Promoting Mindfulness about the Environment through the Use of Drama in the Primary Classroom: Greek Teachers' Views and Attitudes

Autor/inn/en	Andrikopoulou, Evanthia; Koutrouba, Konstantina
Titel	Promoting Mindfulness about the Environment through the Use of Drama in the Primary Classroom: Greek Teachers' Views and Attitudes
Quelle	In: Education Sciences, 9 (2019), Artikel 22 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Metacognition; Conservation (Environment); Environmental Education; Teacher Attitudes; Drama; Teaching Methods; Elementary School Teachers; Learning Activities; Program Effectiveness; Foreign Countries; Elementary School Students; Beliefs; Consciousness Raising; Greece + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Conservation; Environment; Konservierung; Bewahung; Umwelt; Umweltbildung; Umwelterziehung; Umweltpädagogik; Lehrerverhalten; Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernaktivität; Ausland; Belief; Glaube; Bewusstseinsbildung; Griechenland
Abstract	The present questionnaire-based study examines Greek teachers' views and attitudes towards drama-based activities in primary education classrooms when conducting Environmental Education programs. More specifically, 330 teachers provided information about (i) how the development of drama-based activities in the classroom facilitates the effective attainment of Environmental Education objectives, (ii) the expected cognitive and socio-affective benefits for the students, and (iii) their suggestions for improvements when they assess the students' professional performance during drama-based activities. The results of the study show that, when Environmental Education is based on drama activities, it has a significant impact on students. Teachers believe that it increases resourcefulness, generates deeper understanding, empathy, willingness to participate in social actions, sharing responsibility and commitment, as well as sensitivity. However, the research shows that teachers need to be well trained, sufficiently motivated, inspired, and supported if drama-based activities in Environmental Education are expected to have the above-mentioned impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01