Adiv Gal
Biographic Data
| ID | 4029316 |
|---|---|
| NAME | Adiv Gal |
| GIVEN NAMES | Adiv |
| FAMILY NAME | Gal |
| SIGNATURE | GAL A |
| AFFILIATIONS | Kibbutzim College of Education, Technology and the Arts |
| ORCID | 0000-0001-5657-3068 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
"We Are the Invasive Species"
This essay challenges the hierarchical and disciplinary structures of traditional science education through a critical reflection on a pedagogical sequence conducted in a public elementary school in Israel. At the center of the discussion stands a fifth-grade student's insight, "We are the biggest invasive species", which represents a rupture from the mandated scientific narrative and a crack in the classroom power arrangement. The essay argues t…
Why climate change education stalls
Echoes in memory
The study examines what adults remember from their participation in the program in fifth grade and explores the extent to which these memories and experiences are associated with their environmental values and attitudes in adulthood. A qualitative approach was employed using autobiographical narratives gathered through semi-structured interviews. Participants, aged 30 and above, were recruited via snowball sampling, and thematic analysis identifi…
Can transformative learning experiences promote environmental stewardship? A study of the Lesser Kestrel conservation program
Artificial Intelligence Tools in Environmental Education
This article aims to answer the research question: How do 5th grade students experience the use of artificial intelligence (AI) tools to create a comic strip describing the survival struggle between the Myna and the Lesser Kestrel? This study utilized a case-study approach to examine the advantages and challenges experienced by 5th grade students using AI tools to create a comic strip about the Lesser Kestrel's survival struggle. Data were collec…
From Control to Compassion
This study explores the effect of the ecohumanistic approach on environmental education students' perceptions of invasive species in Israel. The research draws on ecohumanism, a framework emphasizing the ethical responsibility humans hold toward nature, to challenge the traditional binary perspectives on invasive species. During the course of more than six years, 105 undergraduate and 127 graduate students participated in a biodiversity course, i…
Fostering positive engagement
Attitude Construction toward Invasive Species through an Eco-Humanist Approach
The green school in northern Israel has embraced an eco-humanist approach with the aim of mitigating the animosity displayed by fifth-grade students towards invasive species. This antipathy arose due to the negative impact of these invasive species on a local species that the students were monitoring as a component of their environmental education curriculum. Therefore, the purpose of this study was to examine to what extent, if at all, there is …
From recycling to sustainability principles
Purpose This study aims to examine the perceptions of undergraduate students studying early childhood education who took an academic course in which transformative pedagogy is adopted as part of a holistic approach designed to create transformative change and strengthen the students’ self-efficacy for sustainability, and thus, help reduce the environmental crisis in which we live. Design/methodology/approach By means of a phenomenological approac…
Puzzle Pieces but Not the Big Picture—How Students from a Green School Perceive the Environmental Crisis from Teachers’ Point of View
Background: A Green school (GS) is one way to attempt to reduce the environmental crisis. Teaching in green schools, which is established on a place-based education (PBE) approach that adopts outdoor and experiential learning, should provide students with a holistic view of the environmental crisis that connects local processes to global processes. Purpose: To explore the environmental perspective of fourth-grade students who participate in an ex…
To teach or not to teach climate change education – the perceptions of sixth-graders in northern Israel
This study analyzed sixth-graders' perceptions of a year-long education program promoting activism for climate change in Israel. The program aimed to encourage students to lead activities mitigating and adapting to climate change. The research questions were: 1) What are sixth-graders' attitudes towards climate change education? and 2) What program components foster proenvironmental behavior and willingness to reduce the impact on climate change?…
Student emotional response to the lesser kestrel environmental and sustainability education program
Emotion is a central aspect for protecting the environment in environmental and sustainability education (ESE). As such, positive emotions toward nature can increase motivation to learn and take environmental action. This qualitative case study explored the complex interrelationship among place-based education, emotions and values related to ESE, academic social and emotional learning, and explored the situated notion of emotions in the context o…
Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept
The concept of ‘social-ecological systems’, which explores the relationships between society and the environment, was at the center of this study. The study aims to describe Israeli environmental-education master students’ level of understanding of the social-ecological systems concept. We used a designated rubric score to analyze drawings and explanations and to identify the levels of understanding asking: How can the analysis of drawings and ex…
Imagine a school
Using drawings and accompanying written and oral explanations by third- and sixth-grade students, this phenomenological study is an examination of the children’s perception of the ideal environmental school. Analysis of the 128 features in the drawing yielded four categories: (1) physical – with natural areas and outdoor learning, (2) cognitive – core subjects and environmental ones, (3) emotional – the students’ feelings and the spaces for relea…
Self-efficacy for promoting EfS among pre-service teachers in Israel
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill …
Student emotional response to the lesser kestrel environmental and sustainability education program
Emotion is a central aspect for protecting the environment in environmental and sustainability education (ESE). As such, positive emotions toward nature can increase motivation to learn and take environmental action. This qualitative case study explored the complex interrelationship among place-based education, emotions and values related to ESE, academic social and emotional learning, and explored the situated notion of emotions in the context o…
Self-efficacy for promoting EfS among pre-service teachers in Israel
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill …
Self-efficacy for promoting EfS among pre-service teachers in Israel
Self-efficacy is a parameter capable of predicting change in teacher behavior. We designed a questionnaire to investigate self-efficacy for promoting Education for Sustainability (EfS), which includes pro-environmental behaviors and environmental attitudes, to answer the question: What characteristics of self-efficacy for promoting EfS among pre-service teachers allow promotion of EfS in the private and public spheres? Findings reveal that skill …
Imagine a school
Using drawings and accompanying written and oral explanations by third- and sixth-grade students, this phenomenological study is an examination of the children’s perception of the ideal environmental school. Analysis of the 128 features in the drawing yielded four categories: (1) physical – with natural areas and outdoor learning, (2) cognitive – core subjects and environmental ones, (3) emotional – the students’ feelings and the spaces for relea…
Student emotional response to the lesser kestrel environmental and sustainability education program
Emotion is a central aspect for protecting the environment in environmental and sustainability education (ESE). As such, positive emotions toward nature can increase motivation to learn and take environmental action. This qualitative case study explored the complex interrelationship among place-based education, emotions and values related to ESE, academic social and emotional learning, and explored the situated notion of emotions in the context o…
Using drawings and explanations based on attentive teaching as a means for understanding the social-ecological systems concept
The concept of ‘social-ecological systems’, which explores the relationships between society and the environment, was at the center of this study. The study aims to describe Israeli environmental-education master students’ level of understanding of the social-ecological systems concept. We used a designated rubric score to analyze drawings and explanations and to identify the levels of understanding asking: How can the analysis of drawings and ex…
Attitude Construction toward Invasive Species through an Eco-Humanist Approach
The green school in northern Israel has embraced an eco-humanist approach with the aim of mitigating the animosity displayed by fifth-grade students towards invasive species. This antipathy arose due to the negative impact of these invasive species on a local species that the students were monitoring as a component of their environmental education curriculum. Therefore, the purpose of this study was to examine to what extent, if at all, there is …
From recycling to sustainability principles
Purpose This study aims to examine the perceptions of undergraduate students studying early childhood education who took an academic course in which transformative pedagogy is adopted as part of a holistic approach designed to create transformative change and strengthen the students’ self-efficacy for sustainability, and thus, help reduce the environmental crisis in which we live. Design/methodology/approach By means of a phenomenological approac…
Puzzle Pieces but Not the Big Picture—How Students from a Green School Perceive the Environmental Crisis from Teachers’ Point of View
Background: A Green school (GS) is one way to attempt to reduce the environmental crisis. Teaching in green schools, which is established on a place-based education (PBE) approach that adopts outdoor and experiential learning, should provide students with a holistic view of the environmental crisis that connects local processes to global processes. Purpose: To explore the environmental perspective of fourth-grade students who participate in an ex…
To teach or not to teach climate change education – the perceptions of sixth-graders in northern Israel
This study analyzed sixth-graders' perceptions of a year-long education program promoting activism for climate change in Israel. The program aimed to encourage students to lead activities mitigating and adapting to climate change. The research questions were: 1) What are sixth-graders' attitudes towards climate change education? and 2) What program components foster proenvironmental behavior and willingness to reduce the impact on climate change?…
From Control to Compassion
This study explores the effect of the ecohumanistic approach on environmental education students' perceptions of invasive species in Israel. The research draws on ecohumanism, a framework emphasizing the ethical responsibility humans hold toward nature, to challenge the traditional binary perspectives on invasive species. During the course of more than six years, 105 undergraduate and 127 graduate students participated in a biodiversity course, i…
Fostering positive engagement
Echoes in memory
The study examines what adults remember from their participation in the program in fifth grade and explores the extent to which these memories and experiences are associated with their environmental values and attitudes in adulthood. A qualitative approach was employed using autobiographical narratives gathered through semi-structured interviews. Participants, aged 30 and above, were recruited via snowball sampling, and thematic analysis identifi…
Can transformative learning experiences promote environmental stewardship? A study of the Lesser Kestrel conservation program
Artificial Intelligence Tools in Environmental Education
This article aims to answer the research question: How do 5th grade students experience the use of artificial intelligence (AI) tools to create a comic strip describing the survival struggle between the Myna and the Lesser Kestrel? This study utilized a case-study approach to examine the advantages and challenges experienced by 5th grade students using AI tools to create a comic strip about the Lesser Kestrel's survival struggle. Data were collec…
"We Are the Invasive Species"
This essay challenges the hierarchical and disciplinary structures of traditional science education through a critical reflection on a pedagogical sequence conducted in a public elementary school in Israel. At the center of the discussion stands a fifth-grade student's insight, "We are the biggest invasive species", which represents a rupture from the mandated scientific narrative and a crack in the classroom power arrangement. The essay argues t…
Why climate change education stalls
Environmental education (14 works) · Pedagogy (13 works) · Environmental Education and Sustainability (12 works) · Psychology (12 works) · Sociology (9 works) · Political science (8 works) · Ecology (7 works) · Mathematics education (6 works) · Outdoor education (5 works) · Social Psychology (5 works)