Search

This study aimed to explore and understand the contextual factors that influence nature experiences amongst 11–12–year–old children in their local island environments of the Maldives. The study adopted a qualitative phenomenological approach using semi-structured focus group interviews, held online, with seven groups, one per island environment. A total of 34 children participated in the interviews, with 4–6 children per group, recruited purposively based on inclusion criteria. The interviews were transcribed, and a thematic analysis was carried out. The analysis demonstrated that children’s nature experiences were primarily influenced by preferences, opportunities, constraints, and freedom, of which opportunities have the greatest influence. Similarly, constraints deter the use of available opportunities, regardless of where children live. Females appear to have more constraints on their nature experiences than males. Children must be facilitated with meaningful opportunities for DNEs to overcome constraints and motivate nature engagement. Schools must play a proactive role in facilitating these experiences to foster nature connections to ensure the success of their sustainability targeted curricular objectives. While the subject of DNEs has a wide place in the literature, the lack of studies in the field of education for sustainable development (ESD) increases the importance of this study. The findings can guide the promotion of ESD as a pathway to a sustainable future in the country. Future research should examine barriers to children’s DNEs at the school level.

Pedagogy for sustainable development is important towards implementing the Sustainable Development Goals (SDGs) in education including the Geography curriculum in Malaysia. The purpose of this study was to measure frequency uses of Pedagogy for Sustainable Development approaches among Geography teachers. This study used a quantitative approach by utilizing a questionnaire involving 252 samples of Geography teachers in Penang, Malaysia. The finding showed a high level of frequency in the use of storytelling approach (M=4.00, SD=0.771), an emphasis on sustainable living (M=4.12, SD=0.683), cultivating a sense of appreciation for living things and nature (M=4.40, SD=0.621) and promoting values (M=4.28, SD=0.680). Teachers like to implement the teacher-oriented learning-based activities through the approach of promoting, nurturing and emphasizing the issues of Sustainable Development (SD). Geography teachers prefer to implement the teacher-oriented learning-based activities compared to student-based learning issues. The findings revealed that the experiential learning technique are at high frequency level of use compared to the real-world learning method and critical problem-solving learning. As a result, the study indicated that the Pedagogical of Sustainable Development approach has not yet received high attention from Geography teachers to be used (to use) in class as a teaching approach as global requirement in educating students about SDGs Agenda.

This article was written to explain the ability of Geography Education students to do horizontal evacuation to a tsunami safe zone in Padang City and a silent simulation as an alternative of horizontal evacuation. In this research, respondents were asked to do horizontal evacuation in 3 ways, that is walking, power walking and running. The measurement result data were analyzed and compared with the estimated arrival time of tsunami wave in three scenarios based on gender. The results of the research are 1) 47.76 % of respondents did not know the nearest tsunami safe zone from their places; 2) if the earthquake and tsunami scenarios 1 and 2 occurred, the recommended horizontal evacuation technique was running. Silent simulation is a horizontal evacuation simulation carried out independently by residents without waiting for the simulation schedule by the government or related institutions. Silent simulation can be done alone, with family, or with the closest neighbours and combined with daily activities such as marathons or jogging. Through this silent simulation practice, residents can find out the most appropriate evacuation method and the fastest evacuation route to the nearest tsunami safe zone from their respective homes. Keywords: silent simulation, geography education, tsunami safe zone, Padang Artikel ini ditulis untuk menjelaskan kemampuan mahasiswa Pendidikan Geografi dalam melakukan evakuasi horizontal ke zona aman tsunami di Kota Padang dan silent simulation sebagai alternatif evakuasi horizontal. Dalam penelitian ini, responden diminta melakukan evakuasi horizontal dengan 3 cara, yaitu jalan kaki, jalan cepat dan lari. Data hasil pengukuran dianalisis dan dibandingkan dengan perkiraan waktu tiba gelombang tsunami pada tiga skenario berdasarkan jenis kelamin. Hasil penelitian adalah 1) 47,76% responden tidak mengetahui zona aman tsunami terdekat dari tempatnya; 2) jika terjadi gempa bumi dan tsunami skenario 1 dan 2, maka teknik evakuasi horizontal yang direkomendasikan adalah berjalan. silent simulation merupakan simulasi evakuasi horizontal yang dilakukan secara mandiri oleh warga tanpa menunggu jadwal simulasi oleh pemerintah atau instansi terkait. silent simulation bisa dilakukan sendiri, bersama keluarga, atau dengan tetangga terdekat dan dipadukan dengan aktivitas sehari-hari seperti maraton atau jogging. Melalui latihan silent simulation ini, warga dapat mengetahui metode evakuasi yang paling tepat dan jalur evakuasi tercepat menuju zona aman tsunami terdekat dari rumah masing-masing. Kata Kunci: Silent simulation, Pendidikan geografi, Zona aman tsunami, Padang

This paper is based on a study focused on the geography teachers’ knowledge of environmental concepts. Geography is considered as an ideal discipline to study the environment, as it involves the study of human-environment interaction. The study was conducted in two phases using sequential explanatory mixed-method design. In Phase I (quantitative), a set of the questionnaire was developed and administered to 365 teachers in the state of Kedah, a region north of peninsular Malaysia. Rasch Measurement Model was used to assess internal validity of the items, unidimensionality of each construct, and item arrangement in each scale in the questionnaire. In Phase II (qualitative), interview protocols were developed based on the outcome sequence of items in Phase I. Nine teachers were interviewed and have their teaching sessions video-recorded. The quantitative findings indicated that teachers’ knowledge of concepts of the environment was generally high. However, there were concepts that they highly understood as well as concepts that were less understood. The qualitative results from interview and video-recorded teaching sessions confirmed the results based on the questionnaire, and provide explanations by teachers on their level of knowledge. This study suggests that concerted efforts be made to provide adequate knowledge of environmental education through pre-service and in-service training for geography teachers.