Media Cartoons: Effects on Issue Resolution in Environmental Education

Yıl 2014, Cilt: 4 Sayı: 1, 19 - 51, 14.07.2014

Michael Toledo Rosanelia Yangco Allen Espınosa

https://doi.org/10.18497/iejee-green.99250

Cited By: 12

Öz

The study focused on media cartoons as a teaching strategy in Environmental Education. Specifically, it sought to determine the effects of media cartoons on the issue resolution skills of first year high school students. The study was conducted in La Salle Green Hills that had eleven sections in the first year high school level for the School Year 2009-2010. Two comparable sections being taught by the researcher were chosen as the groups for the study. Both classes met for 80 minutes per meeting, three times a week. The students were given a pretest and a posttest on both Issue Resolution Skills Test (IRST). The IRST measured the ability to provide solutions to various environmental issues and problems. A teaching strategy that included film showing, group dynamics, laboratory activities, and motivational games was utilized for the conventional group. Media cartoons that improve skills in issue resolution and conceptual understanding of topics on Environmental Education were introduced to the students in the experimental group.The scores in the pretest and posttest of the participants were tabulated and used to determine the significant difference of the students’ mean performance in the media cartoons and conventional groups. The t-test was utilized in the treatment and analysis of data gathered. Findings reveal that exposure to media cartoons results to a significantly better issue resolution skills on environmental education topics than the conventional approach. The researcher observed that students actively engaged themselves in media cartoon activities that enabled them to make responsible actions and provide solutions to local and global environmental problems. Students had an active participation in sharing insights and opinions in evaluating the message of media cartoons.Based on the findings of this study, the researcher concludes that exposure to media cartoons significantly improves the issue resolution skills of students. The strategy provided a learning opportunity in a non-threatening setting that promotes students’ skills of observation, formulation of hypothesis, and creativity. In this regard, the researcher encourages the use of media cartoons as an alternative teaching strategy as it improved the issue resolution skills of students. Learning activities in combination with environmental education methods can greatly enhance students’ engagement with environmental and science issues.

Anahtar Kelimeler

media cartoons, issue resolution, environmental education

Kaynakça

• Ajayi, L. (2008). Meaning-Making, Multimodal Representation, and Transformative Pedagogy:
• AnExploration of Meaning Construction Instructional Practices in an ESL High School Classroom. Journal of Language, Identity, and Education, 7(4), 206. Andaya, C.V. (2008). Understanding the Earth through Environmental Science. Quezon City:
• C & E Publishing, Inc. Ashur, N.E. (2006). The Exceptional Teacher: Transforming Traditional Teaching through Thoughtful
• Practice. Childhood Education, 82(2), 116-117. Berthold, K. & Renkl, A. (2009). Instructional Aids to Support a Conceptual Understanding of Multiple
• Representations. Journal of Educational Psychology. Washington, 101(1), 70. Bixler, R., (2008). Children's Role in Meaning Making through Their Participation in an
• Environmental Education Program. The Journal of Environmental Education,39(4), 44-59. Bruning, M. (2006). Infusing Facets of Quality Into Teacher Education. Childhood Education, 82(4), 226.
• Calder, K. (2009). A Lesson on Teaching New Curriculum-Based Shows Make Learning Fun. KidScreen,
• Calipjo, A. (2006). Peer Facilitation Type, Learning Environment, Anxiety Level, and Concept
• Understanding in Biology. Unpublished Master’s thesis, University of the Philippines, Diliman, Quezon City. Camino, E. & Barbierro, G. (2006). From Scientific Literacy to Sustainability Literacy: An Ecological
• Framework for Education. Science Education, 90(2), 227-252. Campbell, T. & Neilson, D.(2009). Student Ideas & Inquiries. Science Activities, 46(1), 13-16.
• Carillo, L., Lee, C., & Rickey, D. (2005). Enhancing Science Teaching. The Science Teacher, 72(7), 60-64.
• Cheesman, K. Using Comics in the Science Classroom. Journal of College Science Teaching, 35(4), 48-51. Cleveland, H. & Fox, S. (2008). Cartoon-initiated conversations. Science Scope, 31(5), 50-52.
• Covitt, B.A., Gunckel, K.L., & Anderson, C.W. (2009). Students' Developing Understanding of Water in
• Environmental Systems. The Journal of Environmental Education, 40(3), 37-51. Dalacosta, K. (2009). Multimedia Application with Animated Cartoons for Teaching Science in
• Elementary Education. Computers & Education, 52(4), 741-748. David, B. & Tomaso, P.(1996). Image Representations for Visual Learning. Science Washington, 272(5270), 1905.
• DeBacker, T.K. & Nelson, M. (2006). Motivation to Learn Science. Journal of Education Research, 245- 2
• Edelson, D.C. (2007). Environmental Science for All? Considering Environmental Science for Inclusion in the High School Core Curriculum. Science Educator, 16(1), 42-56.
• Engstrom, E. (1995). Schoolhouse Rock: Cartoons as education. Journal of Popular Film & Television, 23(3), 98.
• Ercikan, K. & Alper, N. (2009). Adaptation of Instructional Materials: A Commentary on the Research on
• Adaptations of Who Polluted the Potomac. Cultural Studies of Science Education, 4(1), 141-148. Galloro, J. (2002). Human Activity and the Environment: A Vital Resource for Teachers and Students.
• School Libraries in Canada, 22 (1) 21-22. Galvez, F. (2005).Characterization of Instructional Materials in Environmental Education for Preschool
• Children. Unpublished Master’s thesis,University of the Philippines,Diliman, Quezon City. Gayford, C.G. (2002). Environmental Literacy: Towards a Shared Understanding for Science Teachers.
• Research in Science & Technological Education, 20(1), 99-110. Glaeser, B. & Pierson, M. (2003). Comic Strip Conversations. Teaching Exceptional Children, 36(2), 14-19.
• Glynn, S. & Muth, D. (2008). Using Drawing Strategically. Science and Children, 45(9), 48-51.
• Guy, M., Moen, D., & Spivey, M. (2002). Phase Into Learning. Science and Children, 40(3), 26-30.
• Guzman, R.S. & Guzman, R.Z. (2000). Environmental Education for Sustainable Development. Quezon
• City: Wisdom Advocates Publishing. Hagad, H.R. & Gutierrez, J.V. (2006). Integrated Science. Quezon City: Phoenix Publishing House.
• Harris, H. (1997). Teaching Secondary School Science: Strategies for Developing Scientific Literacy.
• Journal of Chemical Education, 74(10), 1167-1169.
• Holliday, D.C. & Grskovic, J.A.(2002). Using Political Cartoons: An Activity for Students of Every Ability.
• Social Education.: Middle Level Learning, 15(3). Hornedo, F. (2005), Developing Learning Contents for Educational Materials. Quality Teacher, 9, 13-15.
• Hortzke, E.R. & Olson, W.E. (1994). Applying Quality Education Systems to Instructional Activities. Corwin Press, 1-3.
• Hutchison, C.B. & Padgett, B.L. (2007). How to Create and Use Analogies: Effectively in the Teaching of
• Science Concepts. Science Activities, 44(2), 69-72. Joaquin, C.C. & Lagunzad, C.B. (2004). Functional Biology. Quezon City: Vibal Publishing.
• Johnson, G. & Raven, P. (1996). Biology. Texas: Holt Rinehart and Winston.
• Keeley, P. (2008). Science Education-The Times They Are A-Changin'. Journal of College Science Teaching, 38(1), 10-11.
• Keena, K. & Basile, C. (2002). An Environmental Journey. Science and Children, 39(8), 30-33.
• Knodt, J.S. (2009). Cultivating Curious Minds: Teaching for Innovation Through Open-Inquiry Learning.
• Teacher Librarian, 37 (1). Krumenaker, L. (2008). Cartoons-An Alternative Learning Assessment. Science Scope, 31(5), 16-21.
• Kuest, A. (2006). Creative Teaching Methods. Christian Education Journal, 3(1), 210-211.
• Lamont, J. (2009). Managing Critical Knowledge in Higher Education. KM World, 18 (5), 20-25.
• Luck, P.A. (2006). Classroom Lessons in Cultivating Students. The Education Digest,71 (7).
• McCammon, L. & Farrell, L. (2007). Creative Teaching - Teaching Creativity. Carribean Quarterly,53(2), 205-2
• McComas, W.F. (2004). The Ideal Environmental Science Curriculum: I. History, Rationales,
• Misconceptions & Standards. The American Biology Teacher, 64(9), 665-672. McComas, W.F. (2003). The Nature of the Ideal Environmental Science Curriculum: Advocates,
• Textbooks, & Conclusions. The American Biology Teacher, 65(3), 171-178. McDonald, J. & Dominguez, L. (2005). Moving From Content Knowledge to Engagement. Journal of
• College Science Teaching, 35(3), 18-22. Medina Jr, P. (2001). Pugad Baboy 9. Quezon City: Pol Medina Jr. Novelties.
• Menon, E.K. (2006). The Education of a Comics Artist: Visual Narrative in Cartoons, Graphic novels, and Beyond. Middletown, 43(5), 841-841.
• Miller, K. & Levine, J. (2003). Biology. New Jersey: Prentice Hall.
• Morris, M. (2007). Cartoons in Teaching and Learning Science. Teaching Science, 12(2).
• Moss, D. (2009). Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains. Middletown, 46(7), 1374.
• Olson, J.K. (2009). Being Deliberate About Concept Development. Science and Children, 46(6), 51-55.
• Oluk, S. & Özalp, I.(2007). The Teaching of Global Environmental Problems According to the Constructivist Approach: As a Focal Point of the Problem and the Availability of Concept Cartoons.
• Kuram ve Uygulamada Egitim Bilimleri, 7(2), 881-896. Ostrom, R.(2004). Active Learning Strategies for Using Cartoons and Internet Research
• Assignments in Social Studies Courses. Social Studies Review, 43(2), 61-64. Paterson, J. (2009). Integrating Environmental Education. Principal Leadership, 10(1), 47-51.
• Perry, M. (1987). Transitional Knowledge in the Acquisition of Concepts. Published doctoral dissertation,
• University of Chicago. Ramirez, R.P. (2008). Creative Activities and Students’ Higher Order Thinking Skills. Education Quarterly, 66(1).
• Reis, G. (2009). Committing Treason to Oneself: Neglecting the Effectiveness of Translated Activities in
• Science and Environmental Education. Cultural Studies of Science Education,4(1),133-140. Religioso, T. (1995). Multimedia System and Education. The Teacher, 1(5), 10-12.
• Religioso, T. & Vengco, L. (1995). Integrated Science. Manila: Phoenix Publishing House.
• Sanera, M. & Shaw, J. (1997). Environmental 'Science' in the Classroom. Consumers' Research Magazine, 80 (4), 15-18.
• Saunders, G.W., Wise, K.C., & Golden, T.S. (1995). Visual learning. The Science Teacher, 62(2), 42.
• Scanlan, S.J. & Feinberg, S.L. (2000). The Cartoon Society: Using the Simpsons to Teach and LearnSociology.TeachingSociology,28(2),127.
• Trautmann, N., Carlsen, W., & Krasny, M. (2000). Integrated Inquiry. The Science Teacher, 67(6), 52-55.
• Vengco, L. (2001). Discovering Earth and Solar System. Manila: Phoenix Publishing House.
• Villamil, A. & Gerona, Z. (1997). . Integrated Science Updated edition. Quezon City: Abiva Publishing House.
• Vogler, K. (2004). Using Political Cartoons to Improve Your Verbal Questioning. The Social Studies, 95(1), 11-15.
• Wilford, S. (2007). Featuring Science in Your Classroom. Scholastic Early Childhood Today, 21(7), 14-15.
• Yael, S., Weizman, A., Fortus, D.,& Sutherland, L.(2009). Talking Science. The Science Teacher, 76 (5), 44
• Zaikowski, L. & Lichtman, P. (2007). Environmental Research Puts Science Into Action. The Science Teacher, 74(4), 47-51.
• Çizgi Filmler: Çevre Eğitiminde Sorun Çözme Becerileri Üzerine Etkisi Michael A. Toledo * La Salle Green Hills, PHILIPPINES Rosanelia T. Yangco University of the Philippines, PHILIPPINES Allen A. Espinosa Philippine Normal University, PHILIPPINES