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Wild Birds in the Classroom: Evaluation of Student Affinities, Perceptions, and Attitudes in Response to an Experiential CurriculumJanel L. Ortiz, April A.T. Conkey, Leonard A. Brennan, La Vonne Fedynich, & Marybeth Green
pp. 787-803 | Article Number: ijese.2018.070
Abstract Lack of positive outdoor experiences may lead a child to grow up perceiving that the natural world has little importance in our modern technology-based society; thus, they might not appreciate local wildlife or be interested in natural resource careers. To address this issue, we initiated a Student-Teacher-Scientist-Partnership (STSP) to enhance the knowledge and attitudes of students towards birdlife in South Texas. We developed a wild bird conservation curriculum aligned with state standards for use in K-12 classrooms. We assessed 6th (n=39) and 7th grade (n=52) students’ affinity, perceptions, and attitudes towards wildlife, birds, science, and nature prior to and after the program using a mixed methods design of open-ended questions and Likert-type statements. Student Likert-type statement responses were analyzed using an upper-tailed Sign test. We expected students to improve or respond more positively to their affinity, perceptions, and attitudes towards birds, wildlife, science, and nature in response to the curriculum. Students had a positive attitude towards wildlife and working with a scientist. Their perceptions towards habitat fragmentation and its effect on wildlife improved as well as their perceived knowledge of birds. Seventh grader attitudes improved towards their ability to identify birds, yet 6th grader attitudes remained similar. Lessons provided local students with an opportunity to integrate hands-on, kit-based wildlife science activities into the classroom to enhance their appreciation of wildlife. Students also had the opportunity to be outdoors while being introduced to the STEM (Science, Technology, Engineering, & Math) career of wildlife biology. Keywords: K-12, kit-based, experiential, wildlife education, birds, scientist in the classroom References Adams, C. E., & Thomas, J. K. (1986). Wildlife education: present status and future needs. Wildlife Society Bulletin, 14(4), 79-486. Adams, C. E., Thomas J. K., Newgard, L., & Cooper, C. (1987). How a biology curriculum affects students’ wildlife orientations. The American Biology Teacher, 49(4), 208-211. https://doi.org/10.2307/4448493 Atran, S., & Medin, D. (2008). The native mind and the cultural construction of nature. Massachusetts: MIT Press. Awasthy, M., Popovic, A. Z., & Linklater, W. L. (2012). Experience in local urban wildlife research enhances a conservation education programme with school children. Pacific Conservation Biology, 18, 41-46. https://doi.org/10.1071/PC120041 Banilower, E. R., Smith, P. S., Weiss, I. R., Malzahn, K. A., Campbell, K. M., & Weis, A. M. (2013). Report of the 2012 National Survey of Science and Mathematics Education. North Carolina: Horizon Research, Inc. Barthwal, S. C., & Mathur, V. B. (2012). Teacher’s knowledge of and attitude toward wildlife and conservation. Mountain Research and Development, 32, 169-175. https://doi.org/10.1659/MRD-JOURNAL-D-11-00040.1 Bestelmeyer, S. V., Elser, M. M., Spellman, K. V., Sparrow, E. B., Haan-Amato, S. S., & Keener, A. (2015). Collaboration, interdisciplinary thinking, and communication: new approaches to K-12 ecology education. Frontiers in Ecology and the Environment, 13(1), 37-43. https://doi.org/10.1890/140130 Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. https://doi.org/10.1002/tea.20131 Chall, J. S. (2000). The academic achievement challenge: what really works in the classroom? New York: Guilford Publications. Chawla, L. (1999). Life paths into effective environmental action. Journal of Environmental Education, 31(1), 15-26. https://doi.org/10.1080/00958969909598628 Chawla, L. (2009a). Growing up green: becoming an agent of care for the natural world. The Journal of Developmental Processes, 4(1), 6-23. Chawla, L. (2009b). Participation as capacity-building for active citizenship. Les Ateliers de l’ Ethique Spring issue. Cidell, J. (2010). Content clouds as exploratory qualitative data analysis. Royal Geographic Society, 42(4), 514-523. https://doi.org/10.1111/j.1475-4762.2010.00952.x Clason, D. L., & Dormody, T. J. (1994). Analyzing data measured by individual Likert-type items. Journal of Agricultural Education, 35(4), 31-35. https://doi.org/10.5032/jae.1994.04031 Common Core State Standards Initiative. (2015). Development Process. Retrieved from http://www.corestandards.org/about-the-standards/development-process/ Conner, L. D. C., & Danielson, J. (2016). Scientist role models in the classroom: how important is gender matching? International Journal of Science Education, 38(15), 2414-2430. https://doi.org/10.1080/09500693.2016.1246780 Conover, W. J. (1999). Practical nonparametric statistics. Third Edition. New York: John Wiley & Sons, Inc. Corbin, J., & Strauss, A. (1990). Grounded theory research: procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3-21. https://doi.org/10.1007/BF00988593 Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: a meta-analysis. Review of Educational Research, 77(1), 113-143. https://doi.org/10.3102/003465430298563 Council for Environmental Education (CEE). (2018). Project WILD. Retrieved from http://projectwild.org/ Cuevas, P., Okhee, L., Hart, J., & Deaktor R. (2005). Improving science inquiry with elementary students of diverse backgrounds. Journal of Research in Science Teaching, 42(3), 337-357. https://doi.org/10.1002/tea.20053 Dettmann-Easler, D., & Pease, J. L. (1999). Evaluating the effectiveness of residential environmental education programs in fostering positive attitudes toward wildlife. Journal of Environmental Education, 31(1), 33-39. https://doi.org/10.1080/00958969909598630 Dolan, E., & Tanner, K. (2005). Moving from outreach to partnership: striving for articulation and reform across the K-20+ science education continuum. Cell Biology Education, 4, 35-37. https://doi.org/10.1187/cbe.04-11-0048 Ernst, J. (2014). Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers. Environmental Education Research, 20(6), 735-752. https://doi.org/10.1080/13504622.2013.833596 Evans, C. A., Abrams, E. D., Rock, B. N., & Spencer, S. L. (2001). Student/scientist partnerships: a teachers’ guide to evaluating the critical components. The American Biology Teacher, 63(5), 318-323. https://doi.org/10.2307/4451118 Fjortoft, I. (2001). The Natural Environment as a Playground for Children: The Impact of Outdoor Play Activities in Pre-Primary School Children. Early Childhood Education Journal, 29(2), 111-117. https://doi.org/10.1023/A:1012576913074 Foley, B. J., & McPhee, C. (2008). Students’ attitudes towards science in classes using hands-on or textbook based curriculum. American Educational Research Association, 1-12. Gallagher, S. A. (1994). Middle school classroom predictors of science persistence. Journal of Research in Science Teaching, 31(7), 721-734. https://doi.org/10.1002/tea.3660310705 George, K. A., Slagle, K. M., Wilson, R. S., Moeller, S. J., & Bruskotter, J. T. (2016). Changes in attitudes towards animals in the United States from 1978 to 2014. Biological Conservation, 201(2016), 237-242. https://doi.org/10.1016/j.biocon.2016.07.013 Glaser B. G. (2016). Open coding descriptions. Grounded Theory Review: An International Journal, 15(2), 1556-1542. Hayward, B. (2012). Children, citizenship and environment: nurturing a democratic imagination in a changing world. New York: Routledge. https://doi.org/10.4324/9780203106839 Hilton, T. L., & Lee, V. E. (1988). Student interest and persistence in science: changes in the educational pipeline in the last decade. Journal of Higher Education, 59(5), 510-526. https://doi.org/10.2307/1981701 Houseal, A. K., Abd-El-Khalick, F., & Destefano, L. (2013). Impact of a student-teacher-scientist partnership on students’ and teachers’ content knowledge, attitudes towards science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84-115. https://doi.org/10.1002/tea.21126 Huxham, M., Welsh, A., Berry, A., & Templeton, S. (2006). Factors influencing primary school children’s knowledge of wildlife. Journal of Biological Education, 41, 9-12. https://doi.org/10.1080/00219266.2006.9656050 Jacobson, S. K., McDuff, M. D., & Monroe, M. C. (2006). Conservation Education and Outreach Techniques. New York: Oxford University Press Inc. https://doi.org/10.1093/acprof:oso/9780198567714.001.0001 Jones, M. T., & Eick, C. J. (2007). Implementing inquiry kit curriculum: obstacles, adaptations, and practical knowledge development in two middle school science teachers. Science Education, 91(3), 492-513. https://doi.org/10.1002/sce.20197 Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178-202. https://doi.org/10.1177/00139169921972056 Kellert, S. R. (2002). Experiencing Nature: Affective, Cognitive, and Evaluative Development, in Children and Nature: Psychological, Sociocultural, and Evolutionary Investigations. Massachusetts: MIT Press. Laursen, S., Liston, C., Thiry, H., & Graf, J. (2007). What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms. CBE-Life Sciences Education, 6, 49-64. https://doi.org/10.1187/cbe.06-05-0165 Lawless, J. G., & Rock, B. N. (1998). Student scientist partnerships and data quality. Journal of Science Education and Technology, 7(1), 5-13. https://doi.org/10.1023/A:1022575914118 LeCount, A. L., & Baldwin, K. L. (1986). The bear in the classroom. International Conference on Bear Research and Management, 6, 209-217. https://doi.org/10.2307/3872827 Ledley, T. S., Haddad, N., Lockwood, J., & Brooks, D. (2003). Developing meaningful student-teacher-scientist partnerships. Journal of Geoscience Education, 51(1), 91-95. https://doi.org/10.5408/1089-9995-51.1.91 Leopold, A. (1940). The state of the profession. Journal of Wildlife Management, 4(3), 343-346. Leopold, A. (1942). The role of wildlife in a liberal education. Trans 7th NAWC, 485-489. Louv, R. (2005). Last Child in the Woods. North Carolina: Algonquin Books. Manfredo, M. J., Teel, T. L., & Henry, K. L. (2009). Linking society and environment: a multilevel model of shifting wildlife value orientations in the western United States. Social Science Quarterly, 90(2), 407-427. https://doi.org/10.1111/j.1540-6237.2009.00624.x McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: strategies for increasing student motivation and achievement. The Jossey-Bass Education Series. California: Jossey-Bass Inc. Morgan, J. M. (1992). A theoretical basis for evaluating wildlife-related education programs. The American Biology Teacher, 54(3), 153-157. https://doi.org/10.2307/4449436 Muller, M. M., Kals, E., & Pansa, R. (2009). Adolescents’’ emotional affinity toward nature: a cross-societal study. The Journal of Developmental Processes, 4(1), 59-69. Next Generation Science Standards. (2015). Three Dimensions. Retrieve from http://www.nextgenscience.org/three-dimensions Onwuegbuzie, A. J. (2000). Effect sizes in qualitative research. Annual Meeting of the Association of the Advancement of Educational Research, Ponte Verde, FL November. 34pp. Owen, K., Murphy, D., & Parsons, C. (2009). ZATPAC: a model consortium evaluates teen programs. Zoo Biology, 28(2009), 429-446. https://doi.org/10.1002/zoo.20203 Paige, K., Lawes, H., Matejcic, P., Taylor, C., Stewart, V., Lloyd, D., Zeegers, Y., Roetman, P., & Daniels, C. (2010). “It felt like real science!” How operation Magpie enriched my classroom. Teaching Science - the Journal of the Australian Science Teachers Association, 56(4), 25-33. Raaijmakers, Q. A. W., Van Hoof, A., Hart, H., Verbogt, T. F. M. A., & Vollebergh, W. A. M. (2000). Adolescents’ midpoint responses on Likert-type scale items: neutral or missing values? International Journal of Public Opinion Research, 12(2), 208-216. https://doi.org/10.1093/ijpor/12.2.209 Schultz, P. W., Shriver, C., Tabanico, J. J., & Khazian, A. M. (2004). Implicit connections with nature. Journal of Environmental Psychology, 24(2004), 31-42. https://doi.org/10.1016/S0272-4944(03)00022-7 Texas Public Schools Explorer. (2017). The Texas Tribune Texas Public Schools Explorer. Retrieved from https://schools.texastribune.org/ Tomanek, D. (2005). Building successful partnerships between K-12 and universities. Cell Biology Education, 4, 28-29. https://doi.org/10.1187/cbe.04-11-0051 US Census Bureau. (2010). 2010 Census. Retrieved from https://www.census.gov/2010census/ US Census Bureau. (2013). 2013 annual social and economic supplement. Washington, DC: US Census Bureau. Van Raden, S. J. (2011). The effect of role models on the attitudes and career choices of female students enrolled in high school science (Unpublished Master’s Thesis). Portland State University. Waller, P. (2011). Bringing endangered species to the classroom. The American Biology Teacher, 73(5), 277-279. https://doi.org/10.1525/abt.2011.73.5.6 Wellnitz, T., MacRury, N., Child, A., & Benson, D. (2002). Spreading the wealth: graduate students and educational outreach. Conservation Biology, 16(2), 560-563. https://doi.org/10.1046/j.1523-1739.2002.00428.x Wilke, R. J., Peyton, R. B., & Hungerford, H. R. (1980). Strategies for the training of teachers in environmental education: a discussion guide for UNESCO training workshops on environmental education. Strategies for the training of teachers in environmental education, UNESCO. Zaradic, P. A., & Pergams, O. R. W. (2007). Videophilia: implications for childhood development and conservation. The Journal of Developmental Processes, 2(1), 130-144. |
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Satisfaction of Primary School Teachers with the Environmental Communication of Mass Media: Opportunities for the Environmental EducationDaphni Petkou
pp. 805-816 | Article Number: ijese.2018.071
Abstract The role of mass media in the educational process is of particular importance, since mass media make the object of teaching more interesting and enjoyable. The use of media in education is recognized from early childhood, and especially at kindergarten, where it has been proven that the earlier the use of media begins, the more effective it turns out to be. The relationship that evolves between the media, environmental knowledge and the environmental awareness of teachers is characterized by a continuous state of interdependence, since it is linked to Environmental Communication and the effective role of education. The aim of this paper is to examine the teachers’ satisfaction with the use and role of media in environmental communication. The paper analyses the satisfaction of teachers in primary education, through their attitudes and beliefs. By having a large volume of information related to their individual cognitive fields at their disposal, teachers can play a vital role in raising environmental awareness among students and in providing an elementary understanding of environmental problems. This paper is based on a survey conducted during the period 2014-2015, on a sample of 392 primary education teachers, working at various school units in Central Macedonia, Greece. Based on the results of the analysis, conclusions can be drawn with regard to defining a suitable educational policy related to the role of media, and their optimum use in environmental education and communication. Keywords: primary education, teacher’s behavior, descriptive statistical analysis References Barab, S., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (pp. 25-56). Mahwah, NJ: Lawrence Erlbaum. Birch, S., & Schwab, K. (1983). The effects of water conservation on seventh-grades students. The Journal of Environmental Education, 14(4), 26-31. https://doi.org/10.1080/00958964.1983.9943478 Dafermos, V. (2005). Social Statistics with the SPSS.17. Zitis Publications (in Greek). De Fleur, M. L., & Dennis, E. E. (1994). Understanding Mass Communication. Boston, Massachusetts, USA: Houghton Mifflin Company. Eveland, W., & Cooper, K. (2013). An integrated model of communication influence on beliefs. Proc Natl Acad Sci U S A. 110(3), 14088–14095. https://doi.org/10.1073/pnas.1212742110 Greenfield, P. (1988). Mass Media and the Child. Koutsambos Publications (in Greek). Hansen, A. (1991). The media and the social construction of the environment. Media Culture and Society, 13(4), 443-458. https://doi.org/10.1177/016344391013004002 Hansen, A. (2011). Communication, media and environment: Towards reconnecting research on the production, content and social implications of environmental communication. The International Communication Gazette, 73(1–2), 7-25. https://doi.org/10.1177/1748048510386739 Haramis, P. (ed.). (2001). The use of media in school. Possibilities – Limits – Prospects. Athens: I. M. Panagiotopoulos School publications. Harper, B., & Oliver, R. (2002). Reusable Learning Designs: information and communication; Technologies and their role in flexible learning. Presentation for the AUTC Reusable. Hungerford, H. R., & Volk (1996). The Development of Responsible Environmental Citizenship: Α critical Challenge. Journal of Inerpration Research, 1(1), 25-37. Lohr, S. (1999). Sampling: Design and Analysis. Pacific Grove: Duxbury Press. McCormick, K., Salcedo, J., Peck J., Wheeler A., & Verlen J., (2017). SPSS Statistics for Data Analysis and Visualization. USA: John Wiley & Sons, Inc. https://doi.org/10.1002/9781119183426 McQuail, D. (1994). Mass Communication Theory: an introduction. USA: Sage Publications. Nika, V., & Davou, B. (2008). Implementation and Evaluation of a Teacher Training Programme on Literacy in Communication Media. Sychroni Ekpaidefsi, 152, 82‐95. Ors, F. (2012). Environmental education and the role of media in environmental education in Turkey. Procedia-social and Behavioral Science, 46, 1339-1342. https://doi.org/10.1016/j.sbspro.2012.05.298 Petkou, D. (2017). Effects of the Mass Media on the attitudes and behaviors of primary education teachers on environmental matters (Ph.D. Thesis), Democritus University of Thrace. Piperopoulos, P. G., & Tsantopoulos, E. G. (2006). The Characteristics of environmental organizations in Greece in relation to employment of a public relations officer. Environmental Politics, 15(3), 454-461. https://doi.org/10.1080/09644010600627899 Ramsey, J., & Rickson, R. (1976). Environmental Knowledge and Attitude. The Journal of Environmental Education, 8(I), 10-18. https://doi.org/10.1080/00958964.1976.9941552 Ronen, M., & Eliahu, M. (2000). Simulation-a bridge between theory and reality: the case of electronic circuits. Journal of Computer Assisted Learning, 16(1), 14- 26. https://doi.org/10.1046/j.1365-2729.2000.00112.x Russell, R. C. J. (2012). Spearman’s rank correlation coefficient. U.K.: Bookvika publishing. Saunders, B., & Goddard, C. (2002). The role of mass media in facilitating community education and child abuse prevention strategies. NCPC Issues, (16), 33-47. Skanavis, C., & Sakellari, M. (2008). Assessment of environmental intention of journalists. Applied Environmental Education and Communication, 6(3-4), 19-33. https://doi.org/10.1080/ VanFossen, P. J. (2001) Degree of Internet/WWW use and barriers to use among secondary social studies teachers. International Journal of Instructional Media, 28(1), 57-75. Βrulle, R. J., Carmichael, J., & Jenkins, J. G. (2012). Shifting public opinion on climate change: An empirical assessment of factors influencing concern Climatic Change, 114(2), 169–188. Κamarianos, Ι. (2002). Power, Mass Media and Education, Series editor: D. G. Tsaousis (1st Ed.). Athens: Gutenberg Publications - Giorgos & Kostas Dardanos. |
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Teaching Disaster Readiness and Risk Reduction (DRRR) in Senior High School using Metacognitively-Oriented Science Classroom Learning Environments (MOSCLEs)Heidi F. Abelita, & Michael A. Clores
pp. 817-830 | Article Number: ijese.2018.072
Abstract The Philippine’s Department of Education’s goal of ensuring that learners understand disasters and helping them become more vigilant within every home and community so that lives are saved is institutionalized more specifically in the implementation of the K to 12 curriculum of Senior High School (SHS) Core Subject on Disaster Readiness and Risk Reduction (DRRR). This study explored the use of an innovative teaching approach, Metacognitively-Oriented Science Classroom Learning Environments (MOSCLEs), in teaching DRRR in SHS. The mixed method, expansion design was utilized in this study to widen the breadth of understanding of MOSCLEs. The quasi-experimental post-test only design was applied in the quantitative part to determine the significant difference in the students’ level of conceptual understanding of hydrometeorological hazards in MOSCLEs and traditional classroom instruction. For the qualitative study, grounded theory approach was done to explore on the students’ own reflections while learning and the teacher’s reflections while teaching the said subject matter. Results showed that students taught using MOSCLEs gained higher mean score than the students taught using the traditional method, implying that the use of metacognitive strategies enhances concept attainment of the content. Two themes emerged from the template analysis of the student’s reflections: “Students’ metacognitive abilities and skills” and “Teacher’s deliberate actions to develop students’ metacognitive abilities and skills.” These themes imply the development of learners’ metacognitive potentials relies on the teacher’s pedagogical process. From the teacher’s reflections, two themes emerged, “What metacognition is” and “Design of a metacognitively-oriented pedagogy,” which imply that developing the learners’ metacognitive skills requires the processes of planning, monitoring, evaluating and reconstruction of existing ideas. Through MOSCLEs, students learned better and the teacher became more aware of her own teaching process along with the students’ learning process. Keywords: Disaster Readiness and Risk Reduction (DRRR), metacognitively-oriented science classroom learning environments, metacognition, senior high school, mixed method References Alcayna, T., Bollettino, V., Dy, P., & Vinck, P. (2016). Resilience and Disaster Trends in the Philippines: Opportunities for National and Local Capacity Building. PLOS Currents Disasters, 2016 Sep 14. Edition 1. https://doi.org/10.1371/currents.dis.4a0bc960866e53bd6357ac1357d740846 Callan, G. L., Marchant, G. J., Finch, W. H., & German, R. L. (2016). Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries. Educational Sciences: Theory & Practice, p. 1485 -1502. Chauhan, A., & Singh, N. (2014). Metacognition: A Conceptual Framework. International Journal of Education and Psychological Research (IJEPR), 3, Issue 3. Chiu, M. M., & Kuo, S. W. (2009). Social metacognition in groups: benefits, difficulties, learning, and teaching. Metacognition: New Research Developments, p. 1. Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x Fernandez, G., & Shaw, R. (2014). Youth participation in disaster risk reduction through science clubs in the Philippines. Disasters, 39(2), 279−294. https://doi.org/10.1111/disa.12100 Flavell, J. H. (1971).First Discussant’s Comments: What Is Memory Development, The Development of Human Development, 14, 272-278. https://doi.org/10.1159/000271221 Georghiades, P. (2000). Beyond conceptual change learning in science education: focusing on transfer, durability, and metacognition. Education Research, 42(2), 119-139. https://doi.org/10.1080/001318800363773 Polit, D. F., & Beck, C. T. (2004). Multimethod Research Designs. Nursing Research: Principles and Methods, 7th Edition, p. 279. Thomas, G. P. (2012). The Metacognitive Science Teacher. Contemporary Science Teaching Approaches, p. 29–48. Welle, T., & Birkmann, J. (2016). The World Risk Index 2016. Retrieved from http://weltrisikobericht.de/wpcontent/uploads/2016/08/WorldRiskReport2016 Young, A., & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10. |
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Determination of Misconceptions in Disaster Education with Concept Cartoons: The Case of Flood and OverflowNeşe Duman
pp. 831-843 | Article Number: ijese.2018.073
Abstract As there are many concepts in the content of each course, concepts are also are extensively included in the secondary school geography course, and sometimes misconceptions occur in students. The aim of this study was to determine the misconceptions about the concepts of “flood” and “overflow,” which are included within the scope of the subject of natural disasters of the secondary school geography course, through learning activities based on concept cartoons. The study group consisted of 50 secondary school students selected from among 10th-grade secondary school students in the city center of Çankırı province through convenient sampling during the first semester of the 2017-2018 academic year. The study was designed in the screening design. An attempt to determine students’ misconceptions and confusions was made through the concept cartoons method. As a result of the study, it was found out that cartoons were an effective technique in revealing the misconceptions about the concepts of “flood” and “overflow.” Keywords: disaster education, concept errors, concept cartoons, flood, overflow References Akbaş, Y., & Uzunöz, A. (2005). Kavramsal değişim yaklaşıma dayalı coğrafya öğretimi: bir uygulama örneği. New Education Sciences, 1659-1678. [in Turkish] Akbulut, G. (2004). Coğrafya öğretimi ve yaratıcı düşünce. C.Ü. Sosyal Bilimler Dergisi, 28(2), 215-223. [in Turkish] Akınoğlu, O. (2004). Yapılandırmacı öğrenme ve coğrafya öğretimi. Marmara Coğrafya Dergisi, 73-94. [in Turkish] Alaz, A. (2005). Concept errors in geography teaching. The Third International Balkan Scientific Congress Interculturality In The Educational Process, 367-374, Macedonia. Alim, M. (2008). Öğrencilerin lise coğrafya programında yer alan yer yuvarlağı ve harita bilgisi ünitelerindeki bazı kavramları anlama düzeyleri ve kavram yanılgıları. Milli Eğitim Dergisi, 36(177), 166-179. [in Turkish] Aydoğan, S., Güneş, B., & Gülçiçek Ç. (2003). Isı ve sıcaklık konusunda kavram yanılgıları. G.Ü. Gazi Eğitim Fakültesi Dergisi, 23(2), 111-124. [in Turkish] Baba, M. (2012). İlköğretim öğrencilerine vatandaşlık bilinci kazandırmada kavram karikatürlerinin kullanımının etkisi (Unpublished Masters Thesis). On Dokuz Mayıs Üniversitesi Eğitim Bilimleri Enstitüsü. [in Turkish] Balcı, H. A., & Öztan, Y. (1987). Sel Kontrolu. Karadeniz Üniversitesi Orman Fakültesi, Genel yayın no: 113, Fakülte yayın no: 12. [in Turkish] Cengizhan, S. (2011). Modüler öğretim tasarımıyla entegre edilmiş kavram karikatürleri hakkında öğretmen adaylarının görüşleri. Eğitim ve Bilim, 36(161), 93-104. [in Turkish] Cin, M. (1999). The Influence of Direct Experience of the Physical Environment on Concept Learning in Physical Geography (Doctorate thesis). School of Education University of Durham. Çalık, M., & Ayas, A. (2003). Çözeltilerde kavram başarı testi hazırlama ve uygulama. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 1-17. [in Turkish] Geçit, Y. (2010). 9. Sınıf öğrencilerinin coğrafya müfredatı Türkiye öğrenme alanı içindeki bazı kavramları anlama düzeyleri. Marmara Coğrafya Dergisi, 21, 134-149. [in Turkish] Göksu, F. C. (2014). Doğrular, açılar ve çokgenler konularının kavram karikatür destekli yapılandırmacı öğrenme yaklaşımına göre işlenmesi (Unpublished Masters Thesis). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü. [in Turkish] Görcelioğlu, E. (2003). Sel ve Çığ Kontrolü. İstanbul Üniversitesi Orman Fakültesi Yayınları, İ.Ü. Yayın no: 4415, O. F. Yayın no: 473. [in Turkish] Güney, E. (1994). Jeoloji- jeomorfoloji terimleri sözlüğü. Dicle Üniversitesi Eğitim Fakültesi Yayınları, 6, 447. [in Turkish] İzbırak, R. (1996). Coğrafya terimler sözlüğü. Sayı 304. Milli Eğitim Basımevi. [in Turkish] Kaptan, F., & Korkmaz, H. (2001). Hizmet öncesi sınıf öğretmenlerinin fen eğitiminde ısı ve sıcaklıkla ilgili kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 59-65. [in Turkish] Karaer, H. (2007). Sınıf öğretmeni adaylarının madde konusundaki bazı kavramların anlaşılma düzeyleri ile kavram yanılgılarının belirlenmesi ve bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 15(1), 199-210. [in Turkish] Koray, Ö., Akyaz, N., & Köksal, M.S. (2005). Lise öğrencilerinin “çözünürlük” konusunda günlük yaşamla ilgili olaylarda gözlenen kavram yanılgıları. Kastamonu Eğitim Dergisi, 15(1), 241-250. [in Turkish] MEB. (2005). Coğrafya Dersi Öğretim Programı. Ankara: Talim ve Terbiye Kurulu Başkanlığı (TTKB). [in Turkish] Özmen, H. (2005). Kimya öğretiminde yanlış kavramalar: bir literatür araştırması. Türk Eğitim Bilimleri Dergisi, 3(1), 23-43. [in Turkish] Özşahin, E. (2009). Karikatürlerle Coğrafya Öğretimi. Marmara Coğrafya Dergisi, 20, 101-122. [in Turkish] Sidekli, S., Er, H., Yavaşer, R., & Aydın, E. (2014). Sosyal bilgiler öğretiminde alternatif bir yöntem: karikatür. Uluslararası Türk Eğitim Bilimleri Dergisi, 2, 151-163. [in Turkish] Şahin, C. (2006). Türkiye Fiziki Coğrafyası. Ankara: Gündüz Eğitim ve Yayıncılık. [in Turkish] Şahin, C., & Doğanay H. (1999). Türkiye’nin Beşeri ve Ekonomik Coğrafyası. Ders Kitapları Yayınevi. [in Turkish] Şahin, C., & Sipahioğlu Ş. (2002). Doğal afetler ve Türkiye. Ankara: Gündüz Eğitim ve Yayıncılık. [in Turkish] Taşkın, Ö. (2014). Fen ve teknoloji öğretiminde kavram karikatürü kullanımının öğrenci başarısı ve tutumuna etkisi (Unpublished Masters Thesis). Celal Bayar Üniversitesi Fen Bilimleri Enstitüsü. [in Turkish] Tokcan, H., & Alkan, G. (2013). Sosyal bilgiler öğretiminde kavram karikatürlerinin öğrenci başarısına etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 14(2), 1-19. [in Turkish] Turoğlu, H. (2005). Bartın’da Meydana gelen sel ve taşkınlara ait zarar azaltma ve önleme önerileri. İTÜ Türkiye Kuvaterner Sempozyumu V Bildiriler Kitabı, 02-03 Haziran 2005, 104-110, İstanbul, Turkey. [in Turkish] Turoğlu, H. (2007). Flood and flash floods analysis for Bartin River Basin International River Basin Management Congress, Proceeding, 22-24 March 2007, 0-14, Antalya, Turkey. [in Turkish] Turoğlu, H. (2011). İstanbul’da meydana gelen sel ve taşkınlar, Fiziki Coğrafya Araştırmaları; Sistematik ve Bölgesel. Türk Coğrafya Kurumu Yayınları, (5), 411-430. [in Turkish] Uşkay, S., & Aksu, S. (2002). Ülkemizde taşkınlar nedenleri, zararları ve alınması gereken önlemler. Türkiye Mühendislik Haberleri Dergisi, 420-421-422(4-5-6), 133-136. [in Turkish] Yıldız, İ. (2008). Kavram karikatürlerinin kavram yanılgılarının tespitinde ve giderilmesinde kullanılması: düzgün dairesel hareket (Unpublished Masters Thesis). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü. [in Turkish] |
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Evaluation and Reconstruction of Environmental Physics CoursesHarto Nuroso, Sarwi, Sudarmin, & Supriyadi
pp. 845-851 | Article Number: ijese.2018.074
Abstract Higher education has a very big challenge in the era of disruption. The teacher college through the Indonesian Ministry of Research, Technology and Higher Education has been recommended to revitalize the curriculum in accordance with the Indonesian National Qualifications Framework (INQF). However, this is still considered are insufficient, changes must be made to each subject resulting from revitalization. Therefore it is necessary to do an evaluation and reconstruction of the course. Reconstruction is the improvement of courses based on the need to review their relevance to the needs of everyday life. The purpose of this study is to evaluate and reconstruct the subject of Environmental Physics. Based on the evaluation of the Environmental Physics course at the Physics Education Study Program at the University of PGRI Semarang, it was found that the lecture material and learning methods needed to be changed by adjusting the needs. The results of the reconstruction of environmental physics courses are by integrating ethno-technology in the material and learning methods. With this integration it is expected that students will more easily understand the concepts of physics that are applied by society and how they affect the environment. Keywords: evaluation, reconstruction, ethno-technology References Baran, M., Maskan, A., & Yasar, S. (2018). Learning Physics through Project-Based Learning Game Techniques. International Journal of Instruction, 11(2), 221–234. https://doi.org/10.12973/iji.2018.11215a Boeker, E., & van Grondelle, R. (2011). Environmental physics: sustainable energy and climate change (3rd Edition). John Wiley & Sons Inc. https://doi.org/10.1002/9781119974178 Dewi, A. R. C., Sarwi, S., & Yulianto, A. (2015). Penerapan Model Pembelajaran Konstekstual dengan Teknologi Multimedia untuk Peningkatan Penguasaan Konsep dan Pengembangan Karakter Siswa SMA Kelas XI. Unnes Physics Education Journal, 4(3), 7–13. Djulia, E. (2005). Peran Budaya Lokal dalam Pembentukan Sains: Studi Naturalistik Pembentukan Sains Siswa Kelompok Budaya Sunda Tentang Fotosintesis dan Respirasi Tumbuhan Dalam Konteks Sekolah Dan Lingkungan Pertanian. Bandung. Hudson, C. C., & Whisler, V. R. (2013). Contextual teaching and learning for practitioners. Systemics, Cybernetics and Informatics, 6(4), 54–58. Retrieved from http://www.iiisci.org/journal/cv$/sci/pdfs/e668ps.pdf Keane, T., Keane, W. F., & Blicblau, A. S. (2016). Beyond traditional literacy: Learning and transformative practices using ICT. Education and Information Technologies, 21(4), 769–781. https://doi.org/10.1007/s10639-014-9353-5 Mahasneh, A. M., & Alwan, A. F. (2018). The effect of project-based learning on student teacher self-efficacy and achievement. International Journal of Instruction, 11(3), 511–524. https://doi.org/10.12973/iji.2018.11335a Menristekdikti. (2015). Peraturan Menristekdikti Nomor 44 Tahun 2015 Tentang Standar Nasional Pendidikan Tinggi. Jakarta: Kemenristekdikti. Menristekdikti. (2017). Peraturan Menristekdikti Nomor 55 Tahun 2017. Jakarta: Kemenristekdikti. Mergler, A. G., & Spooner-Lane, R. (2012). What Pre-service Teachers need to know to be Effective at Values-based Education. Australian Journal of Teacher Education, 37(8). https://doi.org/10.14221/ajte.2012v37n8.5 Nuroso, H., Supriyadi, Sudarmin, S., & Sarwi. (2018). Identification of indigenous science in the brick-making process through ethnoscience study. Journal of Physics: Conference Series, 983(1). https://doi.org/10.1088/1742-6596/983/1/012172 Sarwanto, Sulistyo, E. T., Prayitno, B. A., & Pratama, H. (2014). Integrasi Budaya Jawa Pada Pengembangan Bahan Ajar Bumi Dan Alam Semesta Integration of Java Cultural in Material Development of the Earth and the Universe. 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(2004). Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru Algesindo. Sumarni, W., Sudarmin, Wiyanto, & Supartono. (2016). The reconstruction of society indigenous science into scientific knowledge in the production process of palm sugar. Journal of Turkish Science Education, 13(4), 281–292. https://doi.org/10.12973/tused.10185a Syarifudin, S. (2017). Etnoscience Dan Etnotechnologi Preaching Di Moluccas. International Journal of Islamic and Civilization Studies, 01(1), 27–33. https://doi.org/10.11113/umran2017.4n1-1.200 York, T. T., Gibson, C., & Rankin, S. (2015). Defining and Measuring Academic Success - Practical Assessment, Research & Evaluation. Practical Assesment, Research & Evaluation, 20(5), 1–20. https://doi.org/10.1021/ic400337m |
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Literature Review of Factors Contributing to Students’ Misconceptions in Light and Optical InstrumentsArif Widiyatmoko, & Kinya Shimizu
pp. 853-863 | Article Number: ijese.2018.075
Abstract This study aimed to explore the factors that contribute to students’ misconceptions in light and optical instruments concept. Misconceptions impede the students’ conceptual understanding of science learning. Misconceptions are considered to have occurred if the students’ understanding of a concept differs from what is understood by the scientific community. An analysis of the literature reveals that everyday experiences, language used, teachers and textbooks are the main factors contributing to students’ misconceptions of light and optical instruments in science learning. By analyzing these factors, it would make sense to minimize the contributing factors that might help promote the students to achieve conceptual understanding in light and optical instruments concept. Keywords: literature review, misconceptions, light and optical instruments, science learning References Abraham, M. R., Grzybowski, E. B., Renner, J. W., & Marek, E. A. (1992). 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Effect of conceptual change oriented instruction on students’ conceptual understanding and decreasing their misconceptions in DC electric circuits. Creative Education, 4(4), 273-282. https://doi.org/10.4236/ce.2013.44041 Tobin, K., Tippins, D. J., & Gallard, A. J. (1994): Research on instructional strategies for teaching science. Handbook of research on science teaching and learning, 45, 93. Thompson, F., & Logue, S. (2006). An exploration of common student misconceptions in science. International Education Journal, 7(4), 553-559. Treagust, D., Chittleborough, G., & Mamiala, T. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353-1368. https://doi.org/10.1080/0950069032000070306 Tyson, L., Treagust, D. F., & Bucat, R. B. (1999). The complexity of teaching and learning chemical equilibrium. Journal of Chemical Education, 76(4), 554-558. https://doi.org/10.1021/ed076p554 Vosniadou, S. (2002). On the nature of naïve physics. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 61-76). Dordrecht, the Netherlands: Kluwer. https://doi.org/10.1007/0-306-47637-1_3 Wandersee, J. H., Mintzes, J. J., & Novak, J. D. (1994). Research on alternative conceptions in science. Handbook of research on science teaching and learning (pp. 177-210). New York: Macmilan. Widarti, H. R., Permanasari, A., & Mulyani, S. (2016). Student misconception on redox titration (a challenge on the course implementation through cognitive dissonance based on the multiple representations). Jurnal Pendidikan IPA Indonesia, 5(1), 56-62. Yalcin, M., Altun, S., Turgut, U., & Aggül, F. (2009). First year Turkish science undergraduates’ understandings and misconceptions of light. Science & Education, 18(8), 1083-1093. https://doi.org/10.1007/s11191-008-9157-3 Yong, C. L., & Kee, C. Z. (2017). Utilizing concept cartoons to diagnose and remediate misconceptions related to photosynthesis among primary school students. In Overcoming Students’ Misconceptions in Science (pp. 9-27). Springer, Singapore. https://doi.org/10.1007/978-981-10-3437-4_2 |
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Efficiency Assessment of Secondary Schools in Mauritius: A DEA ApproachSalim Nauzeer, Vishal Chandr Jaunky, & Vani Ramesh
pp. 865-880 | Article Number: ijese.2018.076
Abstract In the context of the quantitative approach to the evaluation of educational units there is an emerging interest in discerning the factors that affect the performance of a school. The data envelopment analysis (DEA) methodology provides an effective agenda for evaluating the efficiency of educational units, such as the secondary schools, in the presence of multiple inputs and outputs. In this paper we evaluate the performance of Mauritian colleges through DEA. The data deal with overall % passes at school certificate and higher school certificate in all secondary colleges for the year 2016. The 141 colleges are bunched on the foundation of factors such as school facilities and school population. The analysis results indicate that efficiency of colleges ranged between 0 and 1 with an average of 0.872(CRS) and 0.909(VRS) using Tobit model. The second stage analysis found that the location, zone, types of colleges, teacher-student ratio, student-class ratio, college status and canteen have significant effect on school’s performance. Keywords: data envelopment analysis, colleges, efficiency References Adaku, S.U., & Anyanwu, C. (2015). Academic performance of students that eat in canteen and students that cook their food. Agasisti, T., & Pohl, C. (2012). Comparing German and Italian public universities: Convergence or divergence in the higher education landscape? Managerial and Decision Economics, 33(2), 71-85. https://doi.org/10.1002/mde.1561 Ajani, I. R., & Akinyele, O. B. (2014). Effects of Student-Teacher Ratio on Academic Achievement of Selected Secondary School Students in Port Harcourt Metropolis, Nigeria. Journal of Education and Practice, 24(5), 100-106. Ajayi, I. A., & Yusuf, M. A. (2010). School Plants Planning and Students’ Learning Outcomes in South West Nigerian Secondary Schools. International Journal of Education and Science, 2(1), 47-53. https://doi.org/10.1080/09751122.2010.11890000 Aristovnik, A., & Obadić, A. (2014). Measuring relative efficiency of secondary education in selected EU and OECD countries: The case of Slovenia and Croatia. Technological and Economic Development of Economy, 20(3), 419-433. https://doi.org/10.3846/20294913.2014.880085 Astin, A. W. (1977). Four Critical Years. Effects of College on Beliefs, Attitudes, and Knowledge. Aubyn, M. S., Garcia, F., & Pais, J. (2009). Study on the efficiency and effectiveness of public spending on tertiary education (No. 390). Directorate General Economic and Financial Affairs (DG ECFIN), European Commission. Barrett, P. S., & Zhang, Y. (2009). Optimal learning spaces: Design implications for primary schools. Barro, R. J., & Lee, J. W. (2001). International data on educational attainment: updates and implications. Oxford Economic papers, 53(3), 541-563. https://doi.org/10.1093/oep/53.3.541 Bradley, S., Johnes, G., & Millington, J. (2001). The effect of competition on the efficiency of secondary schools in England. European Journal of Operational Research, 135(3), 545-568. https://doi.org/10.1016/S0377-2217(00)00328-3 Chodakowska, E. (2015). The future of evaluation of lower secondary schools’ management. Business, Management and Education, 13(1), 112-125. https://doi.org/10.3846/bme.2015.256 Cunha, M., & Rocha, V. (2012). On the efficiency of public higher education institutions in Portugal: an exploratory study. University of Porto: FEP Working Paper, (468). Dale, R. R. (1974). Mixed or single-sex school? Vol. 3, Attainment, attitudes and overview. Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and teacher education, 16(5-6), 523-545. https://doi.org/10.1016/S0742-051X(00)00015-9 Epumepu, E. A., & Igbinedion, V. I. (2011). A comparison of students’ academic performance in business studies in public and private junior secondary school certificate examinations (JSSCE) in Ovia South West LGA of Edo State. Grigoli, F., & Ley, E. (2012). Quality of government and living standards: Adjusting for the efficiency of public spending. Gupta, S., & Verhoeven, M. (2001). The efficiency of government expenditure: experiences from Africa. Journal of policy modeling, 23(4), 433-467. https://doi.org/10.1016/S0161-8938(00)00036-3 Huguenin, J. M. (2015). Determinants of school efficiency: The case of primary schools in the State of Geneva, Switzerland. International Journal of Educational Management, 29(5), 539-562. https://doi.org/10.1108/IJEM-12-2013-0183 Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance: a meta-analysis. Psychological bulletin, 107(2), 139. https://doi.org/10.1037/0033-2909.107.2.139 Inyang-Abia, M. E. (1998). Local materials in science technology and methods of teaching, identification and utilization. Proceedings of the 38th Annual Conference of STAN, 64-67. Jaunky, V. C., & Nauzeer, S. (2017). Determinants of Secondary School Performance in Mauritius: A Cross-Sectional Approach. Jovinius, J. (2015). An Investigation of the Effect of Geographical Location of Schools to the Students’ Academic Performance: A Case of Public Secondary Schools in Muleba District (Doctoral dissertation, The Open University of Tanzania). Kambuga, Y. (2013). The Impact of Teacher-Pupil Ratio on Teaching-Learning Process in Primary Schools: Experiences from Tanzania. International Journal of Education and Practice, 1(2), 14-25. https://doi.org/10.18488/journal.61/2013.1.2/61.2.14.25 Khan, P., & Iqbal, M. (2012). Interdisciplinary journal of contemporary research in business, 4(3), 211. Koontz, H., & Weinrich, H. (2012). Management. A Global Perspective (12th Ed.), Ed. McGraw-Hill. Lai, F., Sadoulet, E., & de Janvry, A. (2007). The Effect of School and Teacher Quality on Student Performance. Lauglo, J. (2005). Vocationalised secondary education revisited. In Vocationalisation of secondary education revisited (pp. 3-49). Springer, Dordrecht. https://doi.org/10.1007/1-4020-3034-7_1 Marsh, H. W. (1989). Effects of single-sex and coeducational schools: A response to Lee and Bryk. Mbipom, G. (2000). Educational administration and planning. Calabar: Glad Tidings Press Ltd. Meunier, M. (2008). Are Swiss secondary schools efficient? In Governance and Performance of Education Systems (pp. 187-202). Springer, Dordrecht. Nillesen, P., & Pollitt, M. (2010). Using regulatory benchmarking techniques to set company performance targets: the case of US electricity. Competition and Regulation in Network Industries, 11(1), 50-84. https://doi.org/10.1177/178359171001100103 O’Brien, E. M., & Dervarics, C. (2010). Charter schools: Finding out the facts. Center for Public Education. Odufowokan, B. A. (2011). School Plant Planning as a Correlate of Student’s Academic Performance in South West Nigeria Secondary Schools. International Journal of Business Administration, 2(2), 41-47. Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. https://doi.org/10.1111/j.1468-0262.2005.00584.x Rundell, M. (2007). Macmillan english dictionary for advanced learners. Oxford: A & C Black Publishers Ltd. Simar, L., & Wilson, P. W. (2007). Estimation and inference in two-stage, semi-parametric models of production processes. Journal of econometrics, 136(1), 31-64. https://doi.org/10.1016/j.jeconom.2005.07.009 Soteriou, A. C., Karahanna, E., Papanastasiou, C., & Diakourakis, M. S. (1998). Using DEA to evaluate the efficiency of secondary schools: the case of Cyprus. International Journal of Educational Management, 12(2), 65-73. https://doi.org/10.1108/09513549810204441 Webster, B. J., & Fisher, D. L. (2000). Accounting for variation in science and mathematics achievement: A multilevel analysis of Australian data Third International Mathematics and Science Study (TIMSS). School Effectiveness and School Improvement, 11(3), 339-360. https://doi.org/10.1076/0924-3453(200009)11:3;1-G;FT339 Wolszczak, J. (2014). An evaluation and explanation of (in) efficiency in higher education institutions in Europe and the US with the application of two-stage semi-parametric DEA. Wolszczak-Derlacz, J., & Parteka, A. (2011). Efficiency of European public higher education institutions: a two-stage multicountry approach. Scientometrics, 89(3), 887. https://doi.org/10.1007/s11192-011-0484-9 Xu, H., & Liu, F. (2017). Measuring the efficiency of education and technology via DEA approach: Implications on national development. Social Sciences, 6(4), 136. https://doi.org/10.3390/socsci6040136 Zhang, L., & Manon, J. (2000). Gender and Achievement--Understanding Gender Differences and Similarities in Mathematics Assessment. |
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Application of Peer Tutor Learning Methods to Improve Student Physics Learning Activities in Primagama Wonogiri Tutoring InstitutionsLuki Agustianto, Soeparmi, & Nonoh Siti Aminah
pp. 881-888 | Article Number: ijese.2018.077
Abstract This study aims to improve student learning activities in Primagama Wonogiri tutoring institutions through peer tutoring learning methods. This research is a Class Action Research with Kurt Lewin model. Data were obtained through observation sheets, activity questionnaires, and interviews. Based on the results of the study, it can be concluded that: The application of Peer Tutor method can increase students’ physics learning activities. From the four aspects of learning activities that are the focus of the research, the following results are obtained: (a) Visual Activities can reach 96.29% in cycle II with research targets on this aspect of 80%, (b) Oral Activities can reach 42.77% in cycle II with a research target in this aspect of 40%, (c) Listening activities can reach 81.47% in cycle II with research targets on this aspect of 70%, (d) Writing Activities can reach 77.77% in cycle II with research targets on this aspect of 70%. Keywords: peer tutor, classroom action research, learning activity References Alonso, M., & Finn, E. J. (1980). Dasar-dasar Fisika Universitas. Jakarta: Erlangga Dimyati & Moedjiono. (2002). Belajar dan Pembelajaran. Jakarta: Rineka Cipta. Gerthsen, C. (1996). Fisika: Listrik Magnet dan Optik. Jakarta: Pusat Pengembangan Bahasa. Hamalik, O. (2001). Proses Belajar Mengajar. Jakarta: Bumi Aksara. Hamalik, O. (2003). Kurikum dan Pembelajaran. Jakarta: Bumi Aksara. Hanafiah, N., & Cucu, S. (2010). Konsep Strategi Pembelajaran. Bandung: Refika Aditama. Moleong, J. L. (2007). Metode Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. Muntasir, M. S. (1985). Pengajaran Terpogram. Yogyakarta: Karya Anda. Nonoh, S. A. (2012). Dasar-dasar Penelitian Pembelajaran dan Penelitian Tindakan Kelas (PTK) pada Pembelajaran Fisika. Surakarta: UNS Press. Nurihsan, A. J., & Yusuf, S. (2010). Landasan Bimbingan dan Konseling. Bandung: Remaja Rosdakarya. Partanto, P., & Al Barry, D. (1994). Kamus Ilmiah Populer. Surabaya: Arkola. Prayitno. (2004). Layanan Bimbingan Kelompok dan Konseling Kelompok. Universitas Negeri Padang. Prokhorov, A. O., Chernov, A. V., & Yusupov, M. G. (2016). The Relationships of Mental States and Intellectual Processes in the Learning Activities of Students. International Journal of Environmental & Science Education, 10, 1031-1037. Sanjaya, W. (2010). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana Santrock, J. W. (2004). Life-Span Development (9th Ed.). Boston: McGraw-Hill Companies. Steinberg, Laurance. Adolescence. New York: Mc. Graw-Hill, Inc. American Journal of Nursing Book of the Year Award in Consumer Health (Authoritative Guicle). Retrieved on September 23, 2018 from https://journal.-education-link-letd-relative-mcdens13./2013/03/26/org-paper-information-pengertian-teman-sebaya/ Sardiman, A. M. (2007). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada Siddiq, M. D., Munawaroh, I., & Sungkono. (2008). Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional. Slameto. (2003). Belajar dan Faktor-faktor Yang Mempengaruhinya. Jakarta: Rineka Cipta Sugiyono. (2010). Metode Penelitian Pendidikan (Pendekatan Kuantitaif, Kualitatif, dan R&D). Bandung: Alfabeta. Suherman, E., et al. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung: UPI Syaiful, S. (2005). Konsep dan Makna Pembelaran. Bandung: Alfabeta. Tipler, P. (1991). Fisika Untuk Sains dan Teknik, Edisi Ketiga Jilid 1. Jakarta: Erlangga. Winkel. (1996). Psikologi Pengajaran. Jakarta: Grasindo. Wolfensberger, B., & Canella, C. (2015). Cooperative Learning about Nature of Science with a Case from the History of Science. International Journal of Environtmental & Science Education, 10, 865-889. |
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Investigating the Use of Formative Assessment among Male Saudi Arabian High School Science TeachersKhalid Kariri, William W. Cobern, & Amy Bentz
pp. 889-901 | Article Number: ijese.2018.078
Abstract Formative assessment is a key pedagogical tool that allows teachers to make instructional assessments in real time for the improvement of student learning. It gives students the opportunity to provide evidence of their learning. Saudi science teachers rely mostly on end-of-unit summative assessment and not formative assessment, and the literature contains little research about Saudi teachers’ use of formative assessment in science classrooms. Seeking to address this absence in the literature and using a convenience sample of male Saudi high school science teacher interviewees, this study investigated male Saudi Arabian high school science teachers’ understanding of formative assessment, their attitudes toward the practice, and how they utilize formative assessment in their classrooms, if at all. The results showed that male Saudi Arabian teachers had little practice implementing the concept of formative assessment because they felt great pressure to use government-directed curriculum in their very large classrooms while negotiating time and content constraints. Beyond pedagogical and classroom constraints, the power and control structure of the Saudi education system offered additional interaction dimensions that teachers had to navigate as they sought to understand and address their students’ learning needs. Keywords: formative assessment, utilize formative assessment, attitudes toward formative assessment References Abell, S., & Lederman, N. (Eds.) (2007). Handbook of Research on Science Education. Lawrence Erlbaum Associates, Publishers: Mahwah, NJ. Adey, P., & Shayer, M. (1990). Accelerating the development of formal thinking in middle and high school students. Journal of Research in Science Teaching, 27(3), 267-285. https://doi.org/10.1002/tea.3660270309 Al Alhareth, Y., & Al Dighrir, I. (2014). The assessment process of pupils’ learning in Saudi Education system: A literature review. American Journal of Educational Research, 2(10), 883-891. https://doi.org/10.12691/education-2-10-6 Al-Sadaawi, A. S. (2007). An investigation of performance-based assessment in science in Saudi primary schools (Doctoral dissertation, Victoria University). Al-Sadan, I. A. (2000). Educational assessment in Saudi Arabian schools. Assessment in Education: Principles, Policy & Practice, 7(1), 143-155. https://doi.org/10.1080/713613320 Al-Wassia, R., Hamed, O., Al-Wassia, H., Alafari, R., & Jamjoom, R. (2015). Cultural challenges to implementation of formative assessment in Saudi Arabia: An exploratory study, Medical Teacher, 37(sup 1), 9-19. Banilower, E., K. Cohen, Pasley, J., & Weiss, I. (2008). Effective science instruction: What does research tell us? Portsmouth, NH: RMC Research Corporation, Center on Instruction. Bell, B. & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 536-553. https://doi.org/10.1002/sce.1022 Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31. https://doi.org/10.1007/s11092-008-9068-5 Black, P. J., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. London: Open University Press. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102 Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21. https://doi.org/10.1177/003172170408600105 Bramwell-Lalor, S., & Rainford, M. (2016). Advanced level biology teachers’ attitudes towards assessment and their engagement in assessment for learning. European Journal of Science and Mathematics Education, 4(3), 380-396. Broadfoot, P. M., Daugherty, R., Gardner, J., Gipps, C. V., Harlen, W., James, M., & Stobart, G. (1999). Assessment for learning: Beyond the black box. Cambridge, UK: University of Cambridge School of Education. Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6. https://doi.org/10.1080/00098650903267784 Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136. https://doi.org/10.1002/tea.20440 Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge. https://doi.org/10.4324/9780203181522 Nilsson, P. (2013). What do we know and where do we go? Formative assessment in developing student teachers’ professional learning of teaching science. Teachers and Teaching, 19(2), 188-201. https://doi.org/10.1080/13540602.2013.741838 Popham, W. J. (2011). Transformative Assessment in Action. Alexandria, VA: ASCD. Qassim, J. A. S. (2008). Teachers’ perceptions of current assessment practices in public secondary schools in the state of Qatar (Doctoral dissertation, University of Hull). Stiggins, R. (2006). Assessment for learning: A key to motivation and achievement. Edge, 2(2), 3-20. Theall, M., & Franklin, J. L. (2010). Assessing teaching practices and effectiveness for formative purposes. A Guide to Faculty Development, 2, 151-168. Wiliam, D, (2010). An integrative summary of the research literature and implications for a new theory of formative assessment. In: Andrade. H. L. and Cizek, G. J., eds. Handbook of Formative Assessment (pp. 18-40). New York: Routledge. Wiliam, D. (2014, April). Formative assessment and contingency in the regulation of learning processes. In annual meeting of the American Educational Research Association, Philadelphia, PA. |
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The Effect of Globally Collaborative Project Based Learning on Secondary Students’ Achievement in Advanced Placement Environmental ScienceShannon W. Sahabi, Rebecca Hite, & Carol Anne Cao
pp. 903-921 | Article Number: ijese.2018.079
Abstract Prior research suggests skill-based and social benefits for American K-12 students who engage in project-based learning (PBL) and global collaboration projects (GCPs) in the classroom. Yet, little is known how both PBL and GCP combined may improve student achievement, especially in the sciences. This quasi-experimental, explanatory sequential mixed-methods study examined the impact of students’ participation in a Global Collaboration PBL (GCPBL) in Advanced Placement Environmental Science (APES) on student achievement. Using a nonequivalent, two-group, pre-test and post-test design, purposefully selected APES classes used a common 3-month PBL (intervention) on global food supply and world hunger environmental science content based upon the APES standards. PBL assessment included a pretest and posttest and a group poster to convey information learned on the APES topic. Treatment classrooms participated in a GCPBL with classrooms in Mexico, whereas control classrooms engaged in the same PBL, but without any globally collaboration. While no significant differences in achievement were evidenced by pre- and post-test scores and PBL products (posters) between control (PBL) and treatment (GCPBL) classrooms, all students scored significantly higher on the post-test than pre-test, and control classrooms had slightly larger gains. Findings suggest further considerations are warranted about the potential of GCPBL in environmental science learning. Keywords: academic achievement, advanced placement, environmental science, global collaborations, project based learning 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 Environmental Education, 23(3), 213-227. https://doi.org/10.1080/10382046.2014.927167 Arcury, T. A. (1990). Environmental attitude and environmental knowledge. Human Organization, 49, 300-304. https://doi.org/10.17730/humo.49.4.y6135676n433r880 Armstrong, J. B., & Impara, J. C. (1991). The Impact of an environmental education program on knowledge and attitude. The Journal of Environmental Education, 22(4), 36-40. https://doi.org/10.1080/00958964.1991.9943060 Atwater, M. M. (1996). Social constructivism: infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33(8), 821-837. https://doi.org/10.1002/(SICI)1098-2736(199610)33:8<821::AID-TEA1>3.0.CO;2-Y Balistreri, S., Di Giacomo, F. T., Ptak, T., & Noisette, I. (2012). Global education: Connections, concepts and careers. Retrieved from New York: http://research.collegeboard.org/sites/default/files/publications/2012/ Bandura, A. (1977). Social learning theory. New York: General Learning Press. Barraza, L., & Walford, R. (2002). Environmental education: A comparison between English and Mexican school children. . Environmental Education Research, 8(2), 171-186. https://doi.org/10.1080/13504620220128239 Bickmore, K. (2009). Global education to build peace. In T. F. Kirkwood-Tucker (Ed.), Visions in global education: The globalization of curriculum and pedagogy in teacher education and schools: Perspectives from Canada, Russia, and the United States. New York: Peter Lang Publishing, Inc. Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149-164. https://doi.org/10.1207/S15326985EP3503_2 Boix Mancilla, V., & Gardner, H. (2007). From teaching globalization to nurturing global consciousness. In M. Suarez-Orozco (Ed.), Learning in the global era: International perspectives on globalization and education. Berkeley: University of California Press. Boss, S. (2011). Project-based learning: A short history. Retrieved from https://www.edutopia.org/project-based-learning-history Boss, S. (2013). PBL for 21st century success (J. Larmer Ed.). Novato, California: Buck Institute for Education. Bradley, J. C., Waliczek, T. M., & Zajicek, M. (1999). Relationship between environmental knowledge and environmental attitude of high school students. The Journal of Environmental Education, 30(3), 17-21. https://doi.org/10.1080/00958969909601873 Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(5), 1118-1133. https://doi.org/10.1037/a0019902 Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. 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Dina, The Mother of Kyui: Women in Kazakh Musical TraditionAitolkyn Toktagan, & Raushan Maldybaeva
pp. 923-933 | Article Number: ijese.2018.080
Abstract This article analyzes the place of women in traditional Kazakh musical culture, focusing on the life and creative work of Dina Nurpeisova (1861–1955). Dina was a distinguished dombra[i] player, a pupil of the renowned kyushi[ii] Qurmanghazy, and a great kyuishi in her own right. The article reexamines Dina’s life in light of archival records that only became available after Kazakhstan became independent. From the 1930s through the 1990s, Soviet media decried the oppressed status of women in pre-revolutionary Kazakhstan. It maintained that the women of the “savage” Kazakh nation, which lacked both a government and a culture of its own, achieved happiness only after the formation of the USSR. Print media focused particularly on the figure of renowned kyuishi Dina Nurpeisova (1861-1955), casting her as a Kazakh woman liberated thanks to Soviet rule. This vision of Dina has since been cast aside, but this mistaken opinion of women’s position in pre-revolutionary Kazakh culture has become the norm. As a result, Dina is treated as a unique phenomenon in Kazakh musical culture. Yet although she undeniably had exceptional gifts (people even call her “the mother of kyui,” analogous to calling Qurmanghazy “the father of kyui”), Dina was not the only woman to achieve public recognition in traditional Kazakh culture. Female kyuishi were common, and women enjoyed a very high status in traditional society, as evident in the sheer number of names of outstanding female singers, poets, akyns, kyuishi, and warriors that have been preserved to this day. At the same time, Dina Nurpeisova occupies a special place among these eminent Kazakh women. This study aims to free Dina’s biography from obsolete and false interpretations, and to present her artistic path based on more accurate data. [i] Dombra is a two-string lute, a traditional Kazakh instrument. [ii] Kyui is an instrumental musical genre. Kyuishi is the musician performing and creating kyuis. Keywords: dombra, Kazakhstan, folklore, traditional music References Abulgaziev, A. (2016, Sep 9). Along the 20-year-long creative path”/ “Kaspi’s Dawn” (written down by Zaitseva M.), Retrieved from http://www.youblisher.com/p/1524415 Akhmedyarov, K. (2002). The chosen kyuishi, kyuishi Kali (p.186). Baktygalieva, D. (2008). The language of the traditional music in the contemporary space: Materials from an international scientific conference (p.190), Almaty. Bisenova, G. (2004). The miracle talent. Dina kyuishi (p.276), Almaty. Esenuly, A., & Eleusizkyzy, G. (1997). The caravan of kyuis (p.160), Almaty: Olke. Isakhan, M. (03/03/2011). Qazaqtyn alimsaktan bergi aiel zhaily tusinigi. Retrieved from https://abai.kz/post/7442 Madigozhin, D. (2018). The end of family? Retrieved from http://menalmanah.narod.ru/rnet/endfamily.html Merghaliev, T. (1972). Dombyra sazy (p.316), Almaty: Ghylym. Nabiev, E. (2018). Dombyra – qazaqtyn tarihyn zhazyp shyqqan aspap. Retrieved from https://pdf.egemen.kz/pdfs/2018/06/19062018.pdf Naurzbaeva, Z. (2017). Dina: the gold sets at the bottom of the patience cup (p.592), Almaty: Aspandau. Qalimova, T. (2017). Qazaqtyn qytqarghan qumarshyq. Retrieved on April 7, 2017 from https://aikyn.kz/2017/04/07/9436.html Qapashev, L. (2001). Dina and Seitek. Biyl kyui oneri qos duldulinin tughanyna 150 zhyl. Retrieved from https://abai.kz/post/9336 Qapashev, L. (2012). Dana da dara Dina/ Dina kyuishi (p.336), a collection edited by Anes G. Almaty: Arys Qazhymuly, Q. (2006). Descendants of kyuishi Dina: Who are they? Egemen Qazaqstan newspaper: March 29, №63/66. Qydyrbeqqyzy, B. (n.d.). Shanaqtan kyui bolyn togilgen tarih (p.128), Almaty: Arys Sarybaev, B. (1963). Dina turaly zhanga derek. Kommunistik engbek. Seidimbek, A. (2002). Qazaqtyn kyui oneri (p.832), Astana: Kultegin. Shamghonov, A. (2015). Dina Nurpeisovanyn tegi turaly ne bilemiz? Qazaq uni. Retrieved from https://qazaquni.kz/2015/05/05/35868.html Tyulepbergenova, A. (1977). I will gift you a melody. The road to communism, April 9. Ysmaghulov, M. (1983). Angime kyui oneri zhoninde. Qazaq adebieti, February 11. Zhubanov, A. (1975). Strings of the centuries (p.400), Almaty: Zhazushi. Zhurynbaikyzy, B. (2012). Qairan shehem/ Dina kyuishi (p.336), a collection edited by Anes G. Almaty: Arys. |
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