecological Thinking to Improve Understanding of Environmental Risk

The current rate of human development poses a major threat to the ecological balance of the environment, and this is exacerbated by climate change effects. It is therefore important for people to understand the ecology of different locations so they can make informed decisions that will not have an adverse effect on the environment. In this regard, students form a significant group for whom sound ecological thinking is necessary as they will be the future leaders and decision makers who can ensure the world’s continued sustainability. This chapter presents the results of an ecological education project that successfully expanded students’ ecological thinking. Evidence of this change is taken from interview responses before and after the ecological education project. The interview was based on a set of six photographs of different situations found in the environment. Responses were analyzed based on an ecological thinking framework developed by the researchers. This framework consisted of two components: understanding of ecology concepts and understanding of the impacts of human activity on ecosystems. The ecological education project succeeded in increasing students’ ecological thinking, thereby increasing their awareness of environmental risks.

Embedding Digital Literacies in Curricula: Australian and Malaysian Experiences

The ubiquity of Web 2.0 technologies means students require a base level of digital literacies in order to succeed in twenty-first century (C21st) learning environments. However, in the era of widening university participation, it is problematic to assume that students will enter higher education with the digital literacies required to support their academic endeavours. This paper describes the theoretical and pedagogical impetus behind two distinct approaches to enhancing digital readiness among undergraduate students in Australian and Malaysian universities. A comprehensive literature review and adoption of the Joint Information Systems Committee (Jisc) six capabilities of digital literacies model as the underlying theoretical framework guided the development of two distinct projects: one based at an Australian university and the other at a Malaysian university. The Australian approach focused on the development of a suite of online modules utilising an adaptive e-Learning platform (AeLP). The Malaysian approach focused on facilitating digital readiness among education students through student-created learning objects that simultaneously served as interactive pedagogical products and cognitive tools for facilitating learning. The cases presented demonstrate two distinct approaches to developing curriculum to support students’ digital literacies that respond to two different contextual situations. Subsequent investigations into the student experience will inform future decisions regarding the use of AeLPs and cognitive tools in tertiary institutions, in addition to providing valuable information on the design of curriculum to support digital literacies instruction in the Australasian university context.

Managing Construction Development Risks to the Environment

The control of environmental risks arising from construction has become a major issue for the public. Environmental risk is defined as any risk or potential risk to the environment (of whatever degree or duration) and includes all types of impacts. Much of the research conducted has portrayed construction as a major contributor to environmental disruption and pollution. Pollution risks due to construction are typically classified as air pollution, waste pollution, noise pollution, and water pollution. Controlling the risks demands the ability to manage these types of pollution or eliminate their generation. The endorsement of environmental risk management and the mission of sustainable development have resulted in pressure demanding the adoption of proper methods to improve environmental performance in the construction industry. This chapter therefore places its focus on the risks arising from the construction industry, and how to manage these risks so as to strike a balance between development and environmental concerns. Real examples of construction activities are briefly presented to enable readers to envision the risks and the actual efforts undertaken to curb them. This chapter also presents the perception of the public at large regarding the risks caused by construction.