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1 |
Teacher Candidates’ Behaviors towards Environment and Some Factors Affecting ThemMuhammet Avaroğulları, & Hülya Ayılmazdır
pp. 127-138 | Article Number: ijese.2019.011
Abstract The purpose of this study is to depict the behaviors of teacher candidates with regard to the environment and to determine how gender, grade level, department and the place within they grew affect these behaviors. The study was carried out with the participation of 457 teacher candidates. Only fist and fourth grade teacher candidates were participated in the study. The participants were from departments of social studies education, pre-school education, science education, Turkish education, mathematics education and primary school teaching education in a state university in Southern Turkey. The data were collected in the spring of 2017-2018 with the ‘Environmental Behavior Scale’ developed by Goldman, Yavetz and Pe’er and adapted to Turkish by Timur and Yilmaz (2013). The results indicate that gender is an effective factor on environmental behaviors. The environmental behaviors of female teacher candidates are significantly positive than those of male prospective students. The increase of class level positively affects the environmental behaviors as well. Finally, the teacher candidates from pre-school education department demonstrated significantly positive behaviors in at least one dimension of the scale used in this study. It has also come out that the size of the settlement area does not create significant difference on the environmental behaviors of teacher candidates. Keywords: teacher candidates, social studies, environmental behavior, environmental literacy References Açıkgöz, E., & Arcak, S. (2012), Ekoloji ve Çevre Bilgisi, Eskişehir: Anadolu Üniversitesi Açıköğretim Fakültesi Yayını, 1349. Akdur, R. (2005). Avrupa Birliği ve Türkiye’de Çevre Koruma Politikaları “Türkiye’nin Avrupa Birliğine Uyumu”, Ankara: Ankara Üniversitesi Avrupa Topluluğu Araştırma Ve Uygulama Merkezi Araştırma Dizisi, 23. Akman, Y., Düzenli, A., & Geven, F. (1996). Çevre Kirliliği ve Ekolojik Etkileri, Ankara. Aksoy, B., & Karatekin, K. (2012). Sosyal Bilgiler Öğretmen Adaylarının Çevre Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi, International Periodical for the Languages, Literature and History of Turkish or Turkie, 7(1), 1423–1438. Aksu, C. (2011). Sürdürülebilir Çevre ve Kalkınma, Denizli: Güney Ege Kalkınma Ajansı. Alagöz, B. (2007, September 10-15). Çevre Sorunları, Teknoloji ve Değişen Öncelikler. Paper presented at 38th Uluslararası Asya Ve Kuzey Afrika Çalışmaları Kongresi (ICANAS), Ankara, 43-52. Altunok, A. E. (2013). Sürdürülebilir kalkınma’nın sürdürülemezliği, Denetişim, (12), 39-44. Aras, O. N. (2001) Çevre Kirliliğinin Makro-Ekonomik Analizi ve Yönetimi. Paper presented at İnsan ve Felaketler Uluslararası Konferansı, Baku, 392-400. Avaroğulları, M. (2016). An Investigation about democratic participation of social studies teachers and teacher candidates. Uluslarası Sosyal Arastırmalar Dergisi, 9(43), 1377-1388. https://doi.org/10.17719/jisr.20164317708 Ayvaz, Z. (1996) Çevre Eğitimine Giriş. Ekoloji ve Çevre Dergisi, 6(21), 5-6. Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1986). Social Foundations Of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. Baykal, H., & Baykal, T. (2008). Küreselleşen Dünya’da Çevre Sorunları. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 1-17. Beckerman, W. (1992). Economic growth and the environment: whose growth? whose environment? World Development, (4), 481. https://doi.org/10.1016/0305-750X(92)90038-W Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness-of-fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-600. https://doi.org/10.1037/0033-2909.88.3.588 Boubonari, T., Markos, A., & Kevrekidis, T. (2013). Greek Pre-Service Teachers’ Knowledge, Attitudes, and Environmental Behavior Toward Marine Pollution. Journal of Environmental Education, 44(4), 232–251. https://doi.org/10.1080/00958964.2013.785381 Brundtland, G. (1987). Our common future [‘The Brundtland report’]. Retrieved on 18 March 2019 from http://www.un-documents.net/our-common-future.pdf Byrne, B. M., & Campbell, T. L. (1999). Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure: alook beneath the surface. Journal of Cross-Cultural Psychology, 30, 555-574. https://doi.org/10.1177/0022022199030005001 Çabuk, B., & Karacaoğlu, C. (2003) Üniversite Öğrencilerinin Çevre Duyarlılıklarının İncelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36(2) 189-198. Durmaz, A., & Kiriş Avaroğulları, A. (2016). Sosyal bilgiler derslerinde etkinlik uygulamalarının öğrenci motivasyonuna etkisi. Turkish studies, 11(3), 995-1010. https://doi.org/10.7827/TurkishStudies.9409 Ek, N. H., Kılıç, N., Öğdüm, P., Düzgün, G., & Şeker, S. (2009). Adnan Menderes Üniversitesi’nin Farklı Akademik Alanlarında Öğrenim Gören İlk ve Son Sınıf Öğrencilerinin Çevre Sorunlarına Yönelik Tutumları ve Duyarlılıkları. Kastamonu Eğitim Dergisi, 17(1), 125-136. Erten, S. (2006). Çevre Eğitimi ve Çevre Bilinci Nedir, Çevre Eğitimi Nasıl Olmalıdır? Çevre ve İnsan Dergisi, 65/66, 2006/25. Esa, N. (2010). Environmental knowledge, attitude and practices of student teachers. International Research in Geographical and Environmental Education, 19, 39–50. https://doi.org/10.1080/10382040903545534 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York, N.Y.: McGraw Hill. George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson. Goldman, D., Yavetz, B., & Pe’er S. (2006). Environmental literacy in teacher training in Israel: Environmental behavior of new students. Journal of Environmental Education, 38(1), 3–22. https://doi.org/10.3200/JOEE.38.1.3-22 Güneş, G. (2013). Toplumsal Cinsiyet ve Çevre. In G. Aras, L, Gültekin, G. Güneş, C. Ertung, & A. Şimşek (Eds), Toplumsal Cinsiyet ve Yansımaları (pp. 17 – 46) İstanbul: Atılım Üniversitesi. Gwartney, J. D., Lawson, R. A., & Holcombe, R. G. (1999). Economic Freedom and the Environment for Economic Growth. Journal of Institutional and Theoretical Economics (JITE) / Zeitschrift Für Die Gesamte Staatswissenschaft, (4), 643. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.40752161&lang=tr&site=eds-live Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60. Hsu, S. J. (2004). The effects of an environmental education program on responsible environmental behavior and associated environmental literacy variables in Taiwanese college students. Journal of Environmental Education, 35(2), 37–48. https://doi.org/10.3200/JOEE.35.2.37-48 Hsu, S. J., & Roth, R. (1998). An assessment of environmental literacy and analysis of predictors of responsible environmental behavior held by secondary teachers in the Hualien area of Taiwan. Environmental Education Research, 4, 229–249. https://doi.org/10.1080/1350462980040301 Hungerford, H. R., & Peyton, R. B. (1980). A paradigm for citizen responsibility: Environmental action. In A. B. Sacks, L. L. Burris-Bammel, C. B. Davis, & L. A. Iozzi (Eds.), Current issues VI: The yearbook of environmental education and environmental studies (pp. 146–154). Columbus, OH: ERIC Clearinghouse for Science, Mathematics and Environmental Education. Kahyaoğlu, M., Daban, Ş., & Yangın, S. (2008) İlköğretim Öğretmen Adaylarının Çevreye Yönelik Tutumları, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (11), 42-52. Kaplan, A. (1999). Küresel Çevre Sorunları ve Politikaları. Ankara: Mülkiyeliler Birliği Vakfı Yayınları Tezler Dizisi, 3. Karasar, N. (2012). Bilimsel Araştırma Yöntemi: Kavramlar, İlkeler, Teknikler. Ankara: Nobel Akademik Yayıncılık. Karasar, N. (2014). Bilimsel Araştırma Yöntemi (26th Edition), Ankara: Nobel. Kayalı, H. (2018). Din Kültürü ve Ahlak Bilgisi Öğretmen Adaylarının Çevre Okuryazarlığı Üzerine Bir Araştırma. Marmara Coğrafya Dergisi, (37), 63-69. https://doi.org/10.14781/mcd.386113 Kayalı, H., (2010) Sosyal Bilgiler, Türkçe ve Sınıf Öğretmenliği Öğretmen Adaylarının Çevre Sorunlarına Yönelik Tutumları, Marmara Coğrafya Dergisi, (21), 258-268. Kılıç, S. (2006). Modern Topluma Ekolojik Bir Yaklaşım. Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(12), 108-127. Koç, H., & Karatekin, K. (2013). Coğrafya Öğretmen Adaylarının Çevre Okuryazarlık Düzeylerinin Çeşitli Değişkenler Açısından İncelenmesi. Marmara Coğrafya Dergisi, (28), 139-174. Liarakou, G., Gavrilakis, C., & Flouri, E. (2009). Secondary school teachers, knowledge and attitudes towards renewable energy sources. Journal of Science Education and Technology, 18, 120–129. https://doi.org/10.1007/s10956-008-9137-z Miller, N. E., & Dollard, J. (1941). Social Learning and Imitation. New Haven, CT: Yale University Press. Özdemir, O. (2007). Yeni Bir Çevre Eğitimi Perspektifi: “Sürdürülebilir Gelişme Amaçlı Eğitim”. Eğitim ve Bilim Dergisi, 32(145), 23-39. Pe’er, S., Goldman, D., & Yavetz, B. (2007). Environmental literacy in teacher training: Attitudes, knowledge and environmental behavior of beginning students. Journal of Environmental Education, 39(1), 45–59. https://doi.org/10.3200/JOEE.39.1.45-59 Rodríguez-Campos, L. & Bombly, S. M. (2009). Teaching by example in collaborative evaluations. International Journal of Learning, 16(11), 453-464. https://doi.org/10.18848/1447-9494/CGP/v16i11/46695 Sargın S., Baltacı F., Katipoğlu M., Erdik C., Arbatlı M., Karaardıç H., Yumuşak A., & Büyükcengiz M. (2016) Öğretmen Adaylarının Çevreye Karşı Bilgi, Davranış Ve Tutum Düzeylerinin Araştırılması. M. EducationSciences (NWSAES), 11(1), 1-22. https://doi.org/10.12739/NWSA.2016.11.1.1C0650 Sia, A. P., Hungerford, H. R., & Tomera, A. N. (1986). Selected predictors of responsible environmental behavior: An analysis. Journal of Environmental Education, 17(2), 31–40. https://doi.org/10.1080/00958964.1986.9941408 Spiropoulou, D., Antonakaki, T., Kontaxakaki, S., & Bouras, S. (2007). Primary teachers’ literacy and attitudes on education for sustainable development. Journal of Science Education and Technology, 16, 443–450. https://doi.org/10.1007/s10956-007-9061-7 Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898. https://doi.org/10.1016/j.paid.2006.09.017 Stern, D., Common, M., & Barbier, E. (1996). Economic growth and environmental degradation: The environmental kuznets curve and sustainable development. World Development, 24(7), 1151–1160. https://doi.org/10.1016/0305-750X(96)00032-0 Stir, J. (2006). Restructuring teacher education for sustainability: Student involvement through a strengths model. Journal of Cleaner Production, 14, 830–836. https://doi.org/10.1016/j.jclepro.2005.11.051 Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar. Türk Psikoloji Yazıları, 3(6), 49-74. Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve LISREL Uygulamaları. Ankara: Ekinox. Tabachnick, B. G., & Fidell, L. S. (2013) Using multivariate statistics (6th ed.), Boston: Pearson. Teksöz, G., Şahin, E., & Ertepınar, H. (2010). Öğretmen Adayları Ve Sürdürülebilir Bir Gelecek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 307-320. Timur, S., Yılmaz, Ş., & Timur, B. (2013). İlköğretim Öğretmen Adaylarının Çevreye Yönelik Tutumlarının Belirlenmesi ve Farklı Değişkenlere Göre İncelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(2), 191-203. Velasquez, H. R. (2011). Pollution Control: Management, Technology and Regulations. New York: Nova Science Publishers, Inc. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=400790&lang=tr&site=eds-live Vurgun, A. (2017). II Abdülhamit döneminde ahlak eğitimi. İstanbul: Yeditepe Zara, A., & Özdemir, B. (2013) Cinsiyet Rolleri. In Ş. Yüksel, L. Gülseren & A. D. Başterzi, (Eds). Kadınların yaşamı ve kadın ruh sağlığı (pp. 3-12) Ankara: Türk Psikiyatri Derneği Yayınları. |
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Assessing the Validity and Reliability of the Future Thinking Test using Rasch Measurement ModelNyet Moi Siew, & Mohammad Syafiq Abd Rahman
pp. 139-149 | Article Number: ijese.2019.012
Abstract This research aimed to assess the validity and reliability of a developed Future Thinking Test (FTT) using the Rasch measurement model. The FTT consisted of 12 items concerning knowledge of physical science which were scored using Rating Scale Model. Items were developed based on the five future thinking constructs: i) Understanding the current situation; ii) Identifying trends; iii) Analyzing relevant drivers; iv) Developing scenarios of possible and probable futures, and v) Selecting with justification the preferable futures. Rasch analyses were conducted on data from a sample of 66 tenth graders (36 females and 30 males, aged 16 years old) from two rural secondary schools in the Tawau district, Sabah, Malaysia. Overall, the FTT was found to have good reliability with a Cronbach’s alpha value (KR-20) of 0.69. Results also showed that FTT has an excellent item reliability and moderate high item separation value of 0.97 and 5.92 respectively. FTT also has a sufficient good person reliability and person separation value of 0.67 and 1.41 respectively. The sub-constructs are individually unidimensional and the future thinking with five sub-constructs are also unidimensional. Meanwhile, the validity of the FTT instrument was appropriately established through the item fit, except for one item. Results showed that 11 items were appropriate while one item needed to be discarded to increase the validity and reliability of FTT. This research indicates that FTT has an acceptable validity and reliability for measuring the five constructs of future thinking among tenth graders in rural secondary schools. Keywords: futures thinking test, Rasch measurement model, tenth graders References Addis, D. R., Hach, S., & Tippett, L. J. (2016). Do strategic processes contribute to the specificity of future. Simulation in depression? British Journal of Clinical Psychology, 55(2), 167-186. https://doi.org/10.1111/bjc.12103 Amara, R. (1981). The futures field: Searching for definition and boundaries. Futures, 15(2), 25-29. Bishop, P. C., & Hines, A. (2012). Teaching about the Future. New York: Palgrave Macmillan. https://doi.org/10.1057/9781137020703 Bond, T. G., & Fox, C. M. (2007). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (2nd eds.). Mahwah, NJ: LEA. Bond, T. G., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences (3rd eds.). New York: Routledge. https://doi.org/10.4324/9781315814698 Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. The Netherlands: Springer. https://doi.org/10.1007/978-94-007-6857-4 Brown, A. D., Root, J. C., Romano, T. A., Chang, L. J., Bryant, R. A., & Hirst, W. (2013). Overgeneralized autobiographicalmemory and future thinking in combat veterans with posttraumatic stress disorder. Journal of Behavior Therapy and Experimental Psychiatry, 44(1), 129-134. https://doi.org/10.1016/j.jbtep.2011.11.004 Carter, A. G., Creedy, D. K., & Sidebotham, M. (2015). Evaluation of tools used to measure critical thinking development in nursing and midwifery undergraduate students: A systematic review. Nurse Education Today, 35(7), 864–874. https://doi.org/10.1016/j.nedt.2015.02.023 Cole, S. N., Morrison, C. M., & Conway, M. A. (2013). Episodic future thinking: Linking neuropsychological performance with episodic detail in young and old adults. Quarterly Journal of Experimental Psychology, 66(9), 1687–1706. https://doi.org/10.1080/17470218.2012.758157 Cooper, D., R., & Schindler, P., S. (2011). Bussines research methods. (11th eds.). New York: McGraw-Hill/Irwin. Creswell, J., W. (2014). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th eds). USA: Pearson Education Limited. D’Argembeau, A., Ortoleva, C., Jumentier, S., & Van Der Linden, M. (2010). Component processes underlying future thinking. Memory and Cognition, 38(6), 809–819. https://doi.org/10.3758/MC.38.6.809 Furtunoto, V.J., & Furey, J.T. (2011). The theory of MindTime: The relationships between Future, Past and Present thinking and psychological well-being and distress. Personality and individual Differences, 50(1), 20-24. https://doi.org/10.1016/j.paid.2010.08.014 Gracia, S. (2005). Analyzing CSR Implementation with the Rasch Model” (2005). Faculty Publications. 271. Retrieved from https://digitalcommons.ric.edu/facultypublications/271 Haapala, A. (2002). Mitä on tulevaisuuskasvatus (What is Future Education?). In A. Haapala (Eds.), Tulevaisuuskasvatus (The Future of Education) (pp. 125-140). Jyväskylä: PS-kustannus. Ho, H. C., Wang, C. C., & Cheng, Y. Y. (2013). Analysis of the scientific imagination process. Thinking Skills and Creativity, 10, 68-78. https://doi.org/10.1016/j.tsc.2013.04.003 Jailani, K. M. (2011). Manual Pengenalan Pengukuran Rasch and Winstep. Pengukuran dan Penilaian dalam Pendidikan (Introduction of Rasch and Winstep Measurement Introduction. Measurement and Evaluation in Education). Fakulti Pendidikan Universiti Kebangsaan Malaysia. Jones, A., Buntting, C., Hipkins, R., McKim, A., Conner, L., & Saunders, K. (2012). Developing students’ futures thinking in science education. Research in Science Education, 42(4), 687–708. https://doi.org/10.1007/s11165-011-9214-9 Jusoh, M. S., Amlus, M., H., Osman, A., & Abidin, R. (2014). Development and Validation of a Multidimensional Measure: Manufacturing Practices, Knowledge Transfer and Manufacturing Capabilities in Malaysian Manufacturing Companies. Australian Journal of Basic and Applied Sciences, 8(12), 25-29. Khamis, M. R., & Che Yahya, N. (2015). Does Law Enforcement Influence Compliance Behaviour of Business Zakat among SMEs? An Evidence via Rasch Measurement Model. GJAT, 5(1), 19-32. https://doi.org/10.7187/GJAT752015.05.01 Klooster, P. M., Taal., E., & Laar, M. A. F. J. (2008). Rasch Analysis of the Dutch Health Assessment Questionnaire Disability Index and the Health Assessment Questionnaire II in Patients with Rheumatoid Arthritis. Arthritis & Rheumatism (Arthritis Care & Research), 59(12), 1721–1728. https://doi.org/10.1002/art.24065 Krishnan, S., & Idris, N. (2014). Investigating Reliability and Validity for the Construct of Inferential Statistics. International Journal of Learning, Teaching and Educational Research, 4(1), 51-60. Linacre JM. 2009. A user’s guide to FACETS Rasch-model computer programs, program manual 3.65.0. Chicago, IL: Winsteps.com. Maccallum, F., & Bryant, R. A. (2011). Imagining the future in complicated grief. Depression and Anxiety, 28(8), 658-665. https://doi.org/10.1002/da.20866 Martin-Ordas, G., Atance, C. M., Caza, J. S. (2014). How do episodic and semantic memory contribute to episodic foresight in young children? Frontiers in Psychology, 5(732), 1-11. https://doi.org/10.3389/fpsyg.2014.00732 Md Yunos, J., Ibrahim Mukhtar, M., Alias, M., Lee, M. F., Tee, T.K., Rubani, S.N.K., Hamid, H., Yunus, F.A.N., Sulaiman, J., & Sumarwati, S. (2017). Validity of Vocational Pedagogy Constructs Using The Rasch Measurement Model. Journal of Technical Education and Training, 9(2), 35-45. Noblet, C. L., Anderson, M. W., & Teisl, M. F. (2015). Thinking past, thinking future: An empirical test of the effects of retrospective assessment on future preferences. Ecological Economics, 114, 180-187. https://doi.org/10.1016/j.ecolecon.2015.04.002 Pallant, J. (2005). SPSS Survival Manual-a Step by step Guide to Data Analysis Using SPSS fow Windows (Version 12). NWS Australian: Allen and Unwin. Raffard, S., Esposito, F., Boulenger, J. P., & Van der Linden, M. (2013). Impaired ability to imagine future pleasant events is associated with apathy in schizophrenia. Psychiatry Research, 209(3), 393-400. https://doi.org/10.1016/j.psychres.2013.04.016 Reckase, M.D. (1979). Unifactor latent trait models applied to multifactor tests: Results and implications. Journal of Educational Statistics, 4, 207-230. https://doi.org/10.2307/1164671 Sabah State Education Department (2017). Senarai Sekolah Rendah Kategori Luar Bandar Dan Pedalaman Di Negeri Sabah (List of Rural and Inland Schools in Sabah). Retrieved from http://www.ums.edu.my/upplbv2/files/SENARAI-SEKOLAH-RENDAH-KATEGORI-LUAR-BANDAR-DAN-PEDALAMAN-DI-NEGERI-SABAH.pdf Schacter, D. L., Addis, D. R., & Buckner, R. L. (2008). Episodic simulation of future events: Concepts, data and applications. Annals of the New York Academy of Sciences, 1124, 39–60. https://doi.org/10.1196/annals.1440.001 SEDIA (2011). Sabah Economic Development and Investment Authority Blueprint. Retrieved from http://www.sedia.com.my/ Sick, J. (2011). Rasch Measurement and Factor Analysis. Testing & Evaluation SIG Newsletter, 15(1), 15-17. Sumintono, B., & Widhiarso, W. (2014). Aplikasi Model Rasch untuk Penelitian Ilmu-ilmu Sosial (edisi revisi). Application of the Rasch Model for Social Sciences Research (revised edition). Cimahi: Trim Komunikata Publishing House. Szpunar, K. K. (2010). Episodic future thought. Perspectives on Psychological Science, 5(2), 142–162. https://doi.org/10.1177/1745691610362350 Tennant, A. & Pallant, J. F. (2006). Unidimensionality matters (A tale of two Smiths?). Rasch Measurement Transaction, 20 (1), 1048-1051. Warren, A., Archambault, L., & Foley, R. W. (2014). Sustainability Education Framework for Teachers: Developing sustainability literacy through futures, values, systems, and strategic thinking. Journal of Sustainability Education, 6, 1-14. Wright, B. D. (1999). Common sense for measurement. Rasch Measurement Transactions, 13(3), 704. Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago: MESA Press. |
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Storytelling: An Innovative Teaching Device to Teach ScienceK. Nisha, & N. Prema
pp. 151-154 | Article Number: ijese.2019.013
Abstract Story telling can be used as a constructive teaching device for teaching science. Constructivism means constructing knowledge by the learner on his/her own. Story telling involves construction of characters, their physical and behavioural attributes, a plot, setting etc. in short constructing a story. These stories can be made on difficult science topics. The seemingly difficult and uninteresting science topics can be made interesting through building up of stories. It develops the creative thinking abilities of the learners and makes the learning a joyous experience. This paper talks about how story-telling can be used as an innovative and effective constructivist device of teaching of science. Keywords: storytelling, constructivism, science References Glynn, S. M., & Takahashi, T. (1998). Learning from Analogy-Enhanced Science Text. Journal of Research in Science Teaching, 35. https://doi.org/10.1002/(SICI)1098-2736(199812)35:10<1129::AID-TEA5>3.0.CO;2-2 McDrury, J., & Alterio, M. (2003). Learning through Storytelling in Higher Education: Using Reflection and Experience to Improve Learning. London: Kogan Page. https://doi.org/10.4324/9780203416655 Schank, R. C., & Abelson, R. P. (1995). Knowledge and Memory: The Real Story. In R. S. Wyer, Jr. (Eds.), Advances in Social Cognition, Vol. VIII, (pp. 1-85), Hillsdale, Erlbaum, New Jersey. Tandon, T. (2011), Story-telling --- A constructivist tool in science teaching, School Science. NCERT, 49(2), 4-8. Yanowitz, K. L. (2001). The Effects of Analogies on Elementary School Students’ Learning of Scientific Concepts. School Science and Mathematics, 101, 133-142. https://doi.org/10.1111/j.1949-8594.2001.tb18016.x |
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Millennial Consumers’ Perceived Consumption Values and Purchase Intentions: Examining Effects of Made in USA and Traceability Labelling of ApparelRuoh-Nan Yan, Nancy Miller, Daniela Jankovska, & Cammile Hensley
pp. 155-168 | Article Number: ijese.2019.014
Abstract This study examines how the country of manufacturing (i.e., Made in the USA) and the availability of the traceability feature will impact consumers’ perceived consumption values and purchase intentions among Millennial consumers in the United States. This study utilized a 2 (country of manufacturing: Not Made in USA vs. Made in USA) x 2 (traceability: absent vs. present) between-subjects factorial design. Participants consisted of 307 college students who were Millennial-aged consumers with the mean age of 20.08 at the time of data collection. Findings regarding the effect of Made in USA on perceived consumption value and purchase intention showed that Made in USA jeans did not hold functional, monetary, emotional, or epistemic values, but did hold the social value. The effects of traceability were somewhat similar to those of ‘Made in USA’ in this study. 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Physicochemical and Biological Monitoring of Water Quality of Halda River, BangladeshMohammad Ayub Parvez, M. Main Uddin, Md. Kamrul Islam, & Md. Manzoorul Kibria
pp. 169-181 | Article Number: ijese.2019.015
Abstract The tidal river Halda that serves as a natural breeding ground for major Indian carps and sources of other aquatic resources is of special interest. This study was conducted to monitor the water quality using physicochemical and biological parameters of the river in three different sampling stations namely Gorduara, Sattarghat and Kalurghat. Eight physicochemical parameters of water - temperature, PH, transparency, EC, DO, TDS, SS, salinity and plankton communities were considered for monitoring water quality in three stations. All the physicochemical parameters were within the pollution standard except DO (4.5 mgL-1) at Kalurghat station. In case of biological monitoring, zooplankton populations consisting of four classes were identified where 13 zooplankton genera under these 4 classes showing the dominancy. The abundance of zooplankton was higher at Gorduara station (2042 No./ L) followed by Sattarghat (1906 No./ L) and Kalurghat (1610 No./ L) respectively. On the basis of Identifying 11 genera of algal genus, six genera were used to prepare ‘Palmer pollution index’ which identified Kalurghat station as highly polluted zone. The study also explored the correlation of physicochemical parameters and the zooplankton abundance. Keywords: biological, dissolved oxygen, Halda River, monitoring, physicochemical, zooplankton References Ahmed, K. K. U., Ahamed, S. U., Hossain, M. R. A., Ahmed, T., & Barman, S. (2003). Quantitative and qualitative assessment of plankton: some ecological aspect and water quality parameters of the river Meghna, Bangladesh. Bangladesh Fish. Res., 7(2), 131-140. Retrieved from http://aquaticcommons.org/17745/1/BJFR7.2_131.pdf Ahsan, D. A., Kabir, A. N., Rahman, M. M., Mahabub, S., Yesmin, R., Faruque, M. H., & Naser, M. N. (2012). Plankton composition, abundance and diversity in hilsa (Tenualosa ilisha) migratory rivers of Bangladesh during spawning season. 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International Journal of River Basin Management, 13, 333–342. https://doi.org/10.1080/15715124.2015.1012514 Kabir, M. H., Kibria, M. M., & Hossain, M. M. (2015b) Indirect and non-use values of Halda River-a unique natural breeding ground of Indian carps in Bangladesh. Journal of Environmental Science and Natural Resources, 6(2), 31–36. https://doi.org/10.3329/jesnr.v6i2.22092 Kabir, M. H., Kibria, M. M., Russell, I. A., & Hossain, M. M. (2014). Engineering activities and their mismanagement at Halda: a unique river for natural spawning of Major Indian carps. International Journal of Surface and Groundwater Management, 1(1), 59-66. Kazanc, N., Ekingen, P., Turkmen, G., Ertunc, O., Dugel, M., & Gultutan Y. (2010). Assessment of ecological quality of Aksu Stream (Giresun, Turkey) in Eastern Black Sea Region by using Water Framework Directive (WFD) methods based on benthic macroinvertebrates, Review of Hydrobiology, 3(2), 165-184. 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Journal of Innovation and Development Strategy, 3(3), 43–54. Mobin, M. N., Islam, M. S., Mia, M. Y., & Bakali, B. (2014). Analysis of physicochemical properties of the Turag River water, Tongi, Gazipur in Bangladesh. J. Environ. Sci. & Natural Resources, 7(1), 27-33. https://doi.org/10.3329/jesnr.v7i1.22140 Mustapha, M. K. (2008). Assessment of water quality of Oyun reservoir, Offa, Nigeria, using selected physico-chemical parameters. Turkish Journal of Fisheries and Aquatic Sciences, 8, 309-319. Retrieved from https://s3.amazonaws.com/academia.edu.documents/30576321/309_319.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1557137200&Signature=E6yxV6lJ79%2BpNcjJU8SOwtNpm7U%3D&response-content-disposition=inline%3B%20filename%3DAssessment_of_the_water_quality_of_Oyun.pdf Noel, S. D., & Rajan, M. R. (2015). Evaluation of organic pollution by Palmer’s Algal Genus Index and physico-chemical analysis of Vaigai River at Madurai, India. Natural Resources and Conservation, 3(1), 7-10. 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The Relationship of Interpersonal Intelligent and Emotional Intelligent towards Organizational Citizenship Behaviour (OCB) for all of MTs Teachers in Banjarmasin downtown South of Borneo IndonesiaMuhammad Yuliansyah, I Nyoman Sujana Degeng, Bambang Budi Wiyono, & Achmad Supriyanto
pp. 183-190 | Article Number: ijese.2019.016
Abstract This study conducted to determine (1) the Relationship of Interpersonal Intelligence and Emotional Intelligence with OCB for MTs Teachers in Banjarmasin downtown. The results showed that (1) there was a relationship between the level of Interpersonal Intelligence Banjarmasin City. (2) there was no relationship between the level of emotional intelligence with the OCB of Banjarmasin City. This study Recommended (1) Because there is a relationship between Interpersonal intelligence in Banjarmasin, in the teaching and learning process in the school the teacher is responsible for the work and work environment to overcome various problems experienced when carrying out tasks so that it has a creative and dynamic nature. (2) Research shows that emotional intelligence is closely related to personality, behavior, and teacher character does not affect the teacher’s OCB because each teacher should have the internal abilities to do vertical or horizontal relationships. Keywords: interpersonal intelligence, emotional intelligence References Aldag, R., & Reschke, W. (1997). Employee Value Added. New-York: Center for Organizational Effectiveness Inc. Allen, N. J., & Meyer, J. P. (2013). The measurement and antecedents of affective, continuance, and normative commitment to organization. Journal of occupational psychology, 63, 1-18. https://doi.org/10.1111/j.2044-8325.1990.tb00506.x Allison, B. J., Voss, R. S., Houston, C. R. (2013). An Empirical Investigation of The Impact of SDB on The Relationship Between ocb and Individual Performance. Retrieved from http://www.sbaer.uca.edu/research/2001/ACME/16lacme0l.html Angle, H. L., & Perry, J. L. (2013). An empirical assessment of organizational commitment and organizational effectiveness. Administrative Science Quarterly, 27, 1-14. Bolino, R. A., & Turnley, W. H. (2013). Going the Extramile: Cultivating and. Managing Employee Citizenship Behavior. Bolognese, A. F. (2002). 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(2013). Organizational commitment: The utility of an integrative definition. Journal of Applied Psychology, 79, 370-380. https://doi.org/10.1037/0021-9010.79.3.370 Ferdinand, A. (2013). Structural Equation Modeling Dalam Penelitian Manajemen. Badan Penerbit: Universitas Diponegoro. Forster, N. (2015). Maximum Performance: A Practical Guide To Leading And Managing People At Work. Northampton: Edward Elgar Publishing, Inc Gadot, E. V. (2017). Group-Level in The education system: a Scale Reconstruction and Validation. Educational Administration Quarterly. Gemmiti, M. (2007). The relationship between Organizational Commitment, Organizational Identification and Organizational Citizenship Behavior. Seminar Paper. Greenberg, J., & Baron, R. A. (2013). Behavior in organizations: Understanding and managing the human side of work (5th Ed.). Upper Saddle River. NJ: Prentice Hall. https://doi.org/10.4324/9780203763209 Griffin, R. W. (2016). Relationships Among Individual. Task Design. and Leader Behavior Variables. Academy of Management Journal, 23(4), 665-683. https://doi.org/10.5465/255555 Grusky, D. (2016). Career mobility and organizational commitment. Administrative Science Quarterly, 10, 488-503. https://doi.org/10.2307/2391572 Hersey, P., & Kenneth H. B. (2014). Management of Organizational. Behavior. New Jersey: Utilizing Human Recource. Hoy, W. K., & Miskel, C. G. (2012). Education Administration Theory, Reseach, and Practice. Boston: McCiRaw-Hill. Hrebeniak, L. G. (2013). Effects of job level and participation on employee attitudes and perception of influence. Academy of management journal, 17, 649-662. https://doi.org/10.5465/255644 Hrebeniak, L. G., & Alutto, J. A. (2012). Personal and role-related factors in the development of organizational commitment. Administrative Science Quarterly, 17, 555-573. https://doi.org/10.2307/2393833 Hui, C., Lam, S. S. K., Law, K. (2016). Instrumental Values of Organizational Citizenship Behavior for Promotion: A Field Quasi-Experiment. Journal of Applied Psychology, 85(5), 822-828. https://doi.org/10.1037/0021-9010.85.5.822 Judge, T. A., & Bono, J. E. (2012). Five-Facto’ Model of Personality and Transformational Leadership. Journal Applied Psychology,85(5), 751-765. https://doi.org/10.1037/0021-9010.85.5.751 Lok, P., & Crawford, J. D. (2014). The Effect of organizational culture and leadership style on job satisfaction and organizational commitment across-National Comparison. The Journal of Management Development, 23(4), 321-337. https://doi.org/10.1108/02621710410529785 Luthans, F. (2012). Organizational Behavior. New York: Me Graw-Hill. Mackenzie, S. B., Podsakoff, P. M., & Ahearne, M. (1998). Some Possible Antecendents and Consequences of In-Role and Extra-Role Salesperson Performance. Journal of Marketing, 62(3), 87. https://doi.org/10.2307/1251745 Mathieu, J. E., & Zajac, D. M. (1990). 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Children’s Understandings of Environmental and Sustainability-related Issues in Kindergartens in Rogaland, Norway, and Queensland, AustraliaBarbara Maria Sageidet, Mia Christensen, & Julie M. Davis
pp. 191-205 | Article Number: ijese.2019.017
Abstract This study compared the understandings of environmental and sustainability-related issues of 4-5-year-old children in kindergartens in Rogaland, Norway, with understandings of similarly-aged peers in kindergartens in Queensland, Australia. Twenty structured conversations with children were undertaken in each country. A qualitative content analysis of these conversations with regard to their contexts elucidated how children experience everyday activities related to environment and sustainability and what they think about adult attitudes and behaviors in relation to these topics. Most of the children in both countries enjoyed being outside in nature; however, they had limited understandings of sustainability-related terms. The Norwegian children seemed to have more frequent and diverse opportunities to explore and to get in touch with nature, while some Australian children had quite sophisticated ideas about sustainability-related relationships and interconnections. Positive adult attitudes and behaviours combined with inquiry-based and language stimulating learning experiences, situated in appropriate social and outdoor contexts, offer potential to promote children’s understandings of sustainability. Keywords: children’s understandings, sustainability, environment, kindergarten, Norway, Australia References Ahi, B. (2017). The effect of talking drawings of five-year-old Turkish children’s mental models of the water cycle. International Journal of Environmental and Science Education, 12(3), 349-367. Ärlemalm-Hagsér, E., & Elliott, S. (Eds.) (2017). Contemporary Research on Early Childhood Education for Sustainability. Special Issue. International Journal of Early Childhood, 49(3). https://doi.org/10.1007/s13158-017-0207-3 Ärlemalm-Hagsér, E., & Sundberg, B. (2016). Naturmöten och källsortering – En kvantitativ studie om lärande för hållbar utveckling i förskolan. [Meeting nature and recycling – a quantitative study on sustainability in the preschool]. NORDINA, 12(2), 140-156. https://doi.org/10.5617/nordina.1107 Bae, B. (2005). Observasjonsforskning i barnehage: noen validitetsmessige utfordringer. [Research observations in the kindergarten: some validity related challenges], Norsk senter for Barneforskning. Barn, 4(2005), 9-23. Bell, D.V.J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18(1), 48-56. https://doi.org/10.1515/jtes-2016-0004 Bergersen, O. (Ed.) (2016). Barns flerkulturelle steder [Children’s multicultural places]. Oslo: Universitetsforlaget. Borg, F. (2017). Caring for people and the planet – preschool children’s knowledge and practices of sustainability (Dissertations in Educational Work), Umeå University, 79. Chase, S. E. (2013). Narrative inquiry: still a field in the making. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and Interpreting Qualitative Materials (4th ed.) (pp. 55-83), SAGE publications. Clark, A. (2017). Listening to young children (Expanded 3rd Ed.). Philadelphia: Jessica Kingsley Publishers, 192 p. Clark, A., Flewitt, R., Hammersley, M., & Robb, M. (Eds.) (2014). Understanding Research with children and young people. SAGE publications. https://doi.org/10.4135/9781526435637 Creswell, J. (2005): Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson. Davis, J. M., & Elliott, S. (Eds) (2014). Research in Early Childhood Education for Sustainability. International perspectives and provocations. Routledge, 337 p. Dean, H. (2001). Green Citizenship. Social Policy & Administration, 35(5), 490-505. https://doi.org/10.1111/1467-9515.t01-1-00249 DEEWR. (2009). Belongings, being and becoming – the early years learning framework for Australia. Department of Education, Employment and Workspace Relations (DEEWR). Retrieved from http://www.apo.org.au/node/18428 Desmond, D., Grieshop, J., & Subramaniam, A. (2004). Revisiting garden-based learning in basic education. Roma, Paris: FAO (Food and Agriculture Organization of the United Nations) and UNESCO International Institute for Educational Planning, 88 p. Elliott, S., & Chancellor, B. (2014). From Forest preschool to Bush Kinder: An inspirational approach to preschool provision in Australia. Australian Journal of Early Childhood, 39(4), 45-53. https://doi.org/10.1177/183693911403900407 Engdahl, I. (2015). Early childhood education for sustainability: The OMEP world project. International Journal of Early Childhood, 47(3), 347-366. https://doi.org/10.1007/s13158-015-0149-6 Engdahl, I., & Rabušicová, M. (2011). Children’s voices about the state of the earth. International Journal of Early Childhood, 43(2), 153-176. https://doi.org/10.1007/s13158-011-0031-0 Fjørtoft, 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 Halford, G. S. (2014). Children’s understanding – The development of mental models. First published in 1993, New York: Psychology Press, 528 p. https://doi.org/10.4324/9781315801803 Hammond, L.-L., Hesterman, S., & Knaus, M. (2015). What’s in your refrigerator? Children’s views on equality, work, money and access to food. International Journal of Early Childhood, 47(3), 367-384. https://doi.org/10.1007/s13158-015-0150-0 Heggen, M. P., Sageidet, B. M, Goga, N., Grindheim, L. T., Bergan, V., Utsi, T. A., Wallem Krempig, I. (Accepted/2019). Children as eco-citizens? Special Issue. In B. M. Sageidet, A. Turmo, & C. J. A. Rundgren (Eds.), Sustainability and science education in the kindergarten. NorDiNa. Henson, K. T. (2003). Foundations for Learner-centered education: A knowledge base. Education, 124(1), 5-16. Hope, K. G., Schachter, R. E., & Wasik, B. A. (2013). Using the Scientific Method to Guide Learning: An Integrated Approach to Early Childhood Curriculum. Early Childhood Education Journal, 41, 315-323. https://doi.org/10.1007/s10643-013-0579-4 Hromek, R., & Roffey, S. (2009). Promoting social and emotional learning with games: its fun and we learn things. Simulation and Gaming, 40(5), 626-644. https://doi.org/10.1177/1046878109333793 Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687 Johansson, E. (2011). Introduction: Giving words to children’s voices in research. In E. Johansson & E. Jayne White (Eds.). Educational research with our youngest – Voices of Infants and Toddlers (Volume 5, pp.1-14), International perspectives on early childhood education and development, Springer. https://doi.org/10.1007/978-94-007-2394-8_1 Kahriman-Öztürk, D., Olgan, R., & Güler, T. (2012): Preschool children’s ideas on sustainable development: how preschool children perceive three pillars of sustainability with the regard to 7R. Educational Sciences: Theory & Practice, (Special Issue), 2987-2995. Kambouri, M. (2016). Investigating early years teachers’ understanding and response to children’s preconceptions. European Early Childhood Education Research Journal, 24(6), 907-927. https://doi.org/10.1080/1350293X.2014.970857 Kos, M., Jerman, J., Anzlovar, U., & Torkar, G. (2016). Preschool children’s understanding of pro-environmental behaviour: Is it too hard for them? International Journal of Environmental and Science Education, 11(12), 5554-5571. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355 Lee, W. O. & Fouts, J. (Eds.) (2005). Education for Social Citizenship. Perceptions from teachers in the USA, Australia, England, Russia and China. Hong Kong: University Press, 305 p. Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures, and software solutions. Klagenfurth, Retrieved from http://nbn-resolving.de/urn:nbn:de:0168-ssoar-395173 Miller, M. G., Davis, J. M., Boyd, W., & Danby, S. (2014). Learning about and taking action for the environment: child and teacher experiences in a preschool water education program. Children, Youth and Environment, 24(3), 43-57. https://doi.org/10.7721/chilyoutenvi.24.3.0043 Ministry of Education & Research. (2015). Tett på realfag. Nasjonal strategi for realfag i barnehagen og grunnopplæringen (2015-2019). Oslo: Utdanningsdirektoratet. Ministry of Education & Research. (2017). Rammeplan for barnehagen [Framework Plan for Kindergartens]. Oslo: Utdanningsdirektoratet. Næss, A. (1989). Ecology, Community and Lifestyle: Outline of an Ecosophy, 223 p. https://doi.org/10.1017/CBO9780511525599 OECD. (2006). Starting Strong II: Early Childhood Education and Care. OECD. Palmer, J. (1995). Environmental thinking in the early years; understanding and misunderstanding of concepts related to waste management. Environmental Education Research, 1(1), 35-45. https://doi.org/10.1080/1350462950010103 Palmer, J., & Suggate, J. (1996). Environmental cognition: Early ideas and misconceptions at the ages of four and six. Environmental Education Research, 2(3), 301-329. https://doi.org/10.1080/1350462960020304 Palmer, J., & Suggate, J. (2004). The development of children’s understandings of distant places and environmental issues: Report of a UK longitudinal study of the development of ideas between the ages of 4 and 10 years. 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Norwegian early childhood teachers' stated use of subject-related activities with children, and their focus on science, technology, environmental issues and sustainability. NorDiNa (Nordic Studies in Science Education), 12(2), 121-139. Sageidet, B. M., & Davis, J. M. (2014). Children’s understanding of Sustainability in Their Home and Kindergarten. Journal of the Comenius Association, 23, 9-10. Sageidet, B. M., Almeida, S. C., & Dunkley, R. (2018). Children’s access to urban gardens in Norway, India and the United Kingdom. International Journal of Environmental and Science Education, 13(5), 467-480. UNESCO. (2012). Shaping the education of tomorrow. Paris: UNESCO, 89 p. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000216472 UNESCO. (2014). Global citizenship education. Preparing learners for the challenges of the 21st century. Retrieved from http://unesdoc.unesco.org/images/0022/002277/227729E.pdf UNESCO. (2015). Transforming our world: the 2030 Agenda for Sustainable Development. Paris: UNESCO. Van Steenberger, B. (Ed.) (1994). The Condition of Citizenship. London: Sage publishing. Vygotzky, L. S. (1986). Thought and Language. Cambridge, MA: Harvard University Press. WCED. (1987). Our Common Future. Oxford: Oxford University Press. Weldemariam, K. T., Boyd, D., Hirst, N., Sageidet, B. M., Browder, J. K., Grogan, L., & Hughes, F. (2017). A Critical Analysis of Concepts Associated with Sustainability in Early Childhood Curriculum Frameworks across Five National contexts. International Journal of Early Childhood, 49, 333-351. https://doi.org/10.1007/s13158-017-0202-8 |
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Examining the Implementation of PhET Simulations into General Chemistry LaboratoryIssa I Salame, & Danielle Samson
pp. 207-217 | Article Number: ijese.2019.018
Abstract Traditional general chemistry laboratories are highly structured and used to verify concepts that are covered in the textbook or lecture. This practice is very different from a scientific investigation and is often referred to as “cookbook”. This project aims to transform the traditional emphasis in general chemistry laboratory experiments from individual or paired “cookbook” exercises to an innovative approach. We also aim to further enhance student achievement by fostering problem-solving skills while incorporating the use of cybermedia in the form of PhET interactive labs and Excel program. Incorporating the use of internet-based technologies into chemistry laboratory improves students’ problem-solving skills as well as adding relevance and interest to students’ mastery of the content in the chemistry curriculum. Our method of data collection is a Likert-type and open-ended questionnaire, that was distributed at the end of each of the newly integrated labs into the General Chemistry I curriculum in an anonymous fashion. The collected data enabled us to examine the impact of implementing Excel, PhET interactive labs, and problem-solving session in General Chemistry I laboratory at The City College of New York. Overall, these experiments had a positive impact on the students’ attitudes towards chemistry, contributed to the learning experience, increased their involvement in the topics, and complemented the traditional tabs. Keywords: PhET interactive simulations, chemistry education research, laboratory and technology References Astutik, S., & Prahani, B. K. (2018). The practicality and effectiveness of collaborative creativity learning (CCL) codel by using PhET simulation to increase students’ scientific creativity. International Journal of Instruction, 11(4), 409-424. https://doi.org/10.12973/iji.2018.11426a Barron, B., & Hammond, L. D. (2008). Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods. Retrieved from https://www.edutopia.org/inquiry-project-learning-research Berry, A., Mulhall, P., Gunstone, R., & Loughran, J. (1999). Helping students learn for laboratory work. Australian Science Teachers Journal, (45), 27-31. Bortnik, B., Stozhko, N., Pervukhina, I., Tchernysheva, A., & Belysheva, G. (2017). Effect of virtual analytical chemistry laboratory on enhancing student research skills and practices, Research in Learning Technology, (25), 1-20. https://doi.org/10.25304/rlt.v25.1968 Carnduff, J., & Reid, N. (2003), Enhancing Undergraduate Chemistry Laboratories, Pre-Laboratory and Post-Laboratory Exercises, Examples and Advice, Education Department, Royal Society of Chemistry, Burlington House, Piccadilly, London. Chiu, J. L., Dejaegher, C. J., & Chao, J. (2015) The effects of augmented virtual science laboratories on middle school students’ understanding of gas properties, Computers and Education, (85), 59-73. https://doi.org/10.1016/j.compedu.2015.02.007 Clark, T. M., & Chamberlain, J. M. (2014). Use of a PhET interactive simulation in general chemistry laboratory: Models of the Hydrogen atom. Journal of Chemistry Education, (91), 1198-1202. https://doi.org/10.1021/ed400454p Davenport, J. L., Rafferty, A. N., & Yaron, D. J. (2018). Whether and how authentic contexts using a virtual chemistry lab support learning, Journal of Chemical Education, (95), 1250-1259. https://doi.org/10.1021/acs.jchemed.8b00048 Elliott, M. J., Stewart, K. K., & Lagowski J. J. (2008). The role of the laboratory in chemistry instruction, Journal of Chemical Education, 85(1), 145. https://doi.org/10.1021/ed085p145 Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., & R. LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physics Review Special Topics Physics Education Research, 1(1), 010103. https://doi.org/10.1103/PhysRevSTPER.1.010103 Finkelstein, N. D., Adams, W. K., Keller, C. J., Perkins, K. K., & Wieman, C. (2006). High-tech tools for teaching physics: the physics education technology project. MERLOT Journal of Online Learning and Teaching, 2(3), 110-120. Formby, S. K., Medlin, B. D., & Ellington, V. (2017). Microsoft Excel®: Is it an important job skill for college graduates? Information Systems Education Journal, 15(3), 55-63. Fund, Z. (2007). The effects of scaffolded computerized science problem-solving on achievement outcomes: a comparative study of support programs. Journal of Computer Assisted Learning, 23(5), 410-424. https://doi.org/10.1111/j.1365-2729.2007.00226.x Geiger, B. (2015). Your Excel Skills Could Land You Your Next Job. 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