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Volume 13 Issue 9 (2018)
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Active Learning in an Introductory Oceanography Course: A Case Study of Promoting Scientific Interest and Literacy through Renewable Energy and Plate Tectonic AssignmentsJane Ellen Dmochowski, & Elizabeth K. Coward
pp. 689-701 | Article Number: ijese.2018.061
Abstract Introductory Oceanography in the Earth and Environmental Science Department at the University of Pennsylvania has moved from a traditional lecture-based course to a Structured Active In-class Learning (SAIL) model, where students individually acquire the basics of the material before class, and in-class activities are designed to help students reach the higher order learning objectives through collaborative exercises. In implementing tools such as online modules, data-driven, quantitative in-class activities, pre- and post-lecture exercises, reflective writing assignments, and peer review, we aim to increase the science literacy of the student population, enhance their critical thinking skills, and correct common scientific misconceptions. This course is the product of three years of refinement via an annual SAIL university seminar with other faculty, the National Association of Geoscience Teachers Introductory Course Workshop at the 2014 American Geophysical Union conference, and surveys conducted by the University of Pennsylvania’s Center for Teaching and Learning (CTL). While implementing active learning techniques with college students is not without complications, in this case study we explore how a SAIL course that utilizes technology to flexibly and creatively account for class size and STEM experience can foster an inquisitive classroom dynamic and knowledge acquisition, particularly as it relates to science literacy and increased interest in earth and environmental science. Results from pre- and post-instruction surveys, course reviews and student performance indices illustrate this objective. In addition to a summary of our assessment, readers will see examples of student exercises focused on ocean renewable energy and seafloor spreading that help students to understand fundamental concepts of plate tectonics, ocean tides and waves. Readers will also gain insight into the design and implementation of innovative teaching tools in introductory earth and environmental science courses. Keywords: active learning, curriculum innovation, renewable energy, introductory STEM education, scientific literacy References Atmospheric Science Literacy Framework. (2007). Atmospheric science literacy—Essential principles and fundamental concepts of atmospheric science. Retrieved on 10 December 2015 from http://eo.ucar.edu/asl/pdfs/ASLbrochureFINAL.pdf Bergendahl, C., & Tibell, L. (2005). Boosting complex learning by strategic assessment and course design. J. Chem.Educ, 82, 645. https://doi.org/10.1021/ed082p645 Bransford. J. D., Brown, A., & Cocking, R. (1999). How people learn: Mind, brain, experience, and school. Washington, DC: National Research Council. Climate Literacy. (2009). U.S. Climate Change Science Program: Oceanic and Atmospheric Administration (NOAA) and the American Association for the Advancement of Science (AAAS). Retrieved from http://oceanservice.noaa.gov/education/literacy/climate_literacy.pdf De Winter, J. C., & Dodou, D. 2010. Five-point Likert items: t test versus Mann-Whitney-Wilcoxon. Practical Assessment, Research & Evaluation, 15, 1-12. Deslauriers, L., Schelew, E., et al. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862-864. https://doi.org/10.1126/science.1201783 Ebert-May, D., Brewer, C., et al. (1997). Innovation in large lectures: Teaching for active learning. Bioscience, 47, 601-607. https://doi.org/10.2307/1313166 Freeman, S., Eddy, S. L., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410-8415. https://doi.org/10.1073/pnas.1319030111 Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates’ evaluation of scientific information and arguments. CBE-Life Sciences Education, 11, 364-377. https://doi.org/10.1187/cbe.12-03-0026 Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66, 64-74. https://doi.org/10.1119/1.18809 Hake, R. R. (2007). Six lessons from the physics education reform effort. Latin american journal of physics education, 1, 24-31. Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60, 637-644. https://doi.org/10.1119/1.17117 Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American journal of physics, 60, 627-636. https://doi.org/10.1119/1.17118 Hoskinson, A., Caballero, M. D., et al. (2013). How can we improve problem solving in undergraduate biology? Applying lessons from 30 years of physics education research. CBE-Life Sciences Education, 12, 153-161. https://doi.org/10.1187/cbe.12-09-0149 Jin, G., & Bierma, T. (2013). STEM for non-STEM Majors: Enhancing Science Literacy in Large Classes. Journal of College Science Teaching, 42, 20-26. https://doi.org/10.2505/4/jcst13_042_06_20 Johnson, D. W. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No. 4, 1991. ERIC. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. ERIC. Kitchen, E., Bell, J. D., et al. (2003). Teaching cell biology in the large-enrollment classroom: methods to promote analytical thinking and assessment of their effectiveness. Cell Biology Education, 2, 180-194. https://doi.org/10.1187/cbe.02-11-0055 Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. ERIC. Leech, M. L., Howell, D. G., et al. (2004). A guided inquiry approach to learning the geology of the US. Journal of Geoscience Education, 52, 368-373. https://doi.org/10.5408/1089-9995-52.4.368 Loucks-Horsley, S. and Olson, S., 2000. Inquiry and the national science education standards: A guide for teaching and learning. Marburger, D. R. 2001. Absenteeism and undergraduate exam performance. The Journal of Economic Education, 32, 99-109. https://doi.org/10.2307/1183486 Marques, L. & Thompson, D. 1997. Misconceptions and conceptual changes concerning Continental Drift and Plate Tectonics among Portuguese students aged 16‐17. Research in Science & Technological Education, 15, 195-222. https://doi.org/10.1080/0263514970150206 McConnell, D. A., Steer, D. N., et al. 2003. Assessment and active learning strategies for introductory geology courses. Journal of Geoscience Education, 51, 205-216. https://doi.org/10.5408/1089-9995-51.2.205 McKeachie, W. J., Lin, Y., et al. 2002. Creationist vs. evolutionary beliefs: Effects on learning biology. The American Biology Teacher, 64, 189-192. https://doi.org/10.2307/4451275 McKenney, R. & Webster, J. 2004. Magnetism, the Earth as a Magnet, and Seafloor Banding—How Much Magnetism is Enough? Journal of Geoscience Education, 52, 352-362. https://doi.org/10.5408/1089-9995-52.4.352 Miller, J. D. (1983). Scientific literacy: A conceptual and empirical review. Daedalus, 29-48. Moore, R. (2003). Attendance and performance. Journal of College Science Teaching, 32, 367. National Research Council. (1999). Transforming undergraduate education in science, mathematics, engineering, and technology. National Academies Press. Norman, G. (2010). Likert scales, levels of measurement and the “laws” of statistics. Advances in health sciences education, 15, 625-632. https://doi.org/10.1007/s10459-010-9222-y Ocean Literacy Network. (2013). Ocean Literacy: The essential principles of ocean sciences for learners of all ages. Silver Springs, MD: National Oceanic and Atmospheric Administration. Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44, 217-235. https://doi.org/10.1016/j.compedu.2004.01.005 Romer, D. (1993). Do students go to class? Should they? The Journal of Economic Perspectives, 7, 167-174. https://doi.org/10.1257/jep.7.3.167 Rutherford, F. J., & Ahlgren, A. (1991). Science for all Americans. Oxford university press. Sandi-Urena, S., Cooper, M. M., et al. (2011). Students’ experience in a general chemistry cooperative problem based laboratory. Chemistry Education Research and Practice, 12, 434-442. https://doi.org/10.1039/C1RP90047A Thurman, H. V., Trujillo, A. P., et al. (1999). Essentials of oceanography. Prentice Hall Upper Saddle River, NJ. Tlhoaele, M., Hofman, A., et al. (2014). Using clickers to facilitate interactive engagement activities in a lecture room for improved performance by students. Innovations in Education and Teaching International, 51, 497-509. https://doi.org/10.1080/14703297.2013.796725 U.S. Department of Energy, Energy Literacy: Essential Principles and Fundamental Concepts for Energy Education, energy.gov, Version 5.0: March 2017. Wieman, C. E., Rieger, G. W., & Heiner, C. E. (2014). Physics exams that promote collaborative learning. The Physics Teacher, 52, 51-53. https://doi.org/10.1119/1.4849159 Wysession, M. E., LaDue, N., et al. (2012). Developing and applying a set of earth science literacy principles. Journal of Geoscience Education, 60, 95-99. https://doi.org/10.5408/11-248.1 |
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How to Live Happy and Good Life? Secondary School Students’ Views about Bhutan’s Gross National Happiness PolicyPäivi Anneli Ahonen, Eila Jeronen, & Riitta- Liisa Korkeamäki
pp. 703-718 | Article Number: ijese.2018.062
Abstract The Bhutanese Gross National Happiness (GNH) development policy highlights traditional Bhutanese values promoting environmentally friendly, collective, societal happiness. In this case study, we describe the Bhutanese secondary school students’ views about happiness and good life and view the values behind the GNH-policy-based teaching. The writings of 178 students, responding the questions addressing these topics, were analyzed using the thematic content analyses method based on GNH pillars and domains. The most important reason bringing happiness and good life, according to the students is good governance, and the second important reason is sustainable and equitable socio-economic development. Many of the students wrote that happiness and good life mean problem-free life. The values such as compassion, calmness and gratitude, occurred in many writings. Many students wrote about happiness, peace, equality and the importance of family relations. Least references on happiness and good life were related to the conservation of environment. Reason for the students not mentioning environment may be Bhutanese traditions to respect nature and environment in everyday life. The students’ views were well connected with the GNH policy focused education and teaching. They reflect well the history of Bhutan, values connected Buddhist principles and the recent democratic development going on in Bhutan. The knowledge of cultures outside Bhutan was fairly low, so the basic education can be developed by adding to the curriculum the knowledge of different cultures. Keywords: students’ views, good governance, sustainable and equitable socio-economic development, compassion, environment References A Guide to Advancing Gross National Happiness. Educating for GNH- Refining Our School Education Practices. (2011). Department of Curriculum Research and Development (DCRD), Ministry of Education. Adhikari, D. (2016). Healthcare and happiness in the Kingdom of Bhutan, Singapore Medical Journal, 57(3), 107–109. https://doi.org/10.11622/smedj.2016049 Ahonen, P., Thinley, D., & Korkeamäki, R-L. (2013). Bhutanese teachers’ Perceptions about Gross national Happiness in Education for Sustainable Development. Bhutan Journal of Research & Development, 2, 67–79. Ahonen, P., Jeronen, E., & Korkeamäki, R-L. (2018). What do the Drawings Tell us? Bhutanese Secondary School Students’ Perceptions about Gross National Happiness and Sustainable Development. Himalayan Discoveries (in press). Bazeley, P. (2009). Analyzing Qualitative Data: More than ‘Identifying Themes’, Research Support P/L and Australian Catholic University. Bhutan Cultural Atlas. (2016). Articles in Religious Festivals, Ceremonies & Rituals. Retrieved on 28th August 2016 from http://www.bhutanculturalatlas.org/topics/culture/intangible-heritage/religious-festivals-ceremonies-rituals/.sible Bunge, M. (2000). Systemism: The alternative to individualism and holism. Journal of Socio-Economics, 29, 147–157. https://doi.org/10.1016/S1053-5357(00)00058-5 Byanjankar, R. (2016). Difference between Inductive and Deductive Reasoning to Research with figure and Examples. Retrieved on 10th August 2018 from https://www.science.gov/topicpages/p/prospective+non-randomized+study.html# Creswell, J. W. (2003). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications, Inc. (2nd edition). California. 131-134. Deki, C. G., Sherab K., & Maxwell, T. W. (2017). Teacher learning in changing professional contexts: Bhutanese teacher educators and the Educating for GNH initiative. Cogent Education, 4, 1384637. Retrieved on 12th June 2018 from https://doi.org/10.1080/2331186X.2017.1384637. Drukpa, K. (2016). Educating for Gross National Happiness: a new paradigm for education in Bhutan. The University of New Brunswick. Dissertation thesis. Retrieved on 12th June 2018 from https://unbscholar.lib.unb.ca/islandora/object/unbscholar%3A7644/datastream/PDF/view. Ezechieli, E. (2003). International Comparative Education. Beyond Sustainable Development: Education for Gross National Happiness in Bhutan. Stanford University. School of Education. Freeman, M. A. (2005). Opening Address in Rethinking Development, Proceedings of the Second International Conference on Gross National Happiness, Antigonish, NS, Canada, 20–24; Centre for Bhutan Studies: Thimphu, Bhutan. Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative Research. University of Toronto. Haidt, J. (2006). Onnellisuushypoteesi. Nykyaikainen näkökulma ajattomaan viisauteen. [The Happiness Hypothesis: Finding Modern Truth in Ancient Wisdom.] Helsinki: Basam Books. Järveläinen, P. (2010). Onko taloudella moraalia? [Economy and moral.] Vartija, 4, 135–141. Laininen, E. (2018). Need for a Paradigm Change. Stuck on Economic Growth. In. J.W. Cook (Ed.) (2018). Sustainability, Human Well-Being, and the Future of Education, Sitra, ISBN 978-3-319-78579-0, ISBN 978-3-319-78580-6 (eBook). https://doi.org/10.1007/978-3-319-78580-6 The Finnish Innovation Fund, Helsinki, Finland. Switzerland AG, Palgrave Macmillan: Springer Nature, (pp. 161 - 233). Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Thousand Oaks, California: Sage. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass. National Environment Commission. (2015). Report on the 2015 UN Climate Change Conference 30 November - 11 December 2015 Paris, France. Retrieved on August 2018 from http://www.nec.gov.bt/nec1/wp-content/uploads/2016/09/UNCCC-Report-2015.pdf National report on the development of education. (2004). National report on the development of education. NDP Steering Committee and Secretariat. (2013). Happiness: Towards a New Development Paradigm. Report of the Kingdom of Bhutan. Retrieved on 9th May 2017 from https://www.uni-marburg.de/fb21/i-on/veranstaltungen/dateien/happinessreport.pdf Neuendorf, K. A. (2017). The Content Analysis Guidebook. Cleveland State University, USA: Sage Publications. Niiniluoto, I. (2015). Hyvän elämän filosofiaa. [Philosophy about good life.] Helsinki: Suomalaisen Kirjallisuuden Seura. (in Finnish). Nunan, D. (1999). Research methods in language learning. Cambridge: CUP. O’Neill, D., Fanning, A. L., Lamb, W. L., & Steinberger, J. K. (2018). A good life for all within planetary boundaries. Nature Sustainability, 88(1), 88–95. https://doi.org/10.1038/s41893-018-0021-4 Powdyel, L. T. S. (2010). Welcome address. In K. Hayward & R. Colman: Proceedings Educating for Gross National Happiness Workshop 7–12 December 2009. Ministry of Education Royal Government of Bhutan. Thimphu, Bhutan, Retrieved on 10th August 2018 from http://www.gpiatlantic.org/pdf/educatingforgnh/educating_for_gnh_proceedings.pdf Punch, K. F. (2005). Introduction to social research: Quantitative and qualitative approaches. London: Sage Publications. Raworth, K. A. (2012). Safe and Just Space for Humanity: Can We Live Within the Doughnut? Oxford, UK: Oxfam. RGOB. (2013). Royal Government of Bhutan Ministry of Education, Educating for Gross National Happiness. A Training Manual. Ministry of Education. Ricard, M. (2015). Altruism. The Power of Compassion to Change Yourself and the World. New York, USA: Little Brown and Company, Hachette Book Group. Riessman, C. K. (2008) Narrative Methods for the Human Sciences. Thousand Oaks, CA: Sage. Roberts, P, Priest, H., & Traynor, M. (2006). Reliability and validity in research. Nursing Standard, 20(44), 41–45. https://doi.org/10.7748/ns2006.07.20.44.41.c6560 Sangye, D. (2008). The Biography of Zhabdrung Ngawang Namgyal. KMT Publishers. Schuelka, M. J., & Maxwell, T. W. (Eds.) (2016). Education in Bhutan. Culture, Schooling, and Gross National Happiness. Singapore: Science Business Media Springer. https://doi.org/10.1007/978-981-10-1649-3 Seppälä, E. (2016). The Happiness Track. How to Apply the Science of Happiness to Accelerate Your Success. Center for Compassion and Altruism Research and Education, CCARE - Palo Alto, CA: Harper One. Stanford University. Sherab, K. (2013). Gross National Happiness Education in Bhutanese Schools: Understanding the experiences and efficiency belief of principals and teachers. University of England, Nova Scotia, Canada. Sherab, K., Maxwell, T. W., & Cooksey, R. W. (2014). Implementation of Gross National Happiness Education in Bhutan: The case of an efficacious ‘Zhabdrung’ Primary School, Bhutan Journal of Research and Development 3(1), 1–16. Statistical Information on Elections in Bhutan 2006-2015, Election Commission of Bhutan, Retrieved on 10th August 2018 from http://www.ecb.bt/rnp/election.pdf Sterling, S. (2009). Sustainable Education. In Science, Society and Sustainability: Education and Empowerment for an Uncertain World; Gray, D., Colucci-Gray, L., Camino, E., Eds.; Routledge: New York, NY, USA, 105–118. Stutz, J. (2007). Economic Possibilities for Our Grand Children: Progress and Prospects after 75 Years, Rethinking Development. Proceedings of Second International. Conference on Gross National Happiness. Bhutan, Thimphu. The Centre for Bhutan Studies. Tashakkori, A., & Teddlie, C. (2003). Handbook of Mixed Methods in social & Behavioral Research. California. USA: Sage Publications. Thinley, J. Y. (2010). Keynote address on educating for gross national happiness workshop for school principals, January 21, Paro College of Education. Tobgay, T. (2015). Prime Minister. Royal Government of Bhutan. Fifth Session of the Second Parliament of Bhutan. Thimphu. Bhutan. UN (2015). Transforming our world: the 2030 Agenda for Sustainable Development. A/RES/70/1. Retrieved on 31th July 2018 from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda UN Education 2030, Incheon Declaration Towards inclusive and equitable quality education and lifelong learning for all. (2015). World Education Forum in Incheon, Republic of Korea, 2015. Retrieved on 25th April 2017 from http://unesdoc.unesco.org/images/0023/002338/233813M.pdf Ura, K. (2009). A Proposal for GNH Value Education in Schools. Gross National Happiness Commission. Kuensel Corporation Limited. Ura, K., Alkire, S., Zangmo, T., & Wangdi, K. (2012a). An Extensive Analysis of GNH Index. Thimphu: The Centre for Bhutan Studies. Ura, K., Alkire, S., Zangmo, T., & Wangdi, K. (2012b). A short Guide to Gross National Happiness Index. The Centre for Bhutan Studies. Walker, G. (2006). Educating the Global Citizen. Glasgow. Scotland: John Catt Educational Ltd. Bell & Bain Ltd. |
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The Profile of Students’ Scientific Literacy Competence Skill at SMA Batik 2 SurakartaShofwan Ridho, Nonoh Siti Aminah, & Agus Supriyanto
pp. 719-725 | Article Number: ijese.2018.063
Abstract Some research showed that many teachers have scientific literacy skills but they have not used them in the classroom yet. This research aimed to describe scientific literacy competence of SMA Batik 2 Surakarta students and teachers. The research used a qualitative descriptive method. The study was conducted at SMA Batik 2 Surakarta with 10th grade science class students as the subjects. There were 88 students and 2 teachers as the subjects. The samples selected by using total sampling technique. The research instrument used in this study is scientific literacy test adapted from PISA (Programme for International Student Assessment). The data analysis technique used is percentage. The result of this study shows that 57.41% student mastered the scientific literacy competence, the student completed in scientific literacy competence included in the middle level of this research. The interviews with teachers and students show that the use of scientific literacy in the classroom is still low. This research is complementary to the study of the importance of teacher ability analysis in the use of scientific literacy skill in the classroom. Scientific literacy skills that are applied in learning will make students have adequate scientific literacy skills, equivalent to other countries. Keywords: scientific literacy skill, qualitative descriptive References Deboer, G. E. (2000). Scientific Literacy: Another Look at Its Historical and Contemporary Meaning and Its Relationship to Science Education Reform. Journal of Research in Science, 37, 582-601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L Depdiknas. (2006). “Permendiknas No 22 Tahun 2006,” (Depdiknas, Jakarta, 2006). Depdiknas. (2007). “Kajian Kurikulum Mata Pelajaran IPA”. (Depdiknas, Jakarta, 2007). Hurd, P. (1985). Science Education for a New Age: The Reform Movement. NASSP Bulletin, 9, 83-92. https://doi.org/10.1177/019263658506948213 Kementerian dan Kebudayaan. (2006). Peringkat dan Capaian Indonesia Mengalami Peningkatan, 4, 15. Mullis, I. V. S., Martin, M. O., & Foy, P. (2016). TIMSS Advanced 2015 International Results in Advanced Mathematics and Physics, (Chestnut Hill, MA, TIMSS & PIRLS International Study Center, Boston College, 2016) National Research Council (NRC). (1996). National Science Education Standards, (National Academy Press, Washington, 1996). Organisation for Economic Cooperation and Development (OECD), “Take the Test Sample Questions from OECD’s PISA Assessments,” (OECD Publishing, Paris, 2009). Organisation for Economic Cooperation and Development (OECD). (1998). Instrument design: A framework for assessing scientific literacy. Report of Project Managers Meeting, (OECD Publishing, Netherlands, 1998). Organisation for Economic Cooperation and Development (OECD). (2007). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006, (OECD Publishing, Paris, 2007). Organisation for Economic Cooperation and Development (OECD). (2013). PISA 2012 Assessement and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy, (OECD Publishing, Paris, 2013). Organisation for Economic Cooperation and Development (OECD). (2015). PISA Result from PISA 2015, (OECD Publishing, Paris, 2015). Rusilowati, A., Kurniawati, L., Nugroho, S. E., & Widiyatmoko, A. (2016). Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme. International Journal of Environmental & Science Education, 11, 5718-5727. Sultan, A. A., Henson, H., & Fadde, P. J. (2018). Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science. IAFOR Journal of Education, 6, 25-42. https://doi.org/10.22492/ije.6.1.02 Trefil, J. (2008). Science education for everyone: why and what? Liberal Education, 94, 6-11. |
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Comparison between Second-Hand Apparel Shoppers versus Non-Shoppers: The Perspectives of Consumer EthicsSu Yun Bae, & Ruoh-Nan (Terry) Yan
pp. 727-736 | Article Number: ijese.2018.064
Abstract Second-hand apparel shopping has been increasingly popular, and the industry is one of the fastest growing retail sectors. It is also considered as one of the eco-friendly consumption choices. The importance to investigate the sector to promote consumer ethics prompts in-depth understanding about the ethical traits and decision-making processes of second-hand consumers. The purpose of the study is to compare consumer ethics between shoppers and non-shoppers of second-hand apparel products. This study specifically focuses on finding differences in ethical traits such as altruism, ethical concerns, and ethical obligation; attitudes toward social responsibility in the apparel and textile industry; and ethical purchase and post-purchase returning intentions between the two consumer groups. An independent samples t-test was used to compare the groups on the means of individual ethical variables listed above. The analyses identified that second-hand shoppers were higher than non-shoppers on most of the variables examined. Keywords: consumer ethics, ethical returns, environmentalism, second-hand apparel References Aaker, D. A. (2009). Brand portfolio strategy: Creating relevance, differentiation, energy, leverage, and clarity. New York: Simon and Schuster. ABC News. (2011). Clothing ‘Made in America’: Should U.S. manufacture more clothes? Retrieved from https://abcnews.go.com/Business/MadeInAmerica/made-america-clothes-clothing-made-usa/story?id= Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84(5), 888–918. https://doi.org/10.1037/0033-2909.84.5.888 Akehurst, G., Afonso, C., & Gonçalves, M. H. (2012). Re‐examining green purchase behaviour and the green consumer profile: New evidences. Management Decision, 50(5), 972–988. https://doi.org/10.1108/00251741211227726 Barnett, C., & Cloke, P. (2010). Globalizing responsibility: The political rationalities of ethical consumption. Chichester: John Wiley & Sons. https://doi.org/10.1002/9781444390216 Cervellon, M., Carey, L., & Harms, T. (2012). Something old, something used: Determinants of women’s purchase of vintage fashion vs second‐hand fashion. International Journal of Retail & Distribution Management, 40(12), 956–974. https://doi.org/10.1108/09590551211274946 Chow, L. (2015). Who’s really paying for our cheap clothes? Retrieved from https://www.ecowatch.com/whos-really-paying-for-our-cheap-clothes-1882033894.html Claudio, L. (2007). Waste couture: Environmental impact of the clothing industry. Environmental Health Perspectives, 115(9), A449-A454. https://doi.org/10.1289/ehp.115-a449 Cleveland, M., Kalamas, M., & Laroche, M. (2005). Shades of green: Linking environmental locus of control and pro-environmental behaviors. Journal of Consumer Marketing, 22(4), 198-212. https://doi.org/10.1108/07363760510605317 Cowe, R., & Williams, S. (2000). Who are the ethical consumers? Manchester, UK: Co-operative Bank. Creyer, E. H., & Ross, W. T, (1997). The influence of firm behavior on purchase intention: Do consumers really care about business ethics? Journal of Consumer Marketing, 14(6), 421-432. https://doi.org/10.1108/07363769710185999 Dickson, M. A. (1999). US consumers’ knowledge of and concern with apparel sweatshops. Journal of Fashion Marketing and Management, 3(1), 44-55. https://doi.org/10.1108/eb022547 Dickson, M. A. (2000). Personal values, beliefs, knowledge, and attitudes relating to intentions to purchase apparel from socially responsible businesses. Clothing and Textiles Research Journal, 18(1), 19-30. https://doi.org/10.1177/0887302X0001800103 Dickson, M. A., & Eckman, M. (2006). Social responsibility: The concept as defined by apparel and textile scholars. Clothing and Textiles Research Journal, 24(3), 178-191. https://doi.org/10.1177/0887302X06293031 Dickson, M. A., & Littrell, M. A. (1996). Socially responsible behaviour: Values and attitudes of the alternative trading organization consumer. Journal of Fashion Marketing and Management, 1(1), 50-69. https://doi.org/10.1108/eb022604 Dodge, H. R., Edwards, E. A., & Fullerton, S. (1996). Consumer transgressions in the marketplace: Consumers’ perspectives. Psychology and Marketing, 13(8), 821-835. https://doi.org/10.1002/(SICI)1520-6793(199612)13:8<821::AID-MAR7>3.0.CO;2-H Dunlap, R. E., Van Liere, K. D., Mertig, A., & Jones, R. E. (2000). Measuring endorsement of the new ecological paradigm: A revised NEP scale. Journal of Social Issues, 56(3), 425-482. https://doi.org/10.1111/0022-4537.00176 EPA. (2014). Advancing sustainable materials management: 2014 fact sheet. Retrieved from https://www.epa.gov/sites/production/files/2016-11/documents/2014_smmfactsheet_508.pdf Farrant, L., Olsen, S. I., & Wangel, A. (2010). Environmental benefits from reusing clothes. The International Journal of Life Cycle Assessment, 15(7), 726–736. https://doi.org/10.1007/s11367-010-0197-y Ferraro, C., Sands, S., & Brace-Govan, J. (2016). The role of fashionability in second-hand shopping motivations. Journal of Retailing and Consumer Services, 32, 262–268. https://doi.org/10.1016/j.jretconser.2016.07.006 Gadenne, D., Sharma, B., Kerr, D., & Smith, T. (2011). The influence of consumers’ environmental beliefs and attitudes on energy saving behaviours. Energy Policy, 39(12), 7684–7694. https://doi.org/10.1016/j.enpol.2011.09.002 Granzin, K. L., & Olsen, J. E. (1991). Characterizing participants in activities protecting the environment: A focus on donating, recycling, and conservation behaviors. Journal of Public Policy & Marketing, 10(2), 1-27. Gregson, N., & Crewe, L. (2003). Second-Hand Cultures. Oxford: Berg. https://doi.org/10.2752/9781847888853 Guiot, D., & Roux, D. (2010). A second-hand shoppers’ motivation scale: Antecedents, consequences, and implications for retailers. Journal of Retailing, 86(4), 355–371. https://doi.org/10.1016/j.jretai.2010.08.002 Hamilton, K. (2009). Consumer decision making in low-income families: The case of conflict avoidance. Journal of Consumer Behavior, 8(5), 252-267. https://doi.org/10.1002/cb.285 Harris, L. C. (2010). Fraudulent consumer returns: Exploiting retailers’ return policies. European Journal of Marketing, 44(6), 730–747. https://doi.org/10.1108/03090561011032694 Hiller Connell, K. Y. (2011). Exploring consumers’ perceptions of eco‐conscious apparel acquisition behaviors. Social Responsibility Journal, 7(1), 61–73. https://doi.org/10.1108/17471111111114549 Homer, P. M., & Kahle, L. R. (1988). A structural equation test of the value-attitude-behavior hierarchy. Journal of Personality and Social Psychology, 54(4), 638–646. https://doi.org/10.1037/0022-3514.54.4.638 Hustvedt, G., & Dickson, M. A. (2009). Consumer likelihood of purchasing organic cotton apparel: Influence of attitudes and self-identity. Journal of Fashion Marketing and Management, 13(1), 49-65. https://doi.org/10.1108/13612020910939879 Kaiser, F. G., & Shimoda, T. A. (1999). Responsibility as a predictor of ecological behavior. Journal of Environmental Psychology, 19(3), 243-253. https://doi.org/10.1006/jevp.1998.9123 Kim, H. S., & Damhorst, M. L. (1998). Environmental concern and apparel consumption. Clothing and Textiles Research Journal, 16(3), 126-134. https://doi.org/10.1177/0887302X9801600303 Kim, S., Littrell, M. A., & Ogle, J. L. P. (1999). The relative importance of social responsibility as a predictor of purchase intentions for clothing. Journal of Fashion Marketing and Management, 3(3), 207-218. https://doi.org/10.1108/eb022561 King, T., Dennis, C., & Wright, L. T. (2008). Myopia, customer returns and the theory of planned behaviour. Journal of Marketing Management, 24(1-2), 185-203. https://doi.org/10.1362/026725708X273993 Krebs, D. L. (1970). Altruism: An examination of the concept and a review of the literature. Psychological Bulletin, 73(4), 258-302. https://doi.org/10.1037/h0028987 Livingston, A. (n.d.). How to buy sustainable, eco-friendly clothing on a budget. Retrieved from https://www.moneycrashers.com/buy-sustainable-ecofriendly-clothes-budget/ McGregor, S. L. T. (2006). Understanding consumers’ moral consciousness. International Journal of Consumer Studies, 30(2), 164–178. https://doi.org/10.1046/j.1470-6431.2002.t01-1-00236.x Muncy, J. A., & Vitell, S. J. (1992). Consumer ethics: An investigation of the ethical beliefs of the final consumer. Journal of Business Research, 24, 297-311. https://doi.org/10.1016/0148-2963(92)90036-B NARTS. (2016). Industry statistics & trends. Retrieved from https://www.narts.org/i4a/pages/index.cfm? National Retail Federation (2017). Organized retail crime on the rise. 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Journal of Personality and Social Psychology, 53, 550-562. https://doi.org/10.1037/0022-3514.53.3.550 Shaw, D., & Clarke, I. (1999). Belief formation in ethical consumer groups: An exploratory study. Marketing Intelligence and Planning, 17(2), 109-119. https://doi.org/10.1108/02634509910260968 Shaw, D., & Newholm, T. (2002). Voluntary simplicity and the ethics of consumption. Psychology and Marketing, 19(2), 167–185. https://doi.org/10.1002/mar.10008 Shaw, D., & Shiu, E. (2002). An assessment of ethical obligation and self-identity in ethical consumer decision-making: A structural equation modelling approach. International Journal of Consumer Studies, 26(4), 286-293. https://doi.org/10.1046/j.1470-6431.2002.00255.x Sherry, J. F. (1990). A sociocultural analysis of a Midwestern American flea market. Journal of Consumer Research, 17(1), 13-30. https://doi.org/10.1086/208533 Sihvonen, J., & Turunen, L. L. M. (2016). 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Evaluating the Impact of Authentic Research on Secondary Student Self-efficacy and Future Scientific Possible SelvesNaomi Delaloye, Lisa Blank, Desirae Ware, Carolyn Hester, Tony Ward, Andrij Holian, & Earle Adams
pp. 737-746 | Article Number: ijese.2018.065
Abstract Background: As the need to involve more students in STEM learning and future careers becomes more pressing, identifying successful methods of engaging students in meaningful scientific learning that increases their interest in science is essential. Student self-efficacy (their confidence or belief in their ability to accomplish tasks) is closely tied to student interest in science, as is student future scientific possible selves. Material and Methods: This manuscript presents the findings of a study that evaluated the Clean Air and Healthy Homes Program (CAHHP), which provides students the opportunity to design and implement authentic scientific research on indoor air quality issues. The program’s influence on student self-efficacy, scientific research and experimental design skills, and future scientific possible selves was examined. Students (n=169) from six schools completed a pre- and post-assessment at the beginning and end of the program. Results: Results showed the greatest impact on student research self-efficacy, along with improvement in student research and experimental design skills. Conclusions: We conclude that programs promoting authentic learning opportunities aligned with the most recent national science standards show great promise in improving both student interest and skills in science. Keywords: NGSS, possible scientific selves, self-efficacy, secondary science References Adams, E., Ward, T., Vanek, D., Marra, N., Noonan, C., Smith, G., Jones, D., Henthorn, M., & Striebel, J. (2008). Air Toxics Under the Big Sky: A Real-World Investigation to Engage High School Science Students. Journal of Chemical Education, 85(22), 221-224. https://doi.org/10.1021/ed085p221 Adedokun, O. A., Bessenbacher, A. B., Parker, L. C., Kirkham, L. L., & Burgess, W. D. (2013). Research Skills and STEM Undergraduate Research Students’ Aspirations for Research Careers: Mediating Effects of Research Self-Efficacy. Journal of Research in Science Teaching, 50(8), 940-951. https://doi.org/10.1002/tea.21102 Asay, L. D., & Orgill, M. (2010). Analysis of Essential Features of Inquiry Found in Articles Published in “The Science Teacher,” 1998-2007. Journal of Science Teacher Education, 21(1), 57-79. https://doi.org/10.1007/s10972-009-9152-9 Bandura, A. (1986). Social Foudations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman. Bandura, A. (2012). On the Functional Properties of Perceived Self-Efficacy Revisited. Journal of Management, 38(1), 9-44. https://doi.org/10.1177/0149206311410606 Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates. Delaloye, N., Adams, E., Hester, C., Ware, D., Vanek, D., Holian, A., & Ward, T. J. (2016). The Clean Air and Healthy Homes Program: A Model for Authentic Science Learning. Science Education and Civic Engagement, 8(2), summer 2016. Forum, B.-H. E. (2010). Increasing the Number of STEM Graduates: Insights from the US STEM Education and Modeling Project. Retrieved from Washington DC: Hong, J., & Greene, B. (2011). Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program. Journal of Science Teacher Education, 22(6), 491-512. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance (Vol. 45, pp. 79-122). Marra, N., Vanek, D., Hester, C., Holian, A., Ward, T., Adams, E., & Knuth, R. (2011). Evolution of the Air Toxics Under the Big Sky Program. Journal of Chemical Education, 88(4), 397–401. https://doi.org/10.1021/ed1007316 Mills, L. (2014). Possible Science Selves: Informal Learning and the Career Interest Development Process. Paper presented at the 11th International Conference on Cognition and Exploratory Learning in Digital Age, Porto, Portugal. Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age retrieved from National Science and Technology Council, C. o. S. E. (2013). Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-Year Strategic Plan. Retrieved from Washington DC: NRC. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas: National Academies Press. 500 Fifth Street NW, Washington, DC 20001. NRC. (2013). Next Generation Science Standards: For States, by States: National Academies Press. 500 Fifth Street NW, Washington, DC 20001. Nugent, G., Barker, B., Welch, G., Grandgenett, N., Wu, C., & Nelson, C. (2015). A Model of Factors Contributing to STEM Learning and Career Orientation. International Journal of Science Education, 37(7), 1067-1088. https://doi.org/10.1080/09500693.2015.1017863 Oyserman, D., Bybee, D., & Terry, K. (2006). Possible Selves and Academic Outcomes: How and When Possible Selves Imple Action. Journal of Personality and Social Psychology, 91(1), 188-204. https://doi.org/10.1037/0022-3514.91.1.188 Packard, B. W.-L., & Nguyen, D. (2003). Science Career-Related Possible Selves of Adolescent Girls: A Longitudinal Study. Journal of Career Development, 29(4), 251-263. https://doi.org/10.1023/A:1022939512735 Potvin, P., & Hasni, A. (2014). Interest, Motivation and Attitude towards Science and Technology at K-12 Levels: A Systematic Review of 12? Years of Educational Research. Studies in Science Education, 50(1), 85-129. https://doi.org/10.1080/03057267.2014.881626 Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy Development of achievement motivation. (pp. 15-31): Academic Press, San Diego, CA. https://doi.org/10.1016/B978-012750053-9/50003-6 Surr, W., Loney, E., Goldston, C., Rasmussen, J., & Anderson, K. (2016). What Ever Happened to Scientific Inquiry? A Look at Evolving Notions of Inquiry within the Science Education Community and National Standards. Retrieved from http://dpi.wi.gov/sites/default/files/imce/science/Evolving Notions of Scientific Inquiry August 2016_EXT version.pdf Swarat, S., Ortony, A., & Revelle, W. (2012). Activity Matters: Understanding Student Interest in School Science. Journal of Research in Science Teaching, 49(4), 515-537. https://doi.org/10.1002/tea.21010 |
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Implementation Effort of Informal Science Education in Bengkulu, Indonesia: A Small Learning Center for Life SciencesAceng Ruyani, Deni Parlindungan, Zico Fakhrur Rozi, Dian Samitra, & Bhakti Karyadi
pp. 747-755 | Article Number: ijese.2018.066
Abstract Science education (SE) policies in Bengkulu are performed formally according to the national curriculum which was decided by the central government in Jakarta. These formal practices tend to ignore the principle of free choice learning, so informal science education (ISE) is also really needed as a complement to improve the quality of SE and conservation education (CE). This paper will describe implementation effort to pioneer ISE in Bengkulu during a period of five years (2014-2018). There were eight efforts as follows; Concept of ISE in accordance with local condition, Provide space for ISE activity, Build mini library including internet access, Compile simple laboratory tools, Manage life science training, Serving research needs in the field of life sciences, and Assisting to prepare scientific publications. The efforts resulted a Small Learning Center (SLC) for life sciences which was called “Sumber Belajar Ilmu Hayati” (SBIH) Ruyani with the following concept; (1) Main goal of the effort: (a) providing out-of-school experiences are synergistic with the experiences occurring within schools, and universities, (b) learning nature harmony from the facts. (2) Key educational approaches: Giving guidance for teaching, learning, research, and publication in life sciences. (3) Audience targeted: learner enthusiasts from junior high, high school, undergraduate, and graduate levels. There are still some limitations of the implementation efforts, but temporary results (work system, number of participant, and service quality) were useful as the complement to existing formal institutions. Thus, the SLC should be developed in order to make more real contribution for improving SE and CE. Keywords: informal science education, life sciences, free-choice learning, conservation education References Bogyo, M. (2007). Genomics and proteomics from genes to function: advances in applications of chemical and systems biology. Current Opinion in Chemical Biology, 11, 1–3. https://doi.org/10.1016/j.cbpa.2006.12.029 Bonney, R. Ballard, H., Jordan, R., McCallie, E., Philips, T., Shirk, J., & Wilderman, C. C. (2009). Public Participation in Science Research: Defining the Field and Assessing Its Potential for Informal Science Education. A CAISE Inquiry Group Report. Washington, D.C.: Center for Advance of Informal Science Education (CAISE). Dierking, L. D., Falk, J. H., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “Informal Science Education” Ad Hoc Committee. Journal of Research in Science Teaching, 40, 108-111. https://doi.org/10.1002/tea.10066 Djajadiningrat, S. T., Hendriani, Y., & Famiola, M. (2011). Ekonomi Hijau, Green Economy. Penerbit Rekayasa Sains, Bandung. Efendi, R., & Megasari. (2005). E-learning kesiapan system dalam mendukung program “Bengkulu Kota Pelajar”. Seminar Nasional Aplikasi Teknologi Informasi 2005 (SNATI 2005). Yogyakarta, 18 Juni 2005. ISBN: 979-756-061-6. Falk, J. H. (2005). Free-choice environmental learning: framing the discussion. Environmental Education Research, 11(3), 265–280. https://doi.org/10.1080/13504620500081129 Kalenda, P. (2015). Creating Learning Experiences that Promote Informal Science Education: Designing Conservation-Focused Interactive Zoo Exhibits through Action Research (Doctoral Dissertation), Warner School of Education University of Rochester Rochester, New York. Kamsi, M., Handayani, S., Siregar, A. J., Fredriksson, G. (2017). Buku Panduan Lapangan Amfibi Reptil Kawasan Hutan Batang Toru. Herpetologer Mania Publising, Yayasan Ekosistem Lestari, Edisi 1, Medan. Ruyani, A., Putri, R. Z. E., Jundara, P., Gresinta, E., Ansori, I., & Sundaryono, A. (2018b). Protective Effect of Leaf Ethanolic Extract Etlingera hemisphaerica Blume Against Mercuric Chloride Toxicity in Blood of Mice. Journal of Dietary Supplements. https://www.ncbi.nlm.nih.gov/pubmed/29451842 Ruyani, A., & Matthews, C. A. (2017). A Comparative Look at Informal Science Education & Environmental Education in Bengkulu Province, Indonesia & North Carolina, USA. In: Preparing Informal Science Educators: Perspectives from Science Communication and Education. Patricia Patrick. https://doi.org/10.1007/978-3-319-50398-1 ISBN: 978-3-319-50398-1 Ruyani, A., Sinta, B. D., Emilia, Z., Anansyah, F., Putri, S. R., & Sundaryono, A. (2018a). Preliminary studies on therapeutic effect of ethanolic extract of Tylophora villosa leaves against paracetamol-induced hepatotoxicity in mice. Journal of Traditional and Complementary Medicine. https://doi.org/10.1016/j.jtcme.2017.08.005 Ruyani, A., Sudarwati, S., Sutasurya, L. A., Sumarsono, S. H., Kim, D. J., & Chung, J. H. (2005). A teratoproteomics analysis: Heat shock protein 70 is up-regulated in mouse forelimb bud by methoxyacetic acid treatment. Birth Defects Research A Clinical and Molecular Teratology, 73(7), 517-21. http://www.ncbi.nlm.nih.gov/pubmed/15959878 https://doi.org/10.1002/bdra.20146 Ruyani, A., Sudarwati, S., Sutasurya, L. A., Sumarsono, S. H., & Gloe, T. (2003). The laminin binding protein p40 is involved in inducing limb abnormality of mouse fetuses as the effects of methoxyacetic acid treatment. Toxicol Sci. 75(1), 148–153. http://www.ncbi.nlm.nih.gov/pubmed/12805644. https://doi.org/10.1093/toxsci/kfg159 Sarto, C., Frutiger, S., Cappellano, F., Sanhez, J. C., Doro, G., Catanzaro, F., … Moracelli, P. (1999). Modified expression of plasma glutathione peroxidase and manganeses superoxidase dismutase in human renal cell carcinomena. Electrophoresis, 20, 3458-34. https://doi.org/10.1002/(SICI)1522-2683(19991101)20:17<3458::AID-ELPS3458>3.0.CO;2-5 Varelas, M., House, R., & Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89, 492–516. https://doi.org/10.1002/sce.20047 |
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Examining Consumption of Bottled Water versus Tap Water on a Sustainable College CampusLudmilla Francisca Wikkeling-Scott, & Amira Mohamed Karim
pp. 757-766 | Article Number: ijese.2018.067
Abstract Background: Global water consumption has been on the rise and the UAE has one of the highest rates of bottled water consumption in the world. The consumption of bottled water is a major concern because of its burden on the environment and threat to sustainability. College experience is often the last place for formal education, and an opportunity to educate young populations about the importance of sustainability and pro-environment behaviors. The aim of this study is to examine attitude towards sustainability and pro-environment behaviors, related to consumption of bottled water versus tap water from water stations, among college students at a sustainable campus. Material and methods: A cross-sectional design was used to describe results among a random sample of 500 male and female students, using the Theory of Planned Behavior, years and type of education exposure related to environmental studies, and perceptions that determine intention to change. Results: Results showed that exposure to environmental studies was significantly related to students’ perceived ability to change. For all five factors (access, taste, cost, convenience, and family influence), the proportion of students’ perceived ability to change, was larger among those exposed to environmental studies than those in non-environmental studies. Conclusions: The benefits of sustainability and pro-environmental attitudes may be better understood when environmental awareness is included in the education exposure. For future research, influences such as social norms, role models and mentors, daily experiences and observations, may provide better insight into students’ pro-environmental attitude and actions to reduce plastic bottle pollution and improve sustainability. Keywords: bottled water, tap water, theory of planned behavior, students References Abrahamse, W., Steg, L., Vlek, C., & Rothengatter, T. (2007). The effect of tailored information, goal setting, and tailored feedback on household energy use, energy-related behaviors, and behavioral antecedents. Journal of Environmental Psychology, 27(4), 265-276. https://doi.org/10.1016/j.jenvp.2007.08.002 Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T Ajzen, I. (2002). Perceived behavioral control, self‐efficacy, locus of control, and the theory of planned behavior. Journal of applied social psychology, 32(4), 665-683. https://doi.org/10.1111/j.1559-1816.2002.tb00236.x Arbuthnott, K. D. (2009). Education for sustainable development beyond attitude change. International Journal of Sustainability in Higher Education, 10(2), 152-163. https://doi.org/10.1108/14676370910945954 Bonnett, M. (2002). Education for sustainability as a frame of mind. Environmental Education Research, 8(1), 9-20. https://doi.org/10.1080/13504620120109619 Chaplin, G., & Wyton, P. (2014). Student engagement with sustainability: Understanding the value–action gap. International Journal of Sustainability in Higher Education, 15(4), 404-417. https://doi.org/10.1108/IJSHE-04-2012-0029 Chaudhury, M. D. (2005, 3 May 2016). UAE water consumption one of the highest in the world. . Khaleej Times. Retrieved from https://www.khaleejtimes.com/article/20050722/ARTICLE/307229987/1036 Cialdini, R. B., Reno, R. R., & Kallgren, C. A. (1990). A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of personality and social psychology, 58(6), 1015. https://doi.org/10.1037/0022-3514.58.6.1015 Department of Health, A. D. (2016). Health Statistics 2015. Retrieved from Abu Dhabi: http://www.haad.ae/statistics2015 Doria, M. F. (2006). Bottled water versus tap water: understanding consumers’ preferences. Journal of water and health, 4(2), 271-276. https://doi.org/10.2166/wh.2006.0023 Durr, E., Bilecki, J., & Li, E. (2017). Are Beliefs in the Importance of Pro-Environmental Behaviors Correlated with Pro-Environmental Behaviors at a College Campus? Sustainability: The Journal of Record, 10(3), 204-210. Faghihi, V., Hessami, A. R., & Ford, D. N. (2015). Sustainable campus improvement program design using energy efficiency and conservation. Journal of Cleaner Production, 107, 400-409. https://doi.org/10.1016/j.jclepro.2014.12.040 Gleick, P. H., & Cooley, H. S. (2009). Energy implications of bottled water. Environmental Research Letters, 4(1), 014009. https://doi.org/10.1088/1748-9326/4/1/014009 Harland, P., Staats, H., & Wilke, H. A. (1999). Explaining proenvironmental intention and behavior by personal norms and the theory of planned behavior. Journal of applied social psychology, 29(12), 2505-2528. https://doi.org/10.1111/j.1559-1816.1999.tb00123.x Heyl, M., Moyano Díaz, E., & Cifuentes, L. (2013). Environmental attitudes and behaviors of college students: a case study conducted at a chilean university. Revista latinoamericana de psicología, 45(3), 487-500. https://doi.org/10.14349/rlp.v45i3.1489 Hill, J. (2017, 29 January 2017). The many myths of the UAE’s tap water. . The National. Retrieved from https://www.thenational.ae/uae/environment/the-many-myths-of-the-uae-s-tap-water-1.15502 Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and synthesis of research on responsible environmental behavior: A meta-analysis. The journal of environmental education, 18(2), 1-8. https://doi.org/10.1080/00958964.1987.9943482 Hsu, S.-J. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. The journal of environmental education, 35(2), 37-48. https://doi.org/10.3200/JOEE.35.2.37-48 Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239-260. https://doi.org/10.1080/13504620220145401 Lertpratchya, A. P., Besley, J. C., Zwickle, A., Takahashi, B., & Whitley, C. T. (2017). Assessing the role of college as a sustainability communication channel. International Journal of Sustainability in Higher Education, 18(7), 1060-1075. https://doi.org/10.1108/IJSHE-09-2016-0172 Martinez, S. W. (2007). The US food marketing system: Recent developments. Economic Research Report, 42. Qian, N. (2018). Bottled Water or Tap Water? A Comparative Study of Drinking Water Choices on University Campuses. Water, 10(1), 59. https://doi.org/10.3390/w10010059 Rose, G. (2008). Encouraging sustainable campus travel: self-reported impacts of a university TravelSmart initiative. Journal of Public Transportation, 11(1), 5. https://doi.org/10.5038/2375-0901.11.1.5 Saleem, N. (2008, 13 February 2008). Beverage companies target UAE. The Gulf News. Retrieved from http://gulfnews.com/business/sec-tors/general/beverage-companies-target-uae-1.84446 Saylor, A., Prokopy, L. S., & Amberg, S. (2011). What’s wrong with the tap? Examining perceptions of tap water and bottled water at Purdue University. Environmental Management, 48(3), 588-601. https://doi.org/10.1007/s00267-011-9692-6 Sharp, L. (2002). Green campuses: the road from little victories to systemic transformation. International Journal of Sustainability in Higher Education, 3(2), 128-145. https://doi.org/10.1108/14676370210422357 Sharp, L. (2009). Higher education: the quest for the sustainable campus. In: Taylor & Francis. Stern, P. C. (2000). New environmental theories: toward a coherent theory of environmentally significant behavior. Journal of social issues, 56(3), 407-424. https://doi.org/10.1111/0022-4537.00175 Viscusi, W. K., Huber, J., & Bell, J. (2015). The private rationality of bottled water drinking. Contemporary Economic Policy, 33(3), 450-467. https://doi.org/10.1111/coep.12088 Walia, T., Fanas, S. A., Akbar, M., Eddin, J., & Adnan, M. (2017). Estimation of fluoride concentration in drinking water and common beverages in United Arab Emirates (UAE). The Saudi dental journal, 29(3), 117-122. https://doi.org/10.1016/j.sdentj.2017.04.002 Zakaria, S. (2018, 31 March 2018). Go drastic on plastic waste in UAE. Khaleej Times. Retrieved from https://www.khaleejtimes.com/nation/dubai/go-drastic-on-plastic-in-uae |
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Project Based Learning in the Technical and Vocational Education and TrainingNoelio Vázquez Vargas, José Luis Aveleira Ortiz, & Victor Manuel Avila Ceballo
pp. 767-776 | Article Number: ijese.2018.068
Abstract Organic Agriculture is a significant research topic of Sustainable Agriculture and a key factor in ensuring the conservation of the natural environment and preservation of life. Numerous studies on Didactics have demonstrated the effectiveness of student centered methods and strategies to improve results in terms of knowledge, skills, attitudes and values in Technical and Vocational Education and Training (TVET). This position paper explored how to improve the professional education of skilled workers and technicians in order to solve their diversity of professional problems with the aid of a Project Based Learning (PBL) approach. The proposed solution was implemented in a suburban Technical and Vocational School (TVS) with the Second Year Agronomy students and it is a solution based on the Cuban educational context. This paper provided some key issues regarding PBL pedagogy and an example of Organic Agriculture Project which would help Agricultural Science teachers as a guide in the process of planning new projects. Keywords: organic agriculture, project based learning, sustainable agriculture References Al-Balushi, S. M., & Al-Aamri, S. S. (2014). The effect of environmental science projects on students’ environmental knowledge and science attitudes. International Research in Geographical and, 23(3), 213-227. Retrieved on October 09, 2018 from https://squ.pure.elsevier.com/en/publications/the-effect-of-environmental-science-projects-on-students-environm Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for teh future. (Routledge, Ed.) The Clearing House, 39-46. https://doi.org/10.1080/00098650903505415 BIE. (2018, October 22). Retrieved on October 11, 2018 from Buck Institude of Education: http://www.bie.org/about/what_pbl FAO. (2015). FAO. Retrieved on September 12, 2018 from Food and Agriculture Organization of the United Nation: www.fao.org/.../Compilation_techniques_organic_agriculture_rev... Knoll, M. (1997). The project method: Its vocational education origin and international development. Journal of Industrial Teacher Education, 34(3), 59-80. Retrieved from https://scholar.lib.vt.edu/ejournals/JITE/ Peterson, B. W. (2012). Uncovering the Progressive Past: The Origins of Project Based Learning. unBoxed. A Journal of Adult Learning in Schools (8). Retrieved on October 2, 2018 from https://gse.hightechhigh.org/unboxed/issue8/uncovering_the_progressive_past/ Tellez Lazo, L. (2005). Modelo Didactico del proyecto como forma de organizacion de la practica preprofesional del tecnico medio en electricidad (Dovtoral Thesis in Pedagogical Sciences), ISP Jose de la Luz y Caballero, Holguin. Thomas, J. W. (2000, March). BIE. Retrieved on October 2, 2018 from Buck Institute for Education: http://www.bie.org/images/uploads/general/9d06758fd346969cb63653d00dca55c0.pdf UN. (2018, 10 22). WFP. Retrieved on Otober 22, 2018 from World Food Programme: https://www.wfp.org/content/global-report-food-crisis-2018 Wikipedia. (2018). Wikipedia, the free encyclopedia. Retrieved on October 18, 2018 from https://en.wikipedia.org/wiki/Project-based_learning |
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Using Word Associations in Learning the Human Biology- A Case with Teacher Students of the Pre-school Education in KosovoZeqir Veselaj
pp. 777-785 | Article Number: ijese.2018.069
Abstract Background: This research, which is the first one of this kind in Kosovo, deals with the use of associative tests in learning biology and in creating concepts, more concretely assessing students’ knowledge on five main human body organs. This study aims to assess the use of free associations for five human body organs and to formulate conceptual sentences in order to assess teacher students’ knowledge on biology and human body. Material and methods: The research has been conducted with teacher students of third year of studies in the Preschool Education Programme. This research included 25 students, all females. The research took place before the period when students attend the part of the course that covers human biology. The research questionnaire consists of two parts: the first part includes written associations for each human body organ, whereas the second part is formulation of written conceptual sentences for those organs. Results: The research resulted in 191 associations by respondents, with total frequency of 532 or an average of 4.2 associations per respondent. About half of the associations consisted of the 5 most frequent associations for each of the five organs. In the second part a total of 98 conceptual sentences were formulated with an average frequency of 3.9 sentences per respondent. The formulated sentences were grouped in 3 categories: regular biological sentences, sentences with misunderstandings about certain human body organs, and sentences from everyday life related to human body organs. Number of sentences that included misunderstandings related to the biology of respective human body organs was 18. Conclusions: The relatively large number of associations for the five body organs was closely linked with the number of correct conceptual sentences written by students and it helps in learning biology more easily. Based on this, use of word associations in creating biological concepts may serve as a good methodological tool of assessment of learning outcomes in the subject of biology and should be promoted to new teachers. The research opens need for similar researches with teacher students of primary education level, but also teacher students` of biology subject in pre-university education system of the Republic of Kosovo. Keywords: association, biology, frequency, concepts, organs References Anderson, O. R. (1992). Some interrelationships between constructivist models of learning and current neurobiological theory, with implications for science education. J. Res. Sci. Teach., 29, 1037-1058. https://doi.org/10.1002/tea.3660291004 Anglin, J. M. (1977). Word, Object and Conceptual Development. New York: W. W. Norton and Company, Inc. pps. 290. Bahar, M. (2003). Misconceptions in biology education and conceptual change strategies. Educ. Sci.: Theory Pract., 3, 55-64. Bahar, M., Ozel, M., Prokop, P., & Usak, M. (2008). Science student teachers’ ideas of the heart. J. Baltic Sci. Educ., 7, 1648-3898. Bain, A. (1894). Senses and the intellect. London: Longmans, Green & Co. Bradley, F. H. (1922). The principles of logic. In two volumes. London: Oxford University Press. Bruner, J. (1960). The process of education. Cambridge: Harvard University Press. Buzan, T., & Buzan, B. (1996). The mind book: how to use radiant thinking to maximize your brain’s untapped. Plume. Case, R. (1985). Intellectual development: birth to adulthood. New York: Academic Press. Case, R. (1992). Neo-Piagetian theories of child development. (p. 161). In R.J. Sternberg & C.A. Berg (Eds.). Intellectual development. Cambridge: Cambridge University Press. Colgan, A., & McGuinness, C. (1998). Measuring conceptual knowledge organization among student nurses using a word association technique. Nursing Times Research, 3, 36–45. https://doi.org/10.1177/174498719800300110 Cramer, P. (1968). Word Association. New York: Academic Press. Davidov, V. V. (Ed.). (1983). Psychological dictionary. Moskwa: Pedagogika [In Russian]. Deese, J. (1966). The structure of associations in language and thought. Oxford: Johns Hopkins Press. DiCarlo, S. E. (2006). Cell biology should be taught as science is practiced. Nature Reviews Molecular Cell Biology, 7, 290–296. https://doi.org/10.1038/nrm1856 Dollinger, S. J., Levin, E. L., & Robinson, A. E. (1991). The word association implication test. Journal of Personality Assessment, 57, 368-380. https://doi.org/10.1207/s15327752jpa5702_14 Field, A. P. (2005). Learning to like (or dislike): associative learning of preferences (p. 221). In A. J. Wills (Ed.), New directions in human associative learning. Mahwah: Lawrence Erlbaum Associates. Galton, F. (1880). Psychometric experiments. Brain, 2, 49–162. Goswami, U. (2001). Analogical reasoning in children (p. 437). In D. Gentner, K. J. Holyoak & B. Kokinov (Eds.). The analogical mind: perspectives from cognitive science. Cambridge: MIT Press. Halford, G. S. (1993). Children’s understanding: the development of mental models. Hillsdale: Lawrence Erlbaum Associates. Hinton, G. E., & Anderson, J. A. (1989). Parallel models of human associative memory. Mahwah: Lawrence Erlbaum Associates. James, W. (1890). The principles of psychology. New York: Henry Holt & Co. Jordan, K. E., Suanda, S. H., & Brannon, E. M. (July, 2008) Redundancy Accelerates Preverbal Numerical Competence. Cognition, 108(1), 210–221. https://doi.org/10.1016/j.cognition.2007.12.001 Knowlton, B. (1999). What can neuropsychology tell us about category learning? Trends in Cognitive Sciences, 3, 123–124. https://doi.org/10.1016/S1364-6613(99)01292-9 Kostova, A., & Atasoy, E. (2008). Comparative evaluation of the environmental culture of 8th grade students in Bulgaria and Turkey. BJSEP, 2, 25–47. Kostova, Z. (1998). How to learn successfully. Sofia: Pedagog 6 [In Bulgarian]. Kostova, Z. (2000). How to create an attitude to learning. Sofia: Pedagog 6 [In Bulgarian]. Kostova, Z. (2008) Word association test for studying conceptual structures of teachers and students. Bulgarian Journal of Science and Education Policy (BJSEP), 2(2), 209-231 Kurt, H. (2013). Biology student teachers’ cognitive structure about “Living thing. African Journal of Medical Education, 1(5), 085-093. Locke, J. (2000). An essay concerning human understanding. Boston: Elibron Classics. 231 Maki, W. S. (2007). Judgments of associative memory. Cognitive Psychology, 54, 319–353. https://doi.org/10.1016/j.cogpsych.2006.08.002 Mervis, C. B., & Rosh, E. (1981). Categorization of natural objects. Annual Review of Psychology, 32, 89–115. https://doi.org/10.1146/annurev.ps.32.020181.000513 Novak, J. D., & Govin, D. B. (1984). Learning how to learn. New York: Cambridge University Press. https://doi.org/10.1017/CBO9781139173469 Pascual-Leone, J. (1987). Organismic processes for neo-piagetian theories: a dialectical causal account of cognitive development. International Journal of Psychology, 22, 531–570. https://doi.org/10.1080/00207598708246795 Pavlov, I. P. (1927). Conditioned reflexes: an investigation pf the psychological activity of the cerebral cortex. London: Oxford University Press. Rosh, E., & Mervis, C. (1981). Categorization of natural objects. Annual Review of Psychology, 32, 89–113. https://doi.org/10.1146/annurev.ps.32.020181.000513 White, R., & Gunstone, R. (1998). Probing understanding. USA: The Falmer Press. Wills, A. J. (Ed.). (2005). New directions in human associative learning. Mahwah: Lawrence Erlbaum Associates. Willshaw, D. (1989). Holography, associative memory and inductive generalization (p. 103). In G. E. Hinton & J. A. Anderson, Parallel models of human associative memory. Mahwah: Lawrence Erlbaum Associates. Wright, A. (1987) How to Improve Your Mind. Cambridge: Cambridge University Press. Zaller, J. R. (1992). The nature and origins of mass opinion. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511818691 |
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