468
A. Schlickmann et al.
3 Research Design
The study is descriptive because it focuses on finding facts and establishing the nature
of something as it exists and can be used to find new characteristics, meanings and/or
relationships in existing data. Approaches the qualitative method, from the search for
understanding meanings, opinions and behaviors to reach hypotheses and theories
(Hakansson 2013). This bibliographic research, which works from the contributions
of the authors of the analytical studies contained in the texts (Severino 2007) used,
as an instrument of intervention, the ProKnow-C methodology for BP selection.
Once a research question is formulated and the objective is established, a research
instrument is chosen that provides the necessary answers for qualitative research;
the process called ProKnow-C makes it possible to provide the necessary answers
(Ensslin et al. 2017).
PB selection takes place in two phases and was carried out in October 2019:
(1) selection of the raw article bank and (2) article bank filtering. In selecting the
raw article database, you must: define the keywords; define the database; search the
articles in the databases and test the adherence of the keywords. The filters applied to
the raw article database that make up the filtering phase are: for redundancy; as for
the alignment of the title; as for scientific recognition; regarding abstract alignment
and full article alignment and availability. However, between the last two filters, there
is a recap of recent articles and articles developed by authors of the author’s database
(Marcis et al. 2019).
The analysis of the PB and the construction of the indicator framework for
the aspect of environmental education in the HEIs was based on the methodology
proposed.
in Fig. 3.
The articles of the PB correspond to the input data. Following, there is the analysis
of the evaluation tools used in the articles of BP. In this phase, the assessment tools
mentioned and/or applied in each article of the PB are identified. Subsequently,
assessment tools are classified into: recognized tools and unrecognized tools. The
classification criterion adopted was the number of times the tool appeared among
the BP works (cited or applied): with 3 or more mentions the tool is recognized and
with 2 or less mentions, the tool was characterized as unrecognized by the literature.
The next step is to select the main evaluation tools taking as a parameter to cut
4 mentions. The indicators of the main assessment tools were related and formed
the framework of indicators for the aspect of environmental education in HEIs. The
analysis of the BP ends with the classification of the articles, according to the structure
proposed in Fig. 4.
Figure 4 proposes the classification of articles as theoretical or practical. Theoretical articles include those who review and/or compare assessment tools and those
who worked to develop and present a new assessment tool. Practical work can be
subdivided into those using recognized tools, those using unrecognized tools, and
those using sustainability reports to assess the sustainability level of HEIs. Finally,
the application of both recognized and unrecognized tools also allows us to verify
A. Schlickmann et al.
3 Research Design
The study is descriptive because it focuses on finding facts and establishing the nature
of something as it exists and can be used to find new characteristics, meanings and/or
relationships in existing data. Approaches the qualitative method, from the search for
understanding meanings, opinions and behaviors to reach hypotheses and theories
(Hakansson 2013). This bibliographic research, which works from the contributions
of the authors of the analytical studies contained in the texts (Severino 2007) used,
as an instrument of intervention, the ProKnow-C methodology for BP selection.
Once a research question is formulated and the objective is established, a research
instrument is chosen that provides the necessary answers for qualitative research;
the process called ProKnow-C makes it possible to provide the necessary answers
(Ensslin et al. 2017).
PB selection takes place in two phases and was carried out in October 2019:
(1) selection of the raw article bank and (2) article bank filtering. In selecting the
raw article database, you must: define the keywords; define the database; search the
articles in the databases and test the adherence of the keywords. The filters applied to
the raw article database that make up the filtering phase are: for redundancy; as for
the alignment of the title; as for scientific recognition; regarding abstract alignment
and full article alignment and availability. However, between the last two filters, there
is a recap of recent articles and articles developed by authors of the author’s database
(Marcis et al. 2019).
The analysis of the PB and the construction of the indicator framework for
the aspect of environmental education in the HEIs was based on the methodology
proposed.
in Fig. 3.
The articles of the PB correspond to the input data. Following, there is the analysis
of the evaluation tools used in the articles of BP. In this phase, the assessment tools
mentioned and/or applied in each article of the PB are identified. Subsequently,
assessment tools are classified into: recognized tools and unrecognized tools. The
classification criterion adopted was the number of times the tool appeared among
the BP works (cited or applied): with 3 or more mentions the tool is recognized and
with 2 or less mentions, the tool was characterized as unrecognized by the literature.
The next step is to select the main evaluation tools taking as a parameter to cut
4 mentions. The indicators of the main assessment tools were related and formed
the framework of indicators for the aspect of environmental education in HEIs. The
analysis of the BP ends with the classification of the articles, according to the structure
proposed in Fig. 4.
Figure 4 proposes the classification of articles as theoretical or practical. Theoretical articles include those who review and/or compare assessment tools and those
who worked to develop and present a new assessment tool. Practical work can be
subdivided into those using recognized tools, those using unrecognized tools, and
those using sustainability reports to assess the sustainability level of HEIs. Finally,
the application of both recognized and unrecognized tools also allows us to verify