Assessing the Effectiveness of Environmental Approach-Based Learning in Developing Science Process Skills and Cognitive Achievement in Young Children

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

In the section on the theoretical bases, he does not specify which models of environmental education exist, and which of these models he will assume; he does not mention any of them; currently the literature speaks of the ecological model, the socio-scientific model, the experiential model, scientific enquiry based on learning, among others; an aspect that he does not detail anywhere. It talks about three skills that are not developed in the theoretical framework, based on which theory or taxonomy the experimentation focuses on.

 

In the methodology, it indicates working with the environmental approach, which involves the conative, cognitive, attitudinal and active aspects, which leads not only to acquiring knowledge, but also to a change in a more ecocentric attitude of empathy towards the environment. What has been developed in the experience after the teacher training? What did you apply? How did you work on the skills? How did you get the students to internalise and apply them in their daily lives? What new behaviour did you achieve? It would be good to explain or graph a classroom experience that demonstrates these developed skills.

 

To work on EFA and CFA the literature suggests to work with large samples to be able to analyse the mediating and/or moderating variables according to the theoretical model resulting from the literature review. What do you want to demonstrate? No theoretical model attached, it would be good with literature to indicate if also these types of analysis are applicable to validate assessments for a pre-test and post-test.

 

Indicates that in the experimentation they have conducted researcher observation: During these practice sessions, the researchers observed the teacher's performance and interactions with the students.

performance of the teacher and interactions with the children. Observations were made with regard to programme guidelines, effectiveness in engaging children and ability to facilitate learning activities. Feedback was provided to the teacher to refine their approach and address any challenges.

With what instruments, and as a result of this joint reflection, what were the outcomes? How do you analyse and interpret this in the study qualitatively? 

In cognitive performance, the test did not specify which values ​​were obtained as high, medium, low, among others, and which was the assessment assumed in the instrument.

Finally, although the environmental approach seeks to change behavior towards more empathetic and sustainable conduct, why does it only evaluate cognitive performance? It would be good to clarify, if the goal is actions of care and protection of the environment.

Author Response

 

#	Reviewer’s comments	Response
1	In the section on the theoretical bases, he does not specify which models of environmental education exist, and which of these models he will assume; he does not mention any of them; currently the literature speaks of the ecological model, the socio-scientific model, the experiential model, scientific enquiry based on learning, among others; an aspect that he does not detail anywhere. It talks about three skills that are not developed in the theoretical framework, based on which theory or taxonomy the experimentation focuses on.	Thank you for this valuable suggestion. We have taken it into consideration and have made the necessary modifications. Please refer to pages 3-6, highlighted in green, where we have addressed these points by specifying the relevant models of environmental education and elaborating on the theoretical framework and skills involved.
2	In the methodology, it indicates working with the environmental approach, which involves the conative, cognitive, attitudinal and active aspects, which leads not only to acquiring knowledge, but also to a change in a more ecocentric attitude of empathy towards the environment. What has been developed in the experience after the teacher training? What did you apply? How did you work on the skills? How did you get the students to internalise and apply them in their daily lives? What new behaviour did you achieve? It would be good to explain or graph a classroom experience that demonstrates these developed skills.	The modification related to the respected reviewer’s proposal has been made on pages 10-12.
3	To work on EFA and CFA the literature suggests working with large samples to be able to analyse the mediating and/or moderating variables according to the theoretical model resulting from the literature review. What do you want to demonstrate? No theoretical model attached, it would be good with literature to indicate if also these types of analysis are applicable to validate assessments for a pre-test and post-test. Indicates that in the experimentation they have conducted researcher observation: During these practice sessions, the researchers observed the teacher's performance and interactions with the students. performance of the teacher and interactions with the children. Observations were made with regard to programme guidelines, effectiveness in engaging children and ability to facilitate learning activities. Feedback was provided to the teacher to refine their approach and address any challenges. With what instruments, and as a result of this joint reflection, what were the outcomes? How do you analyse and interpret this in the study qualitatively? In cognitive performance, the test did not specify which values ​​were obtained as high, medium, low, among others, and which was the assessment assumed in the instrument. Finally, although the environmental approach seeks to change behavior towards more empathetic and sustainable conduct, why does it only evaluate cognitive performance? It would be good to clarify, if the goal is actions of care and protection of the environment.	We extend our sincere gratitude to the esteemed reviewer for their valuable comments. All points raised have been carefully considered, and a new section titled “Limitations and Future Research Directions” has been added at the end of the study (please refer to page 21, highlighted in green). Thank you once again for your valuable feedback. We look forward to accepting  the manuscript  in line with your guidance.

The introduction has been further refined to clearly outline the scope and objectives of the research. We have deepened the context of the study to provide a strong background that highlights the importance of the research.      (Please kindly refer to the green-highlighted sections on pages 1,2)

 

1. Literature Review

A separate section titled "Literature Review" has been added to document and connect the main theoretical ideas guiding this research in a consistent manner. This enhances the theoretical foundation of the study.

1. The literature review has been updated to include recent research related to the scope of the study. New studies have been incorporated to provide a comprehensive and systematic review that supports the justification for the originality of the research problem. .      (Please kindly refer to the green-highlighted sections on pages 2, 3, 4)

 

1. We appreciate the second reviewer’s suggestions for additional references. some studies have been included and documented in the reference list and text of the manuscript.

 

 

1. Methodology
   A new section has been added to provide additional details about the sample used in the study. Additionally, we have expanded the section on the Creative Reading Skills Test to explain the development process of the tool used in the study. This enhances the reader’s understanding of the research methodology and facilitates a meaningful interpretation of the results.      (Please kindly refer to the green-highlighted sections on pages 5, 7)

 

1. Results
   The presentation of results has been revised to be more detailed and accurate, addressing the concerns raised.   (Please kindly refer to the green-highlighted sections on pages 7-9)

 

 

 

1. Discussion
   The discussion section has been expanded to include a detailed explanation of the results. We have improved the conclusion by adding a clear explanation of the contributions and comparative results, as well as providing recommendations for improving educational practices. The limitations of the study have been addressed, and specific recommendations for future research have been included. (Please kindly refer to the green-highlighted sections on pages 9-10)
2. Discussion – Conclusions

The discussion has been refined to emphasize the significance of the research both locally and internationally. We have aligned the discussion more closely with the research questions, clarifying how the findings contribute to new knowledge in the field. A new interpretation of the findings has been provided, along with support for the research's significance based on existing knowledge. We have also outlined how the research results can be utilized in future research and educational practice, addressing study limitations and offering specific recommendations for future research.

(Please kindly refer to the green-highlighted sections on pages 10-11)

 

 

We hope that the revisions made address all the comments raised. Thank you once again for your valuable feedback, which has significantly contributed to enhancing the quality of the research.

 

Reviewer 2 Report

Comments and Suggestions for Authors

Method:

It is necessary for you to provide a brief description of the geographical area as well as the social and economic characteristics of the population.

You should explain why the academic performance levels include a scale with numerous options above average and relatively few below it.

The numbering of the key factors begins at 4, but it should start at 1 (page 7).

Describe the ethical considerations taken into account in the study, such as committee approvals, informed consent and assent, among others.

Briefly describe the characteristics of the didactic and pedagogical strategy used for the control group.

Author Response

#	Reviewer’s comments	Response
1	The authors present the results of a study that focused on assessing the effectiveness of an environmental approach-based learning in developing primary science process skills and improving cognitive achievement among children. The study involved 62 children in their early childhood from schools in the Irbid area of Jordan, during the second semester of the 2023/2024 academic year.  The children were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The research topic is very actual and interesting. The authors described in detail the research methods and explained the processing and evaluation of the results. The arguments and discussions of the findings are balanced. The results of the study are clearly presented. The article is adequately referenced. The conclusions are fully supported by the results presented in the article. The issues to be addressed are described below.	There are no modifications based on this comment, as we thank the esteemed reviewerS for their praise and commendation of the manuscript.
2	1.   In the Introduction, it would be appropriate to outline a learning scheme based on an environmental approach through a picture.   2.  In the appendix, it would be interesting to present at least one example of the whole lesson taught using environmental approach and a lesson taught using traditional teaching methods.	I would like to express my sincere gratitude to the esteemed reviewer for their valuable suggestions regarding the inclusion of a learning scheme based on an environmental approach in the introduction, as well as the presentation of an example of a complete lesson taught using the environmental approach and another using traditional teaching methods in the appendix. However, we believe that including a complete lesson would require a significant amount of space, which may conflict with the journal's guidelines, as it could affect the organization of the research and make it less focused on the main objectives. Additionally, all procedures related to the implementation of the program have been clarified through the additional amendments requested by the first reviewer, which included addressing all relevant observations, thereby contributing to a clear explanation of all procedures on pages 10-12. We hope that the new amendments will be considered sufficient to clarify the implementation of the program, as they provide a detailed picture of the application procedures. We thank the reviewer again for their understanding and consideration.
3	3.  Citations should be given numerically in square brackets [ ]	We appreciate your feedback regarding the citation format. We have implemented the suggested change and now provide citations numerically in square brackets [ ], in accordance with the author's instructions.

The introduction has been further refined to clearly outline the scope and objectives of the research. We have deepened the context of the study to provide a strong background that highlights the importance of the research.      (Please kindly refer to the green-highlighted sections on pages 1,2)

 

1. Literature Review

A separate section titled "Literature Review" has been added to document and connect the main theoretical ideas guiding this research in a consistent manner. This enhances the theoretical foundation of the study.

1. The literature review has been updated to include recent research related to the scope of the study. New studies have been incorporated to provide a comprehensive and systematic review that supports the justification for the originality of the research problem. .      (Please kindly refer to the green-highlighted sections on pages 2, 3, 4)

 

1. We appreciate the second reviewer’s suggestions for additional references. some studies have been included and documented in the reference list and text of the manuscript.

 

 

1. Methodology
   A new section has been added to provide additional details about the sample used in the study. Additionally, we have expanded the section on the Creative Reading Skills Test to explain the development process of the tool used in the study. This enhances the reader’s understanding of the research methodology and facilitates a meaningful interpretation of the results.      (Please kindly refer to the green-highlighted sections on pages 5, 7)

 

1. Results
   The presentation of results has been revised to be more detailed and accurate, addressing the concerns raised.   (Please kindly refer to the green-highlighted sections on pages 7-9)

 

 

 

1. Discussion
   The discussion section has been expanded to include a detailed explanation of the results. We have improved the conclusion by adding a clear explanation of the contributions and comparative results, as well as providing recommendations for improving educational practices. The limitations of the study have been addressed, and specific recommendations for future research have been included. (Please kindly refer to the green-highlighted sections on pages 9-10)
2. Discussion – Conclusions

The discussion has been refined to emphasize the significance of the research both locally and internationally. We have aligned the discussion more closely with the research questions, clarifying how the findings contribute to new knowledge in the field. A new interpretation of the findings has been provided, along with support for the research's significance based on existing knowledge. We have also outlined how the research results can be utilized in future research and educational practice, addressing study limitations and offering specific recommendations for future research.

(Please kindly refer to the green-highlighted sections on pages 10-11)

 

 

We hope that the revisions made address all the comments raised. Thank you once again for your valuable feedback, which has significantly contributed to enhancing the quality of the research.

 

Reviewer 3 Report

Comments and Suggestions for Authors

Review Report

 Article title: Assessing the Effectiveness of Environmental Approach-Based Learning on Developing Science Process Skills and Cognitive Achievement in Young Children

The authors present the results of a study that focused on assessing the effectiveness of an environmental approach-based learning in developing primary science process skills and improving cognitive achievement among children. The study involved 62 children in their early childhood from schools in the Irbid area of Jordan, during the second semester of the 2023/2024 academic year.  The children were divided into two groups: an experimental group of 32 children, who received instruction based on the environmental approach, and a control group of 30 children, who were taught using conventional methods. The research topic is very actual and interesting. The authors described in detail the research methods and explained the processing and evaluation of the results. The arguments and discussions of the findings are balanced. The results of the study are clearly presented. The article is adequately referenced. The conclusions are fully supported by the results presented in the article. The issues to be addressed are described below.

Specific comments:

1.   In the Introduction, it would be appropriate to outline a learning scheme based on an environmental approach through a picture.

2.  In the appendix, it would be interesting to present at least one example of the whole lesson taught using environmental approach and a lesson taught using traditional teaching methods.

3.  Citations should be given numerically in square brackets [ ] (see the author’s instructions available at: https://www.mdpi.com/journal/education/instructions).

Author Response

#	Reviewer’s comments	Response
1	In the Introduction, it would be appropriate to outline a learning scheme based on an environmental approach through a picture.	Thank you for your thoughtful suggestion. In response, we have elaborated on the learning scheme within the text of the Introduction. This expanded description clarifies the environmental approach, providing readers with a structured conceptual framework without relying on additional visuals.   We believe this approach maintains the intended clarity and depth, aligning with the study's objectives. Thank you again for your valuable feedback.
2	In the appendix, it would be interesting to present at least one example of the whole lesson taught using environmental approach and a lesson taught using traditional teaching methods.	Thank you for your valuable suggestion. We have thoroughly detailed the instructional approaches within the main text to highlight the key differences between the environmental and traditional teaching methods. This approach provides readers with an integrated understanding without the need for additional examples in the appendix. We appreciate your input, which has helped us enhance the clarity and depth of our presentation.
3	Citations should be given numerically in square brackets [ ] (see the author’s instructions available at: https://www.mdpi.com/journal/education/instructions).	The citations and references have been modified according to the journal template.

 

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

Is the content succinctly described and contextualised with respect to previous and present theoretical background and empirical research (if applicable) on the topic?

It is necessary to sustain on the gap and importance of the study because its topic is important to work on, but that need to be endorsed by various authors.

It is suggested to review the following information:

Miseliūnaitė, B., & Cibulskas, G. (2024). Enhancing Active Learning through a Holistic Approach: A Case Study of Primary Education in Lithuania. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060592

Ramírez Suárez, V., Acosta-Castellanos, P. M., Castro Ortegon, Y. A., & Queiruga-Dios, A. (2023). Current State of Environmental Education and Education for Sustainable Development in Primary and Secondary (K-12) Schools in Boyacá, Colombia. Sustainability (Switzerland), 15(13). https://doi.org/10.3390/su151310139

Talavera-Mendoza, F., Cayani Caceres, K. S., Urdanivia Alarcon, D. A., Gutiérrez Miranda, S. A., & Rucano Paucar, F. H. (2024). Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning. Education Sciences, 14(8). https://doi.org/10.3390/educsci14080805

Urdanivia Alarcon, D. A., Talavera-Mendoza, F., Rucano Paucar, F. H., Cayani Caceres, K. S., & Machaca Viza, R. (2023). Science and inquiry-based teaching and learning: a systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1170487

Are the research design, questions, hypotheses and methods clearly stated?

Although the research questions are delimited, the hypotheses are not clearly stated, nor are they supported by literature to analyse the flow of the research and the decision-making process for proposing the instruments.

In reference to the research design, she indicates in the theoretical framework that there are four models to work with the environmental approach, in her design she does not specify which model she is using or is it a mixture of each model, understanding that she speaks of a holistic model, she could accompany it by graphing the moments of her experience rather than describing them with evidence, to deepen the steps executed by mobilising the cognitive, affective, conative and attitudinal aspects. As well as talking about how he has promoted ecocentric actions, how did he achieve them, which could serve to replicate the experience in the environmental education approach. Since the literature indicates that teachers in science teaching only limit themselves to working on the cognitive aspect and the affective, attitudinal and conative aspects are not made concrete.

Are the arguments and discussion of the findings coherent, balanced and convincing?

If you talk about an environmental approach with four fundamental pillars, do you need to reinforce that your findings are only summarised in the cognitive and emotional, the behavioural and the affective? Where are they left in the results of experience?

In the case of empirical research, are the results clearly presented?

Is the article adequately referenced?

If suggested, include any related literature.

Are the conclusions fully supported by the results presented in the article or referenced in the secondary literature?

Yes.

Page 7 has a coherence error in the sentence where the holistic approach is presented.

Author Response

Dear Editor and Esteemed Reviewer,

I hope this message finds you in good health and high spirits. First and foremost, I would like to express my sincere gratitude for your valuable efforts, constructive comments, and the substantial contributions your review has added to our research manuscript. Your comments, particularly regarding the research gap and the significance of our study, have been extremely beneficial in enhancing the quality of our work, and we have made the necessary revisions accordingly. Please kindly refer to the highlighted changes on pages 4-5.

Regarding the suggested revision: "It is necessary to sustain on the gap and importance of the study because its topic is important to work on, but that need to be endorsed by various authors,” we have addressed this aspect in our manuscript by incorporating the references you kindly recommended. These sources have been instrumental in affirming the research gap and justifying the relevance of our study, as reflected on pages 4-5 (now cited as references 48 and 57).

Once again, I would like to express my deep appreciation to the editors and reviewers for their valuable guidance and support.

Best regards,

Author Response File: Author Response.docx