‘No One Should Destroy the Forest\u27: Using photo-based vignette interviews to understand Kenyan teachers\u27 views of the environment

In the midst of the current environmental crisis, scientists, academics, authors, and politicians worldwide are urging citizens to create sustainable communities. However, there is little capability to build a sustainable society without an informed, active, and engaged populous. This requires more than just environmentally knowledgeable citizens. It requires a society that understands the principles of the environment and can also exemplify them in daily life. In order to create a more environmentally literate world, there has been a push for environmental education integrated into schools. This qualitative study sought to examine Kenyan teachers’ perspectives on the human–nature interaction by conducting vignette focus-group interviews. It is a subject not widely explored but vital for conservation not only in this area, but also other areas that seek to have an ecological informed populous. The vignettes were created using photographs and explanations of the photographs that the participants collected and emailed to the authors. For the focus-group vignette interviews, there were a total of 55 participants (30 females and 25 males). After InVivo analysis, we had 6 codes (resentment, pride, perils, blame, pragmatism, and self-interested) within 3 major themes. This study has implications for informing science education to combat these traditions of subjecting students to a science curriculum that demotes Kenyan cultural heritage and lifestyle. By incorporating local knowledge such as the ideas discussed in this paper into Kenyan science education, Kenyans can reach one of most challenging objectives of education, which is to produce children who are fundamentally aware of their environment

Through Their Lens: The Potential of Photovice for Documentation of Environmental Perspectives among Kenyan Teachers

This study explores the potential of photovoice for understanding environmental perspectives of teachers in the Narok District of Kenya. The objective of this paper is to share this photo-methodology with environmental educators so they may use it as an innovative methodological tool to understand the construction of environmental perspectives. The researchers analyzed the digital images and the accompanying narratives for themes emerging for each of the key terms. The researchers utilized Critical Visual Methodology to guide the data analysis. Each photograph was coded according to its site of audiencing (including both compositionality and social modalities). The themes - shares local knowledge, documents context, documents knowledge emerged from the participants’ photovoice. The researchers theorize this tool illustrated the ways in which this community valued the environment, their community, and the ways in which they conceptualize the solutions

ENFERMEDADES RELACIONADAS AL ESTILO DE VIDA EN LIMA, PERÚ

Introducción: Las enfermedades relacionadas al estilo de vida son uno de los mayores retos de salud del siglo 21. Objetivos: El propósito de esta investigación fue obtener una base de datos para estudiar la prevalencia de enfermedades de las personas que viven en pobreza en Lima, Perú. Metodología: La investigación estuvo localizada en los distritos de Comas y Carabayllo en Lima, Perú. Contamos con un total de 829 adultos y 770 niños (0-17 años de edad) participantes. La data fue recolectada a través de clínicas comunitarias gratuitas, estas incluyeron muestras de sangre para evaluar la hemoglobina, glucosa, hemoglobina glicosilada, lípidos, vitamina D, y anticuerpos en contra de Chagas y Helicobacter pylori. Para la población pediátrica sólo se utilizó los records médicos; no se utilizaron muestras de sangre con propósitos de investigación. Resultados: Los resultados más significativos fueron: 50,9% con presión arterial sanguínea elevada siendo sistólica o diastólica, 47% Con hemoglobina glicosilada elevada, 24% glucosa en ayuno elevada, 57,2% con un al menos un parámetro elevado del panel lípido, 32,6% hemoglobina baja, 97,2% Vitamina D baja, 59% positivo para anticuerpos de Helicobacter, y 5,6% positivo con anticuerpos de Chagas. La prevalencia de sobrepeso y obesidad fue 65,1% para adultos y 42,3% para la población pediátrica. Conclusión: Los resultados demuestran anomalías relacionadas al estilo de vida. Esta información puede utilizarse para desarrollar estrategias de prevención y tratamiento de las enfermedades relacionadas al estilo de vida, con enfoque en la educación y cambios en el estilo de vida.   DOI: https://doi.org/10.25176/RFMH.v17.n2.83

Concepts of Variable in Middle-Grades Mathematics Textbooks during Four Eras of Mathematics Education in the United States

This study used content analysis to investigate the development of the concept of variables in middle grades mathematics textbooks during four eras of mathematics education in the United States (New Math, Back to Basics, Problem Solving, and the NCTM Standards era: 1957 – 2009). It also examined the nature of support that the curricula provide for teachers to enact variables ideas in the classroom. Findings revealed that each of the middle grades mathematics curricula examined used variables, but in varied proportions and levels of complexity. Formal definitions for variables were found in 11 of the 12 students’ editions examined. The characteristics of the definitions for variables found in the different curricula were, however, different from one another. The uses of variables as placeholders and as labels dominated the uses of variables in the mathematics curricula. The least used category of variables was as an abstract symbol. When examined in terms of the content areas, the use of variables as placeholders dominated Number and Operations, and Algebra contents. In Geometry, Measurement, and Data Analysis and Probability content areas, the use of variables as labels was predominant. Overall, the data did not reveal any systematic or drastic change in the treatment of variable ideas during the 50 year period within which this study is situated. There was however, a steady increase in the use of variables as varying quantities across grade levels, and the four eras of mathematics education in the United States. There were also some noticeable changes in the treatment of variable ideas found in Math Connects curriculum when compared to the treatment in the other three curricula. The data collected also supported the evidence of guidance provided to teachers in the respective curricula to enact variable ideas in the classroom. However, the amount of guidance identified was limited in the majority of the curricula. Limitations of the study, implications for curriculum and teacher development, as well as recommendations for future research are also presented

Concepts of Variable in Middle-Grades Mathematics Textbooks during Four Eras of Mathematics Education in the United States

This study used content analysis to investigate the development of the concept of variables in middle grades mathematics textbooks during four eras of mathematics education in the United States (New Math, Back to Basics, Problem Solving, and the NCTM Standards era: 1957 – 2009). It also examined the nature of support that the curricula provide for teachers to enact variables ideas in the classroom. Findings revealed that each of the middle grades mathematics curricula examined used variables, but in varied proportions and levels of complexity. Formal definitions for variables were found in 11 of the 12 students’ editions examined. The characteristics of the definitions for variables found in the different curricula were, however, different from one another. The uses of variables as placeholders and as labels dominated the uses of variables in the mathematics curricula. The least used category of variables was as an abstract symbol. When examined in terms of the content areas, the use of variables as placeholders dominated Number and Operations, and Algebra contents. In Geometry, Measurement, and Data Analysis and Probability content areas, the use of variables as labels was predominant. Overall, the data did not reveal any systematic or drastic change in the treatment of variable ideas during the 50 year period within which this study is situated. There was however, a steady increase in the use of variables as varying quantities across grade levels, and the four eras of mathematics education in the United States. There were also some noticeable changes in the treatment of variable ideas found in Math Connects curriculum when compared to the treatment in the other three curricula. The data collected also supported the evidence of guidance provided to teachers in the respective curricula to enact variable ideas in the classroom. However, the amount of guidance identified was limited in the majority of the curricula. Limitations of the study, implications for curriculum and teacher development, as well as recommendations for future research are also presented

Investigating local sustainable environmental perspectives of Kenyan community members and teachers

Efforts to conserve and preserve the environment in developing or marginalized locales frequently involve a one-way transfer of knowledge and materials from a source in a more developed location. This situation often degenerates into a short-term donor project which risks little to no long-term impacts on local or indigenous relationships with the environment. This research study with educators in Narok, Kenya investigates the current perspectives of local key stakeholders on the environment and sustainability with the purpose of sharing these understandings among local groups to generate a locally constructed meaning of environmental conservation and sustainability. It is the researchers’ aim that through locally constructed meanings of environmental hazards and conservation, the Maasai community will empower themselves to transform their relationship with their environment and begin to construct and enact sustainable alternatives to destructive environmental practices. The approach used in this study is a qualitative study of representative stakeholders’ environmental perspectives called photovoice. Two major themes emerged during the data analysis: How do we co-habit? and How do we modernize? This community demonstrated a complex understandings including navigate traditional practices, made connections to a larger system, and describing positive ways in which humans influence our environment

Understanding the Value of Pi

At times, we must ask our students to accept certain content without giving them a fidi explanation, because understanding the underlying mathematics would require knowledge beyond their current level. One good example of such a concept is the irrational number pi

Shared Understandings: Environmental perspectives of Kenyan community members and teachers

Environmental issues are a shared human concern as communities in all nations and geographic regions are grappling with environmental degradation. Despite this concern, there are multiple different viewpoints on the current state of environmental issues and how to understand these problems. Understanding how different communities conceive of the environment and sustainability is paramount in efforts to increase the frequency of environmentally conscious choices. If an awareness of others’ perspectives of the environment is lacking, then the development of sustainable choices is placed at risk because of potentially competing views of what sustainability means in a particular context. As such, solutions to these environmental problems are frequently viewed as ‘wicked problems.’ This study investigates the shared and divergent environmental viewpoints of teachers and community members in Kenya. This study utilized photo-methodologies and qualitative in vivo analysis. The shared viewpoints were on positive and negative notions of environmental issues. The divergent viewpoints were on solutions that included types of innovations and amount of government involvement

Cultural Diversity in Online Education: An Exploration of Instructors’ Perceptions and Challenges

Purpose/Objectives/Research/Focus of Study: This qualitative study investigated online instructors’ perceptions of cultural diversity in the online classroom and the challenges that instructors of online courses encounter in their efforts to incorporate cultural diversity and multicultural learning contents in the online learning environment. An associated goal of the study was to explore the instructional strategies that online instructors use to create conducive online learning environments that value cultural differences as well as the educational experiences of students in online classrooms. Population/Participants/Subjects: Fifty full-time instructors of online courses from three universities in the northeastern part of the United States participated in the study. The participants included Clinical Professors of Practice (n = 4), Assistant Professors (n = 18), Associate Professors (n = 16), and Full Professors (n = 12). There were 23 females and 27 males from different academic disciplines and cultural backgrounds. Research Questions: Unlike many previous studies, this study sought to uncover online instructors’ perceptions of cultural diversity in the online classroom, the pedagogical strategies they employ to address issues related to cultural diversity in online learning, and the challenges they encounter in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. Specifically, this study explored the following research questions: (a) How do instructors of online courses perceive cultural diversity and the impact of cultural diversity in online learning? (b) What instructional strategies do instructors of online courses use to address issues related to cultural diversity in online learning environments? (c) What challenges do instructors of online courses encounter in their efforts to promote cultural diversity and multicultural learning content in online environments? Research Design: This study employed qualitative research design using semi-structured interviews and content analysis to explore instructors’ perceptions of cultural diversity in online learning as well as the challenges encountered by instructors of online courses in their efforts to promote cultural diversity and incorporate multicultural learning content into their online instruction. The qualitative research design was chosen because it allowed the researchers to collect and analyze data about the instructors’ perceptions of cultural diversity based on their own voices, with the aim of producing conceptual explanations of the types of instructional strategies that instructors use to promote cultural diversity in online education and the challenges they encountered in the online classroom (Ashong & Commander, 2012; Jung & Gunawardena, 2014). Findings/Results: The findings of the study pointed to four themes, namely that: (a) differential perceptions of cultural diversity exist among instructors of online courses; (b) perceptions of cultural diversity depend on the academic disciplines taught by instructors; (c) a variety of instructional strategies—collaborative online learning activities, incorporating multicultural learning activities and global learning content, using cultural awareness activities, addressing the impact of multicultural education—support cultural diversity in the online environment; and (d) there are significant challenges associated with promoting cultural diversity in online teaching and learning. Conclusions and Recommendations: Findings revealed that the majority of the instructors view cultural diversity as the recognition of students’ cultural differences within the online learning environment, the ability of instructors to infuse multicultural content into their curriculum, and the capacity of instructors to use a variety of strategies to facilitate instructional delivery to meet the needs of students from diverse cultural backgrounds who study in the online environment. Findings also suggested that instructors’ perceptions of cultural diversity in the online setting vary depending on their teaching discipline and academic preparation. Specifically, instructors in education, social sciences, and engineering demonstrated a good understanding and awareness of cultural diversity. They also felt the need to provide support that enhanced the learning experiences of diverse student populations in the online environment. On the contrary, instructors in the physical sciences did not demonstrate such a good understanding of cultural diversity and showed little knowledge of ways to incorporate multicultural learning content to help diverse student populations achieve academic success in online education. In light of the findings from this study, the researchers recommend that online instructors and instructional designers work toward enhancing their knowledge of cultural diversity and toward incorporating multicultural resources in their curricula to support diverse student populations (including those with learning disabilities) in online education