Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course
Environmental and sustainability-focused education plays an integral role in positively influencing students’ levels of environmental awareness, competencies, and adoption of sustainable decision making and behavioral practices. Media and information technology have been identified as possible facto...
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| Format: | Article |
| Language: | English |
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Sciendo
2024-12-01
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| Series: | Discourse and Communication for Sustainable Education |
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| Online Access: | https://doi.org/10.2478/dcse-2024-0013 |
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| author | Kazempour Mahsa |
| author_facet | Kazempour Mahsa |
| author_sort | Kazempour Mahsa |
| collection | DOAJ |
| description | Environmental and sustainability-focused education plays an integral role in positively influencing students’ levels of environmental awareness, competencies, and adoption of sustainable decision making and behavioral practices. Media and information technology have been identified as possible factors influential in shaping the youths’ level of environmental literacy and perceptions of environmental issues. Yet, due to format and scope of coverage and lack of emphasis on the importance of the environment and consequences of human action, the role of mass media may at times be inadequate or unsuitable, leading to eco-anxiety. The literature on the connection of students’ media and information literacy (MIL) and environmental literacy (EL), especially in college settings, remains scarce. This mixed-method study explored the experiences of students in an introductory college science course with a weekly discussion forum designed to engage them in learning about environmental issues through various media platforms and participation in peer discussions. This study examined the types of environmental topics students focused on and students’ experiences and reflections as they engaged in environmentally focused media content and peer discussion. The findings indicated that students obtained mainly national and international news stories from major mainstream news media outlets, followed by online science or environment-focused news outlets. They gained awareness of environmental concerns in various geographical locations, the negative impact of human activity on the environment, as well as various means of positive human impact through ecological footprint reduction solutions and actions. |
| format | Article |
| id | doaj-art-47e92065a0f4460eb11af22e52e2ba6c |
| institution | Kabale University |
| issn | 2255-7547 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Sciendo |
| record_format | Article |
| series | Discourse and Communication for Sustainable Education |
| spelling | doaj-art-47e92065a0f4460eb11af22e52e2ba6c2025-02-10T13:25:38ZengSciendoDiscourse and Communication for Sustainable Education2255-75472024-12-0115252710.2478/dcse-2024-0013Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science CourseKazempour Mahsa0Penn State University Berks, Reading, USAEnvironmental and sustainability-focused education plays an integral role in positively influencing students’ levels of environmental awareness, competencies, and adoption of sustainable decision making and behavioral practices. Media and information technology have been identified as possible factors influential in shaping the youths’ level of environmental literacy and perceptions of environmental issues. Yet, due to format and scope of coverage and lack of emphasis on the importance of the environment and consequences of human action, the role of mass media may at times be inadequate or unsuitable, leading to eco-anxiety. The literature on the connection of students’ media and information literacy (MIL) and environmental literacy (EL), especially in college settings, remains scarce. This mixed-method study explored the experiences of students in an introductory college science course with a weekly discussion forum designed to engage them in learning about environmental issues through various media platforms and participation in peer discussions. This study examined the types of environmental topics students focused on and students’ experiences and reflections as they engaged in environmentally focused media content and peer discussion. The findings indicated that students obtained mainly national and international news stories from major mainstream news media outlets, followed by online science or environment-focused news outlets. They gained awareness of environmental concerns in various geographical locations, the negative impact of human activity on the environment, as well as various means of positive human impact through ecological footprint reduction solutions and actions.https://doi.org/10.2478/dcse-2024-0013environmental educationenvironmental literacydiscussionundergraduate science education |
| spellingShingle | Kazempour Mahsa Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course Discourse and Communication for Sustainable Education environmental education environmental literacy discussion undergraduate science education |
| title | Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course |
| title_full | Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course |
| title_fullStr | Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course |
| title_full_unstemmed | Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course |
| title_short | Engaging in Online Environmental Discussion: Experiences and Reflections of Students in an Undergraduate Science Course |
| title_sort | engaging in online environmental discussion experiences and reflections of students in an undergraduate science course |
| topic | environmental education environmental literacy discussion undergraduate science education |
| url | https://doi.org/10.2478/dcse-2024-0013 |
| work_keys_str_mv | AT kazempourmahsa engaginginonlineenvironmentaldiscussionexperiencesandreflectionsofstudentsinanundergraduatesciencecourse |