COMPARATIVE ANALYSIS

This my previous assignment now I have to compare two articles and write 6 ton 8 pages . instruction for rough draft but I need 6 to 8 pages. You have your sources, and you have written about them in discussions and annotations. Just put that material together with a strong focus on comparing and analyzing how their arguments persuade you to think or act in interesting ways and tell your reader why your conclusions should matter to understanding the topic better and moving forward in the conversation. You must have a Works Cited as the last page of your rough draft. This is easy since you’ll only be moving the citations from your bibliography for the sources that are in the first 3 pages of your essay.
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Mahat
1
Ashmin Mahat
Ainsworth
English- 1302
March 30, 2018
Environmental Education
Ardoin, Nicole M., Charlotte Clark, and Elin Kelsey. “An exploration of future trends in
environmental education research.” Environmental Education Research 19.4 (2013): 499520.
The author analyzes the future trends in the environmental education. From the
findings, the study presents four primary thematic results: the need for research on social
media and other IT, the relevance of community and collective learning, need for research
in diverse population and emphasizing on the relationship between environmental quality
and human well-being. The study presents mixed methods and content analysis in the
discussion of the topic. Technology causes changes in the environment thus impacting on
the environmental education research. Therefore, this study is significant in explaining how
external factors affect the different methods of ecological education. The study suggests
that various program elements may impact on the outcome of the EE program. The EE
researchers and empirical review emphasize on analyzing the trends to determine the
application attributes that are most suitable for the situation or issue with the aim of
achieving the desired results. Exploring the future trends will facilitate empowerment and
provision of student-centered learning that develops skills and self-efficacy perceptions in
the EE programs. The study also is essential in creating social engagement which is a
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critical factor in the success of EE programs through cooperative group work and intergenerational that forms teacher engagement. Thus, the author suggests that evaluating EE
program in the new millennium demands for incorporation of the current trends.
Derevenskaia, Olga. “Active learning methods in environmental education of students.” ProcediaSocial and Behavioral Sciences 131 (2014): 101-104.
The purpose of the study was to determine the experiences of active learning
methods in EE. The author suggests that students can effectively learn about the ecological
and biological subjects through the use of project method. The study is justified since it
forms a systematic approach to research, development of practical skills, and enhancement
of psychological responsibility of learners in the environmental field. According to the
author, the application of the project method shows the adoption of the approach to
additional education. Using the current educational technology and active learning in the
EE is essential in conducting practical training and professional orientation for students.
The article argues that application of project method in the EE of students is more
beneficiary compared to traditional forms such as classroom lessons. The learning
processes that incorporates multi-component and multi-level ecosystem in the EE ensures
that learners put different environmental laws into practice and selection of the theme for
research that put into consideration relevant knowledge on the environment and
methodological basis. It helps in intensifying the process of education and enhancement of
creativity among the students. The author notes that application of both educational
technology and active learning in EE is vital as long as it provides students with training
and professional orientation.
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DiEnno, Cara Marie, and Sunita C. Hilton. “High school students’ knowledge, attitudes, and levels
of enjoyment of an environmental education unit on nonnative plants.” The journal of
environmental education 37.1 (2005): 13-25.
The study analyzes the comparison between constructivist learning theory and the
traditional teaching methods of EE to assess: the knowledge gained attitudes of the
learners, and the pupils’ engagement in the learning process. The use of pre-test and posttest shows that the students using the constructivist group show increase scores in
knowledge and attitudes. However, the adoption of the traditional approaches shows no
impact on the learning processes. The contradiction is the lack of significant differences
between the two groups on engagement. On the one hand, it emphasizes on the use of active
techniques such as the use of real-world problem-solving and reflection on the changes that
encourages team participation. This method provides inquiry-based learning in which
learns formulate inferences and convey their message in a collaborative environment. The
study emphasizes active participants in the learning environment. Thus they do not have to
follow the status quo but change with the trends in the external environmental factors. The
use of this method enables students to create insight on how the system works as opposed
to following pre-determined steps. Therefore, the study affirms that constructivism
learning theory promotes innovation and adoption of new approaches in EE.
Fu, Hanliang, and Xiaojun Liu. “A Study on the Impact of Environmental Education on
Individuals’ Behaviors Concerning Recycled Water Reuse.” EURASIA J. Math. Sci.
Technol. Education 13 (2017): 6715-6724.
The purpose of the study was to analyze the role of EE in the re-use of recycled
water. According to the study findings, an increased level of knowledge through the use of
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EE methods that encourages participation in learning reduces the levels of perceived risks.
Knowledge of these methods could have an indirect impact on the individual’s behavior
on reuse of recycled water. The pattern showed that effective environmental education
methods influence the perceived behaviors regarding the reuse of recycled water. Learnercentered methods address the specific needs of the population thus improving their trust in
relevant water authorities and acceptability. The study is significant since it discusses the
idea of the importance of EE in guiding individuals on in reusing the recycled waters. It
outlines the reasons why individuals follow a particular pattern of behaviors and strategies
to change these conditions thus providing solutions to the conservation of the environment.
Jeronen, Eila, Irmeli Palmberg, and Eija Yli-Panula. “Teaching Methods in Biology Education and
Sustainability Education Including Outdoor Education for Promoting Sustainability—A
Literature Review.” Education Sciences 7.1 (2016): 1.
The purpose of the study is to analyze the relevance of teaching methods in biology
and EE. The study found out that there are a total of 22 teaching methods that improve
sustainability education in various ways. The author proposes that the most appropriate
means are those that emphasize on group work and active participation in the learning
process by the students. The primary focus of the research is on the value of teaching
methods and interaction among the different parties. The problem-based teaching method
enhances learning when integrated with information and technology. The study provides a
synopsis on the most effective approaches for the promotion of sustainability in EE. For
example, it discusses the different types of knowledge such as factual, procedural,
metacognitive, and conceptual among others essential promotion of sustainability. It also
identifies the kinds of thinking skills. The author emphasizes the importance of inductive
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teaching method with a significant focus on the needs of the learners and in an authentic
environment which is essential in EE learning process.
.Li, Yang. “Study of the Effect of Environmental Education on Environmental Awareness and
Environmental Attitude Based on Environmental Protection Law of the People’s Republic
of China.” EURASIA Journal of Mathematics, Science and Technology Education 14.6
(2018): 2277-2285.
The author affirms that the implementation of the idea of EE in the education
system is essential in providing the relevant knowledge to the students on environmental
conservation. The results of the study show that there is a positive impact on environmental
education and environmental awareness and attitudes as well as awareness and attitudes.
The study affirms the inter-dependence between the three factors in achieving the intended
results. The pro-environmental attitudes and behaviors are the indicators of the differing
practices in an individual. Therefore, the author argues that the actions of a person follow
predetermined pattern determined by the level of knowledge gained from the different
methods of EE. There is a definite correlation between personality and behavior.
Mazloumiyan, Saeed, et al. “Blended e-Learning: a new approach to environmental education of
Iran high schools.” Procedia-Social and Behavioral Sciences 47 (2012): 1216-1220.
The study discusses the effectiveness of the blended e-learning, distant, traditional
educational approaches to achieving the achieving the core objectives of environmental
education among the Iran high schools. According to the findings, blended e-learning has
an impact on the advancement of the EE goals and enhancement of learning among the
high school students. The primary reasons for choosing this educational method is
increased accessibility and flexibility, reduced costs, and improved pedagogy. The study is
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significant since the blended learning approach since it incorporates the advantages of
online and traditional educational methods for the improvement of the levels of satisfaction
among the learners. The use of electronic education ensures that learners have access to
different information hence facilitating the ability to learning independently. This approach
enables learners to adapt to the different situations and educational content. Learners can
self-direct there learning procedure. The author notes that all the learning methods aim at
promoting continual learning that will impact on the learner for an extended period even
after their exams. Both teaching skills and participation are essential features in
environmental education. Therefore, the application of blended electronic learning ensures
the achievement of the goals of the EE at all the levels including awareness, knowledge,
and practical skills.
Nunes, Maria Erivanir Rodrigues, Leonardo Fernandes França, and Luciana Vieira De Paiva.
“Efficacy of Different Strategies in Environmental Education Teaching: Association
between Research and University Extension.” Ambiente & Sociedade 20.2 (2017): 59-76.
The primary focus of the study was analyzing the various EE teaching strategies.
The author notes that either in the presence or absence of the natural environment, the
practical activities were efficient in EE. It is also evident that action was the primary factor
that stimulates participation in the learning process. The respondents showed similar
patterns of behavior and knowledge over the different EE learning methods. Before EE
approaches, the leaners had general experience on the biodiversity environmental
problems. The study is relevant since it justifies that the non-formal teaching in increased
participation level group enhanced advancement in knowledge and increased interest in the
conservation of the biodiversity. Therefore, the findings from the study confirm that these
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strategies are useful for teaching EE. The learners can understand the various meaning of
biodiversity and its relevance to humans and environment. It also generates understanding
and stimulation of the interests of learners. The use of non-formal teaching methods such
as workshops activities increases interest in environmental conservation.
Stavreva Veselinovska, Snezana, Emilija Petrova Gjorgjeva, and Snezana Kirova. “Methods of
successful learning in environmental education.” The book of abstracts and programmeIV International symposium of ecologists of the Republic of Montenegro. 2010.
The article focuses on the challenges to active learning in EE methods. The author
argues that the five component structured model that includes knowledge integration,
values, ethics, evaluation, and skills forms the basis of student activities. The results of the
research show that the methods of teaching and learning applied were successful. The
author explains that the successful implementation of the EE methods includes the
understanding of environmental health competency. The author stresses that innovative
method for learning demands for qualified and skilled teachers and increased collaboration
among all the parties to achieve the desired outcomes of the approaches. According to the
research, the success of the type of method depends on the innovativeness and experiences
of the teacher as well as collaboration with the students. The study also identifies that
parents and caregivers have an intellectual role in promoting EE. Therefore, expert learning
through the facilitation of the teacher is more effective compared to classroom teacher
oriented-explanation. When students create their models, they are more likely to improve
their thinking and solve current issues as compared to when they use ready-made models.
Szállassy, Noémi. “Project Method, as One of the Basic Methods of Environmental
Education.” Acta Didactica Napocensia 1.2 (2008): 44-49.
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The author argues that project method is one of the primary means of environmental
education. The results of the study show that this approach promotes creativity among
learners through the provision of practical solutions to environment-related solutions. Also,
the phases of the project method guide the learner in understanding all the relevant
information related to EE. It gives guidance to the learner on the step-wise processes to
follow in achieving the desired outcomes. The study is significant since it is target-driven
activity according to the issue, enhancement of success and corporation, and increased
gains in the activities of learners. The students should be able to give a detailed description
of the environmental factors using the project method compared to other traditional
learning methods.
Works Cited
Ardoin, Nicole M., Charlotte Clark, and Elin Kelsey. “An exploration of future trends in
environmental education research.” Environmental Education Research 19.4 (2013): 499520.
Derevenskaia, Olga. “Active learning methods in environmental education of students.” ProcediaSocial and Behavioral Sciences 131 (2014): 101-104.
DiEnno, Cara Marie, and Sunita C. Hilton. “High school students’ knowledge, attitudes, and levels
of enjoyment of an environmental education unit on nonnative plants.” The journal of
environmental education 37.1 (2005): 13-25.
Fu, Hanliang, and Xiaojun Liu. “A Study on the Impact of Environmental Education on
Individuals’ Behaviors Concerning Recycled Water Reuse.” EURASIA J. Math. Sci.
Technol. Education 13 (2017): 6715-6724.
Mahat
9
Jeronen, Eila, Irmeli Palmberg, and Eija Yli-Panula. “Teaching Methods in Biology Education and
Sustainability Education Including Outdoor Education for Promoting Sustainability—A
Literature Review.” Education Sciences 7.1 (2016): 1.
.Li, Yang. “Study of the Effect of Environmental Education on Environmental Awareness and
Environmental Attitude Based on Environmental Protection Law of the People’s Republic
of China.” EURASIA Journal of Mathematics, Science and Technology Education 14.6
(2018): 2277-2285.
Mazloumiyan, Saeed, et al. “Blended e-Learning: a new approach to environmental education of
Iran high schools.” Procedia-Social and Behavioral Sciences 47 (2012): 1216-1220.
Nunes, Maria Erivanir Rodrigues, Leonardo Fernandes França, and Luciana Vieira De Paiva.
“Efficacy of Different Strategies in Environmental Education Teaching: Association
between Research and University Extension.” Ambiente & Sociedade 20.2 (2017): 59-76.
Stavreva Veselinovska, Snezana, Emilija Petrova Gjorgjeva, and Snezana Kirova. “Methods of
successful learning in environmental education.” The book of abstracts and programmeIV International symposium of ecologists of the Republic of Montenegro. 2010.
Szállassy, Noémi. “Project Method, as One of the Basic Methods of Environmental
Education.” Acta Didactica Napocensia 1.2 (2008): 44-49.

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