PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana
Version 1
: Received: 30 December 2023 / Approved: 30 December 2023 / Online: 3 January 2024 (03:40:01 CET)
How to cite:
Adom, D.; Harvey-Brown, Y. Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana. Preprints2024, 2024010016. https://doi.org/10.20944/preprints202401.0016.v1
Adom, D.; Harvey-Brown, Y. Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana. Preprints 2024, 2024010016. https://doi.org/10.20944/preprints202401.0016.v1
Adom, D.; Harvey-Brown, Y. Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana. Preprints2024, 2024010016. https://doi.org/10.20944/preprints202401.0016.v1
APA Style
Adom, D., & Harvey-Brown, Y. (2024). Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana. Preprints. https://doi.org/10.20944/preprints202401.0016.v1
Chicago/Turabian Style
Adom, D. and Yvette Harvey-Brown. 2024 "Development and Implementation of an Elementary School-Based Indigenous Knowledge Pedagogical Model on Native Tree Species for Environmental Sustainability Education in Ghana" Preprints. https://doi.org/10.20944/preprints202401.0016.v1
Abstract
Education on native tree species using indigenous knowledge systems is crucial in elementary school environmental
education because it sensitizes learners on the significant roles played by the native trees and their interconnections with their culture and existence. Unfortunately in Ghana, there is no pedagogical model that would aid elementary school teachers in carrying out such education.This study was aimed at developing, implementing and evaluating an indigenous knowledge inspired pedagogical model for native tree education among elementary school learners in Ghana. The convergent parallel mixed methods design that aimed at collecting quantitative and qualitative datasets on the development and evaluation of the developed pedagogical model. The results show that the pedagogical model was deemed very satisfactory in all its aspects for native tree education among elementary school learners in Ghana. The model was able to assist in developing the sustainability consciousness and competence of elementary school learners toward caring for native trees through tree planting, making of nurseries and gardens, and engaging in native tree conservation campaigns. The study recommends that the Ministry of Education should adopt, improve and widely disseminate the pedagogical model and help in its broader implementation in various elementary schools across the country.
Keywords
environmental education; elementary education; ESBIK pedagogical model; native tree species; sustainability consciousness and competence; Ghana
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
