USING PICTORIAL ART TO DEVELOP SOME ELEMENTS OF ENVIRONMENTAL ENLIGHTENMENT AMONG PRIMARY SCHOOL STUDENTS | ||||
| Journal of Environmental Science | ||||
| Article 13, Volume 47, Issue 3, September 2019, Page 289-315 PDF (560.2 K) | ||||
| Document Type: Review Article | ||||
| DOI: 10.21608/jes.2019.158163 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Rania El- Demerdash1; Noha M. Abdel Aziz2; Mohamed AbdelRazek3 | ||||
| 1Post-graduated student at Institute of Environmental Studies and Research, Ain Shams University | ||||
| 2Faculty of quality education, Ain Shams University | ||||
| 3Faculty of Education, Ain Shams University | ||||
| Abstract | ||||
| This study aims at using pictorial art through educating art to develop some elements of environmental enlightenment among primary school students. The researchers have prepared a list of the dimensions of environmental enlightenment that should be included in the curriculum based upon the enlightenment environmental dimensions developed by the former researchers in this field. The researchers have prepared a proposal to the curriculum of art education in the light of those dimensions. A group of students (50 students) has been divided into two groups: experimental and adjustment. The research tools included a corrective test of environmental knowledge, a measure of environmental trends and a measure of the skill of solving environmental problems applied to the two groups; the experimental and that has been controlled in advance. The experimental group has studied four units of the proposal where the research tools (Environmental Knowledge Test, Environmental Trends and Environmental Problem Solving) have been re-applied to the experimental and control groups (afterwards). Where the study reached the following results: There is a statistically significant difference between the mean of the experimental group and the control group in the environmental knowledge test at (0.001) after teaching the proposed scenario for the experimental group in the remote application. There is a statistically significant difference between the mean scores of the experimental group and the control group in the environmental trends scale at (0.001) after teaching the proposed scenario for the benefit of the experimental group in the remote application. There is a statistically significant difference between the mean scores of the experimental group and the control group in the scale of environmental problem solving skill at (0.001) after teaching the proposed scenario for the benefit of the experimental group in the remote application. | ||||
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