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1 |
Financial Literacy: Study of a University Students SampleFernando Oliveira Tavares, Luís Gomes Almeida, & Maria Nascimento Cunha
pp. 499-510 | Article Number: ijese.2019.042
Abstract This article aims to study the level of financial literacy of a sample of University students in the metropolitan area of Porto, in Portugal. The research method used is quantitative and exploratory, demanding an inquiry made to the population under study. The literature review is based on financial literacy field studies. It was found that almost half of young people between 18 and 24 years ignore the household income, but the majority (62.0%) has an opened account at the Bank. It was concluded that the students in this sample had meager knowledge of finance, not coming to recognize the Euribor as the interest reference rate in the Euro zone. The University students have a low knowledge about the commission’s banks charge for bank accounts and only around 20.0% know the exact amount are charged. Although the vast majority considers very important financial planning (66.8%), it was found that young people chooses not to make investments, opting to keep the money in the checking account. Keywords: financial literacy, financial education, financial literacy, financial decisions, financial wellness References Abreu, M., & Mendes, V. (2010) Financial Literacy and Portfolio Diversification. Quantitative Finance, 10, 515-528. https://doi.org/10.1080/14697680902878105 Agarwal, S., Amromin, G., Ben-David, I., Chomsisengphet, S., & Evanoff, D. (2015). Financial literacy and financial planning: Evidence from India. Journal of Housing Economics, 27, 4-21. https://doi.org/10.1016/j.jhe.2015.02.003 Allgood, S., & Walstad, W. (2016). The effects of perceived and actual financial literacy on financial behaviors. Economic inquiry, 54(1), 675-697. https://doi.org/10.1111/ecin.12255 Armantier, O., Bruine, W., Topa, G., Van Der Klaauw, W., & Zafar, B. (2015). Inflation expectations and behavior: Do survey respondents act on their beliefs?. International Economic Review, 56(2), 505-536. https://doi.org/10.1111/iere.12113 Atkinson, A., & Messy, F. (2011). Assessing financial literacy in 12 countries: an OECD/INFE international pilot exercise. Journal of Pension Economics & Finance, 10(4), 657-665. https://doi.org/10.1017/S1474747211000539 Atkinson, A., & Messy, F. (2012). Measuring financial literacy. Results of the OECD / International Network on Financial Education (INFE) pilot study. OECD Working Papers on Finance, Insurance and Private Pensions No. 15. OECD Publishing. https://doi.org/10.1787/5k9csfs90fr4-en Atkinson, A., McKay, S., & Kempson, E. (2006). Financial Capability in the United Kingdom: Results of a Baseline Survey. London: Financial Services Authority. Atkinson, A., McKay, S., Collard, S., & Kempson, E. (2007). Levels of financial capability in the UK. Public Money and Management, 27(1), 29-36. https://doi.org/10.1111/j.1467-9302.2007.00552.x Beal, D., & Delpachitra, S. (2003). Financial literacy among Australian university students. Economic Papers: A journal of applied economics and policy, 22(1), 65-78. https://doi.org/10.1111/j.1759-3441.2003.tb00337.x Bernheim, B. (1997). Rethinking saving incentives. In Auerbaach, A.J. (Eds.), Fiscal Policy. https://doi.org/10.2139/ssrn.1406 Bernheim, B., & Garrett, D. (2003). The Effects of Financial Education in the Workplace: Evidence from a Survey of Households. Journal of Public Economics, 87, 1487–1519. https://doi.org/10.1016/S0047-2727(01)00184-0 Bird, S. (2008). Financial literacy among university students: an Australian case study. University of Wollongong. Brown, M., & Graf, R. (2013). Financial literacy and retirement planning in Switzerland. Numeracy, 6(2), 6. https://doi.org/10.5038/1936-4660.6.2.6 Bruhn, M., & Zia, B. (2011). Stimulating Managerial Capital in Emerging Markets: The Impact of Business and Financial Literacy for Young Entrepreneurs. Policy Research working Paper 5642. https://doi.org/10.1596/1813-9450-5642 Calcagno, R., & Monticone, C. (2015). Financial literacy and the demand for financial advice. Journal of Banking & Finance, 50, 363-380. https://doi.org/10.1016/j.jbankfin.2014.03.013 Campbell, J. (2006). Household finance. The Journal of Finance, 61(4), 1553-1604. https://doi.org/10.1111/j.1540-6261.2006.00883.x Chen, H., & Volpe, R. (1998). An analysis of personal financial literacy among college student. Financial Sevices Review, 107-128. https://doi.org/10.1016/S1057-0810(99)80006-7 Criddle, E. (2006). Financial literacy: goals and values, not just numbers. Alliance, 34, 4. Cutler, N., & Devlin, S. (2000). Financial Literacy 2000. Journal of the American Society of CLU & ChFC. 50(4). Delavande, A., Rohwedder, S., & Willis, R. (2008). Preparation for retirement, financial literacy and cognitive resources. Michigan Retirement Research Center Research Paper, 2008-190. https://doi.org/10.2139/ssrn.1337655 Fernandes, D., Lynch Jr, J., & Netemeyer, R. (2014). Financial literacy, financial education, and downstream financial behaviors. Management Science, 60(8), 1861-1883. https://doi.org/10.1287/mnsc.2013.1849 Fox, J., Bartholomae, S., & Lee, J. (2005). Building the Case for Financial Education. Journal of Consumer Affairs, 39, 195-214. https://doi.org/10.1111/j.1745-6606.2005.00009.x García, N., Grifoni, A., López, J., & Mejía, D. (2013). Financial Education in Latin America and the Caribbean: Rationale, Overview and Way Forward. OECD Working Papers on Finance, Insurance and Private Pensions, n. 33. OECD Publishing. Garg, N., & Singh, S. (2018). Financial literacy among youth. International JournaL of SociaL Economics, 45(1), 173-186. https://doi.org/10.1108/IJSE-11-2016-0303 Grifoni, A., & Messy, F. (2012). Current Status of National Strategies for financial Education: A Comparative Analysis and Relevant Practices. OECD Working Papers on Finance, Insurance and Private Pensions, No. 16, OECD Publishing. Hilgert, M., Hogarth, J., & Beverly, S. (2003). Household financial management: The connection between knowledge and behavior. Fed. Res. Bull., 89, 309. Hogarth, J., & Hilgert, M. (2002). Financial knowledge, experience and learning preferences: Preliminary results from a new survey on financial literacy. Consumer Interest Annual, 48(1), 1-7. Hung, A. A., Parker, A. M., & Yoong, J. (2009). Defining and measuring financial literacy [Working Paper n. 708]. Social Science Research Network, Santa Monica. https://doi.org/10.2139/ssrn.1498674 Huston, S. (2010). Measuring Financial Literacy. Journal of Consumer Affairs, 44(2), 296-316. https://doi.org/10.1111/j.1745-6606.2010.01170.x Kim, J., & Garman, E. (2004). Financial stress, pay satisfaction and workplace performance. Compensation & Benefits Review, 36(1), 69-76. https://doi.org/10.1177/0886368703261215 Kirsch, I. (2001). The international adult literacy survey (IALS): Understanding what was measured. ETS Research Report Series, 2001(2), i-61. https://doi.org/10.1002/j.2333-8504.2001.tb01867.x Klapper, L., Lusardi, A., & Panos, G. (2012). Financial literacy and the financial crisis. The World Bank. Knoll, M., & Houts, C. (2012). The financial knowledge scale: An application of item response theory to the assessment of financial literacy. Journal of Consumer Affairs, 46(3), 381-410. https://doi.org/10.1111/j.1745-6606.2012.01241.x Lusardi, A. (2015). Financial literacy: Do people know the ABCs of finance?. Public understanding of science, 24(3), 260-271. https://doi.org/10.1177/0963662514564516 Lusardi, A., & Mitchell, O.(2014). The economic importance of financial literacy: Theory and evidence. Journal of economic literature, 52(1), 5-44. https://doi.org/10.1257/jel.52.1.5 Lusardi, A., & Tufano, P. (2015). Debt literacy, financial experiences, and overindebtedness. Journal of Pension Economics & Finance, 14(4), 332-368. https://doi.org/10.1017/S1474747215000232 Lusardi, A., Mitchell, O., & Curto, V. (2010). Financial literacy among the young. Journal of consumer affairs, 44(2), 358-380. https://doi.org/10.1111/j.1745-6606.2010.01173.x Mandell, L., & Klein, L. (2009). The impact of financial literacy education on subsequent financial behavior. Journal of Financial Counseling and Planning, 20(1). Mason, C., & Wilson, R. (2000). Conceptualising financial literacy. Loughborough University. Modernell, A. (2010). Educação Financeira nas escolas. Revista RI, set. Monticone, C. (2010). How Much Does Wealth Matter in the Acquisition of Financial Literacy? The Journal of Consumer Affairs, 44(2), 403-422. https://doi.org/10.1111/j.1745-6606.2010.01175.x Norvilitis, J. M., & MacLean, M. G. (2010). The role of parents incollege students’ financial behaviors and attitudes. Journal of Economic Psychology, 31(1), 55-63. https://doi.org/10.1016/j.joep.2009.10.003 O’Neill, B., & Xiao, J. (2012). Financial behaviors before and after the financial crisis: evidence from an online survey. Journal of Financial Counseling and Planning, 23(1), 33-46. OECD (2014). PISA 2012 Results: Students and Money: Financial Literacy Skills for the 21st Century (Volume VI), PISA, OECD Publishing Orton, L. (2007). Financial literacy: Lessons from international experience. Canadá: Canadian Policy Research Networks Inc. Policy Research, 37-39. Perry, V., & Morris, M. (2005). Who is in control? The role of self-perception, knowledge and income in explaining consumer financial behavior. Journal of consumer affairs, 39(Winter), 299-313. https://doi.org/10.1111/j.1745-6606.2005.00016.x Potrich, A., Vieira, K., & Kirch, G. (2018). How well do women do when it comes to financial literacy? Proposition of an indicator and analysis of gender differences. Journal of Behavioral and Experimental Finance, 17, 28-41. https://doi.org/10.1016/j.jbef.2017.12.005 Quivy, R., & Campenhoudt, L. (2008). Manual de Investigação em Ciências Sociais (5th Ed.). Lisboa: Gradiva Publicações. Remund, D. (2010). Financial literacy explicated: The case for a clearer definition in an increasingly complex economy. Journal of consumer affairs, 44(2), 276-295. https://doi.org/10.1111/j.1745-6606.2010.01169.x Robb, C. A., Babiarz, P., & Woodyard, A. (2012). The demand for financial professionals’ advice: the role of financial knowledge, satisfaction, and confidence. Financial Services Review, 21(4), 291-305. Robb, C., Babiarz, P., & Woodyard, A. (2012). The demand for financial professionals’ advice: The role of financial knowledge, satisfaction, and confidence. Financial Services Review, 21(4). Silgoner, M., Greimel-Fuhrmann, B., & Weber, R. (2015). Financial literacy gaps of the Austrian population. Monetary Policy & the Economy Q, 2, 35-51. Thaden, L., & Rookey, B. (2005). Financial decision-making and economic inequality: Sources of influence on college students’ financial literacy. In AFCPE Annual Conference, Inequalities Seminar, Scottsdale, AZ. Xu, L., & Zia, B. (2012). Financial Literacy around the world: an overview of the evidence with practical suggestions for the way forward. World Bank, Policy Research Working Paper p. 56. https://doi.org/10.1596/1813-9450-6107 |
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2 |
A Model of Environmental Education Competency Development for Teachers in Secondary SchoolsYodsaphon Wanchana, Pram Inprom, Wee Rawang, & Art-ong Jumsai Na Ayudhya
pp. 511-520 | Article Number: ijese.2019.043
Abstract This research was to create a model of environmental education (EE) competency development for teachers in secondary schools, which has been conducted by the multi-research method. The data were collected by questionnaire for the operational teachers in eco-schools, and structured interview for the experts from teacher advisors, and the mentor teachers of the eco-school project, which analyzed by percentage, mean score, standard deviation, weight mean score, and index of congruence. The research findings revealed that most informants were having intermediate level of EE competency in 6 parts: environmental knowledge, fundamental understanding on EE, responsibility on EE teacher actualization, EE planning and operating, promoting of EE learning, and EE evaluation. The EE innovation was created to develop the teachers from various subjects to perform the integrated learning for the student’s environmental actualization before conserving or solving the community environmental problems. This systematically consisted of 5 steps including: analyzing the environmental policy covering national, educational area, and school policies; studying the community environmental problem; designing the environmental learning project; identifying the learning standard; and performing the integrated lesson plan. The innovation efficiency was confirmed both internal and external skills by authentic assessment. Keywords: environmental education, multidisciplinary integrated learning, teacher development References Blishen, E. (1969). This Right Soft Lot. London: Thames & Hudson. Chatzifotiou, A. (2006). Environmental education, national curriculum and primary school teachers. Findings of a research study in England and possible implications upon education for sustainable development. The Curriculum Journal, 17(4), 367-381. https://doi.org/10.1080/09585170601072478 D’Amato, L. G., & Krasny, M. E. (2011). Outdoor Adventure Education: Applying Transformative Learning Theory to Understanding Instrumental Learning and Personal Growth in Environmental Education. The Journal of Environmental Education, 42(4), 237–254. https://doi.org/10.1080/00958964.2011.581313 Dechakup, P., & Yindeesuk, P. (2014). Teaching, writing, integration on the child base is important. Bangkok: Chulalongkorn University. Department of Environmental Quality Promotion. (2015). Access to environmental education for sustainable development. Bangkok: Department of Environmental Quality Promotion. Fogarty, R., & Stoehr, J. (1995). Integrate Curricula with Multiple Intelligences. Illinois: SkyLight Training and Publishing, Inc. Hopkins. (1973). Integration, Its Meaning and Application. New York: Appleton Century Company Inc. Jatuporn, O., & Watthanathorn, A. (2015). Place-Based Education: The Development of Good Citizenship in Youth Based on Community Contexts. Songklanakarin Journal of Social Science and Humanities (SJSH), 21(1), 83-111. Ketlhoilwe, M. J. (2013). Governmentality in environmental education policy discourses: a qualitative study of teachers in Botswana. International Research in Geographical and Environmental Education, 22(4), 291-302. https://doi.org/10.1080/10382046.2013.826545 Ministry of Education. (2008). Core Education Curriculum, Basic Education BE 2551. Bangkok: The Agricultural Cooperative Assembly of Thailand Limited. NAAEE. (n.d.). The Core Competencies for Certification Programs. Retrieved from http://www.naaee.net/files/core_competencies.pdf Porntri, S., & Wattarart, J. (2016). The study of the effects of research-based learning management through Pohpanpunya Project. Journal of Teaching and Learning Development Rangsit University, 10(1), 14-26. Rodsaen, A., Kaew-Urai, V., & Chanbanjong, C. (2016). Development of a model for organizing learning activities together to enhance citizenship teaching ability for basic education teachers. Journal of Education Naresuan University, 18(1), 95-105. Srisaiyapetch, O. (2016). The effect of using guidance activities by project-based learning to develop problem- solving skills of grade 10 students 3 Princess Chulabhorn’s College, Satun Province. Journal of Academic Service, Prince of Songkla University, 27(2), 61-68. |
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3 |
An Analogy Activity for Teaching Chemical Reaction and Collision Theory from Perspectives of Pre-Service Science TeachersSevil Kurt
pp. 521-534 | Article Number: ijese.2019.044
Abstract In chemistry, events are explained in three dimensions: microscopic, macroscopic, and symbolic. Achieving a complete understanding of a chemical event requires integrating these three dimensions. Research on the comprehension of chemistry concepts shows that students sometimes fail to use them correctly in explaining chemical events. Students especially have difficulty in understanding and explaining some chemistry topics because of their abstract structures like chemical reactions. This study aims to evaluate an analogy activity developed for teaching chemical reaction and collision theory from the perspectives of pre-service science teachers. To this end, the analogy activity developed on chemical reaction and collision theory was carried out with the 1st grade 42 science students (i.e. pre-service teachers) attending a state university, and their opinions were received. The observation notes taken and the analogy tables filled in by the students were used to evaluate the analogy. In general, the pre-service teachers considered the analogy distinctive, interesting, and amusing relative to other methods and thought that the analogy helped them concretize the concept of chemical reaction, see the events taking place in the reaction process in detail, and provided them with an insight into developing activities and materials of this sort in the future. Keywords: analogy, chemical reaction, collision theory, evaluation, pre-service science teachers References Ahtee, M., & Varjola, I. (1998). Students’ Understanding of Chemical Reaction. International Journal of Science Education, 20(3), 305-316. https://doi.org/10.1080/0950069980200304 Alkan, M., & Benlikaya, R. (2004). Kimyasal Reaksiyon ve Denge Kavramlarının Anlaşılması için Çarpışma Teorisi Gerekli Mi?. VI. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Eylül, İstanbul, Bildiriler Kitabı. 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Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı Ortaöğretim Kimya Dersi 9, 10, 11 ve 12. Sınıflar Öğretim Programı. Ankara. Nakhleh, M. B. (1992). Why Some Students Don’t Learn Chemistry: Chemical Misconceptions. Journal Of Chemical Education, 69, 3191-196. https://doi.org/10.1021/ed069p191 Nakiboğlu, C. (2001).”Maddenin Yapısı” Ünitesinin İşbirlikli Öğrenme Yöntemi Kullanılarak Kimya Öğretmen Adaylarına Öğretilmesinin Öğrenci Başarısına Etkisi. Gazi Eğitim Fakültesi Dergisi, 21, 131-143. Osborne, R. J., & Cosgrove, M. M. (1983). Children’s Conceptions of The Changes of State of Water. Journal of Research in Science Teaching, 20(9), 825-838. https://doi.org/10.1002/tea.3660200905 Özerbaş, M. A. (2007). Yapılandırmacı Öğrenme Ortamının Öğrencilerin Akademik Başarılarına ve Kalıcılığa Etkisi. Türk Eğitim Bilimleri Dergisi, 6(4), 629-661. Özmen, H. (2004). Fen Öğretiminde Öğrenme Teorileri ve Teknoloji Destekli Yapılandırmacı (Constructivist) Öğrenme. TOJET, 3(1), 14. Papageorgiou, G., Grammaticopoulou, M., & Johnson, P. M. (2009). Should We Teach Primary Pupils About Chemical Change. International Journal of Science Education, 1-18. https://doi.org/10.1080/09500690903173650 Pekdag, B. (2010). Chemistry learning alternative routes: Animation, simulation, video, multimedia. Journal of Turkish Science Education, 7(2), 79–110. Schmidt H.-J., Kaufmann, B., & Treagust D. F. (2009). Students’ Understanding of Boiling Points and Intermolecular Forces. Chem. Educ. Res. Pract., 10, 265–272. https://doi.org/10.1039/B920829C Şenol, H., Bal, Ş., & Yıldırım, H. İ. (2007). İlköğretim 6. Sınıf Fen Bilgisi Dersinde Duyu Organları Konusunun İşlenmesinde İşbirlikli Öğrenme Yönteminin Öğrenci Başarısı ve Tutum Üzerinde Etkisi. Kastamonu Eğitim Dergisi, 15(1), 211-220. Shiland, T. W. (1999). Constructivism: The Implication For Laboratory Work. Journal Of Chemical Education, 76(1), 107-109. https://doi.org/10.1021/ed076p107 Solsona N., Izquierdo M., & Dejong O. (2003). Exploring The Development of Students´ Conceptual Profiles of Chemical Change. International Journal of Science Education, 25, 3-12. https://doi.org/10.1080/09500690010006536 Tanel, Z., & Erol, M. (2008). Effects of Cooperative Learning on Instructing Magnetism: Analysis of An Experimental Teaching Sequence. Lat. Am. J. Phys. Educ., 2, 2. Tezcan, H., & Yılmaz, Ü. (2003). Kimya Öğretiminde Kavramsal Bilgisayar Animasyonları ile Geleneksel Anlatım Yönteminin Başarıya Etkileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 18-32. Thiele, R. B., & Treagust, D. F. (1991). Using Analogies to Aid Understanding in Secondary Chemistry Education. ERIC Document Reproduction Service No. ED 349 164. Tsaparlis, G. (2003). Chemical Phenomena Versus Chemical Reactions: Do Students Make Connections? Chemistry Education Research And Practice, 4(1), 31-43. https://doi.org/10.1039/B2RP90035A Ürek, R. Ö., & Tarhan, L. (2005). Kovalent Bağlar” Konusundaki Kavram Yanılgılarının Giderilmesinde Yapılandırmacılığa Dayalı Bir Aktif Öğrenme Uygulaması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 168-177. Williamson, V. M., & Abraham, M. R. (1995). The Effects of Computer Animation on the Particulate Mental Models of College Chemistry Students. Journal of Research in Science Teaching, 32(5), 521-534. https://doi.org/10.1002/tea.3660320508 Wu, H. K. (2003). Linking the Microscopic View of Chemistry to Real Life Experiences: Intertextuality in A High-School Science Classroom. Science Education, 87, 868-891. https://doi.org/10.1002/sce.10090 Yang, E., Andre, T., Greenbowe, T. J., & Tibell, L. (2003). Spatial Ability and the Impact of Visualization/Animation on Learning Electrochemistry. International Journal of Science Education, 25(3), 329-349. https://doi.org/10.1080/09500690210145738b |
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The Improvement of Prospective Teachers’ Habits of Mind during the 5E+e Inquiry Learning Program in Horticulture CourseMuhammad Syaipul Hayat, Nuryani Y. Rustaman, Adi Rahmat, & Sri Redjeki
pp. 535-545 | Article Number: ijese.2019.045
Abstract Habits of mind are important things to be equipped to prospective teachers. In order to be able to solve every problem they face, prospective teachers should be used to have self-regulation, critical thinking, and creative thinking. Therefore, to achieve these objectives, appropriate learning experience and strategies are needed. In this article, an entrepreneurship-oriented 5E (Engagement, Explain, Exploration, Elaboration, and Evaluation) inquiry learning program is developed, it is also called 5E+e. The focus of this article is to investigate the improvement of prospective teachers’ Habits of Mind during horticulture course through the 5E+e inquiry learning program. The quasy experiment method was used in this study with one group pretest-posttest design with the involvement of 31 Biology Education students in one teachers Institution in Central Java on their sixth semester who took the horticulture course. Data were collected using questionnaires and observation sheets in the form of a Habits of Mind rubric adapted from the Marzano’s framework. Data were then analyzed in quantitative and in qualitative descriptive manner from various sources, so as to obtain comprehensive conclusions. Research results show an improvement on the average Habits of Mind score of prospective teachers, where the average score collected before the program was given was at 2.68; and the average score after being given the program was at 3.34 of 4.00 scale. The calculated N-gain is 0.31; which is in the moderate category. The data were supported by the results of observations during the learning process which at each stage shows progress, i.e. stage I (3.11), stage II (3.08), stage III (3.39), and stage IV (3.59). Based on the findings, students can cultivate horticultural crops creatively with a variety of planting techniques, critical when observing plant growth and development, and diligent in maintaining a successful crop cultivation project. Thus, it can be concluded that 5E+e inquiry learning program implemented in horticultural course can greatly improve the Habits of Mind of prospective teachers. Keywords: habits of mind, prospective teacher, 5E+e inquiry, horticulture References Bybee, R. W. (2009). The BSCS 5e Instructional Model and 21st Century Skills. Biological Sciences Curriculum Study (BSCS): The National Academies. Consortium for Entrepreneurship Education. (2004). The National Content Standards for Entrepreneurship Education. Retrieved from https://www.entre-ed.org/ Cummins, P., & Kunkel, S. (2015). A Global Examination of Policies and Practices for Life-long learning. New Horizons in Adult Education & Human Resource Development, 27(3), 3-17. https://doi.org/10.1002/nha3.20107 Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th Ed.). Boston: Allyn & Bacon. Gloria, R. Y. (2017). Efektivitas Pembelajaran Kapita Selekta Biologi Berbasis Masalah Untuk Membentuk Habits of Mind Mahasiswa Calon Guru. Scientiae Educatia: Jurnal Pendidikan Sains, 6(1), 8-14. https://doi.org/10.24235/sc.educatia.v6i1.1372 Gloria, R. Y., Sudarmin, Wiyanto, & Indriyanti, D. R. (2017). Formative Assessment with Stages of Understanding by Design (UbD) in Improving Habits of Mind. International Journal of Environmental & Science Education, 11(10), 2233-2242. Grawe, N. D. (2011). Potential for Teaching Quantitative Reasoning across the Curicullum: Empirical Evidence. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-12. https://doi.org/10.20429/ijsotl.2011.050114 Gundry, L. K., Ofstein, L. F., & Kickul, J. R. (2014). Seeing around corners: How creativity skills in entrepreneurship education influence innovation in business. The International Journal of Management Education, 12(3), 529-538. https://doi.org/10.1016/j.ijme.2014.03.002 Hamidi, D. Y., Wennberg, K., & Berglund, H. (2008). Creativity in entrepreneurship Education. Journal of Small Business and Enterprise Development, 15(2), 304-320. https://doi.org/10.1108/14626000810871691 Hayat, M. S., & Rustaman, N. Y. (2017). How is the Inquiry Skills of Biology Preservice Teachers in Biotechnology Lecture?. Journal of Physics: Conf. Series, 895, 012135. https://doi.org/10.1088/1742-6596/895/1/012135 Ingham, H., Ingham, M., & Afonso, J. A. (2016). Participation in life-long learning in Portugal and the UK. Education Economics, 25(4), 266-289. https://doi.org/10.1080/09645292.2016.1184624 Li, M. (2016). Developing Skills and Disposition for Lifelong learning: Acculturative Issues Surrounding Supervising International Doctoral Students in New Zealand Universities. Journal of International Students, 6(3), 740-761. Lourenco, F., & Jayawarna, D. (2011). Enterprise education: the effect of creativity on training outcomes. International Journal of Entrepreneurial Behaviour & Research, 17(3), 224-244. https://doi.org/10.1108/13552551111130691 Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions Learning. Alexandria, VA 22314; Association for Supervision and Curriculum Development USA. Marzano, R. J., Pickering, D., & McTighe, J. (1994). Assessing Student Outcomes: Performance Assessment Using the Dimension of Learning Model. Alexandria Virginia: Association for Supervision and Curriculum Development: USA National Research Council. (1996). The National Science Education Standards. Washington DC: National Academic Press. Ng, P. T. (2013). An examination of life-long learning policy rhetoric and practice in Singapore. Int. J. of Lifelong Education, 32(3), 318-334. https://doi.org/10.1080/02601370.2012.737377 Nuraeni, E. (2016). Program Perkuliahan Anatomi Tumbuhan Berbasis Kerangka Instruksional Dimensi Belajar Marzano untuk Mengembangkan Literasi Kuantitatif Mahasiswa (Dissertation). Sekolah Pascasarjana, Universitas Pendidikan Indonesia. Nuraeni, E., Redjeki, S., & Rahmat, A. (2015). Perkembangan Literasi Kuantitatif Mahasiswa Biologi Dalam Perkuliahan Anatomi Tumbuhan Berbasis Dimensi Belajar. Jurnal Ilmu Pendidikan, 21(2), 127-135. Preece, J. (2013). Africa and international policy making for life-long learning: Textual revelations. International Journal of Educational Development, 33, 98-105. https://doi.org/10.1016/j.ijedudev.2012.02.007 Regmi, K. D. (2015). Life-long learning: Foundational models, underlying assumptions and critiques. Int Rev Educ., 61(2), 133-151. https://doi.org/10.1007/s11159-015-9480-2 Rustaman, N. Y. (2005). Perkembangan penelitian pembelajaran berbasis inkuiri dalam pendidikan sains. Prosiding Seminar Nasional II. Himpunan Ikatan Sarjana dan Pemerhati Pendidikan IPA Indonesia bekerjasama dengan FPMIPA Universitas Pendidikan Indonesia. Rustaman, N. Y. (2011). Pendidikan dan Penelitian Sains dalam Mengembangkan Keterampilan Berpikir Tingkat Tinggi untuk Pembangunan Karakter. Prosiding Seminar Nasional VIII Pendidikan Biologi. Program Studi Pendidikan Biologi FKIP Universitas Sebelas Maret. Rustaman, N. Y. (2016). Pemberdayaan Entrepreneurship: Implementasi Teori-U dalam Bioteknologi Praktis Berbasis STEM. Prosiding Seminar Nasional Sains dan Entrepreneurship III (Program Studi Pendidikan Biologi FPMIPATI Universitas PGRI Semarang). Shan, H. (2017). Lifelong Education and Lifelong learning with Chinese Characteristics: A Critical Policy Discourse Analysis. Asia Pacific Educ. Rev., 18(2), 189-201. https://doi.org/10.1007/s12564-017-9483-8 Sriyati, S., Rustaman, N. Y., & Zainul, A. (2010). Penerapan asesmen formatif untuk membentuk Habits of Mind Mahasiswa Biologi. Prosiding Seminar Nasional Biologi. Program Studi Pendidikan Biologi, FPMIPA Universitas Negeri Semarang (UNNES). https://doi.org/10.18269/jpmipa.v15i2.283 Steen, L. A. (2001). The Case for Quantitative Literacy. In L. A. Steen (Ed), Mathematics and Democracy. USA: The National Council on Education and the Disciplines (pp. 1-22). Toharudin, U., Hendrawati, S., & Rustaman, A. (2011). Membangun Literasi Sains Peserta Didik. Bandung: Humaniora. Valencia-Arias, A., Montoya, I., & Montoya A. (2018). Constructs and relationships in the study of entrepreneurial intentions in university students. International Journal of Environmental & Science Education, 13(1), 31-52. Wang, M., Yuan, D., & Weidlich, M. (2017). Do the demands of the global forces shape local agenda? An analysis of life-long learning policies and practice in China. Asia Pacific Educ. Rev., 18(2), 219-226. https://doi.org/10.1007/s12564-017-9485-6 |
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An Immersive Geoscience Field Course as a Vehicle for Exploring the Nature of ScienceNathan Anderson Quarderer, Ted Neal, John Dunkhase
pp. 547-562 | Article Number: ijese.2019.046
Abstract Preservice science teachers need to be put into situations where their existing conceptions of science, teaching, and learning are challenged in immersive, inquiry-based learning environments, before being asked to create similar spaces in their own classrooms. One approach to meeting this objective is through field-based geoscience courses designed for preservice teachers and education majors. The benefits that these experiences provide for preservice teachers’ self-efficacy, understanding of the nature of science, and science content knowledge are well documented. The study reported on here describes one such geoscience field course tailored for preservice elementary and secondary science instructors, and the impact that experience had on participating students’ ideas about science and teaching. Qualitative methods including In Vivo and emotion coding of transcripts from informal interviews with participants offer a unique opportunity for these preservice teachers’ voices to be heard, in their own words, as they reflect on their week spent in the field, and how that experience informed their conceptions of the nature of science. Findings suggest that the field geology course challenged preservice teachers’ existing epistemologies of science as they demonstrated a new understanding of the empirical, creative, and tentative aspects of scientific knowledge. Discussion of how these findings might be incorporated into the broader collection of science teacher preparation efforts is included. Keywords: geoscience, immersive, field-based, nature of science References Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044 Abd‐El‐Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E Almquist, H., Stanley, G., Blank, L., Hendrix, M., Rosenblatt, M., Hanfling, S., & Crews, J. (2011). An integrated field-based approach to building teachers’ geoscience skills. Journal of Geoscience Education, 59(1), 31-40. https://doi.org/10.5408/1.3543926 Bell, R. L., Lederman, N. G., & Abd‐El‐Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science: A follow‐up study. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(6), 563-581. https://doi.org/10.1002/1098-2736(200008)37:6<563::AID-TEA4>3.0.CO;2-N Bickmore, B. R., Thompson, K. R., Grandy, D. A., & Tomlin, T. (2009). Science as storytelling for teaching the nature of science and the science-religion interface. Journal of Geoscience Education, 57(3), 178-190. https://doi.org/10.5408/1.3544263 Carey, R. L., & Stauss, N. G. (1968). An analysis of the understanding of the nature of science by prospective secondary science teachers. Science Education, 52(4), 358-363. https://doi.org/10.1002/sce.3730520410 Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989). ‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge. International Journal of Science Education, 11(5), 514-529. https://doi.org/10.1080/0950069890110504 Day, W. C., & Bove, D. J. (2004). Review of the Geology of Western Colorado. In Resource Potential and Geology of the Grand Mesa, Uncompahgre, and Gunnison (GMUG) National Forests and Vicinity, Colorado. U.S. Geological Survey Bulletin 2213. Driver, R., Leach, J., & Millar, R. (1996). Young people’s images of science. McGraw-Hill Education (UK). Erduran, S., & Kaya, E. (2018). Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight through Visual Representations. Research in Science Education, 48(6), 1133-1149. https://doi.org/10.1007/s11165-018-9773-0 Gallagher, J. J. (1991). Prospective and practicing secondary school science teachers’ knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133. https://doi.org/10.1002/sce.3730750111 Hansen, W. R. (1965). The Black Canyon of the Gunnison: Today and Yesterday. U.S. Geological Survey Bulletin 1191. Hemler, D., & Repine, T. (2006). Teachers doing science: An authentic geology research experience for teachers. Journal of Geoscience Education, 54(2), 93-102. https://doi.org/10.5408/1089-9995-54.2.93 Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of educational research, 67(1), 88-140. https://doi.org/10.3102/00346543067001088 Khishfe, R. (2008). The development of seventh graders’ views of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(4), 470-496. https://doi.org/10.1002/tea.20230 King, B. B. (1991). Beginning teachers’ knowledge of and attitudes toward history and philosophy of science. Science Education, 75(1), 135-141. https://doi.org/10.1002/sce.3730750112 Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359. https://doi.org/10.1002/tea.3660290404 Lederman, N. G. (2006). Syntax of nature of science within inquiry and science instruction. In Scientific inquiry and nature of science (pp. 301-317). Springer, Dordrecht. https://doi.org/10.1007/1-4020-2672-2_14 Lederman, N. G., Abd‐El‐Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034 Lederman, N. G., Schwartz, R. S., Abd‐El‐Khalick, F., & Bell, R. L. (2001). Pre‐service teachers’ understanding and teaching of nature of science: An intervention study. Canadian Journal of Math, Science & Technology Education, 1(2), 135-160. https://doi.org/10.1080/14926150109556458 Lederman, N., Wade, P., & Bell, R. L. (1998). Assessing understanding of the nature of science: A historical perspective. In The nature of science in science education (pp. 331-350). Springer, Dordrecht. https://doi.org/10.1007/0-306-47215-5_21 Martin-Dunlop, C. S. (2013). Prospective elementary teachers’ understanding of the nature of science and perceptions of the classroom learning environment. Research in Science Education, 43(3), 873-893. https://doi.org/10.1007/s11165-012-9290-5 McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths. In The nature of science in science education (pp. 53-70). Springer, Dordrecht. https://doi.org/10.1007/0-306-47215-5_3 McLaughlin, C. A., & MacFadden, B. J. (2014). At the elbows of scientists: Shaping science teachers’ conceptions and enactment of inquiry-based instruction. Research in Science Education, 44(6), 927-947. https://doi.org/10.1007/s11165-014-9408-z Mensah, F. M. (2011). The DESTIN: Preservice teachers’ drawings of the ideal elementary science teacher. School Science and Mathematics, 111(8), 379-388. https://doi.org/10.1111/j.1949-8594.2011.00103.x Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. 3rd. National Research Council. (1996). National science education standards. National Academies Press. NGSS Lead States. (2013). Next generation science standards: for states, by states. Washington, DC: National Academies Press. Nugent, G., Toland, M. D., Levy, R., Kunz, G., Harwood, D., Green, D., & Kitts, K. (2012). The impact of an inquiry-based geoscience field course on pre-service teachers. Journal of Science Teacher Education, 23(5), 503-529. https://doi.org/10.1007/s10972-012-9283-2 Ozgelen, S., Yilmaz-Tuzun, O., & Hanuscin, D. L. (2013). Exploring the development of preservice science teachers’ views on the nature of science in inquiry-based laboratory instruction. Research in Science Education, 43(4), 1551-1570. https://doi.org/10.1007/s11165-012-9321-2 Reinisch, B., & Krüger, D. (2018). Preservice biology teachers’ conceptions about the tentative nature of theories and models in biology. Research in Science Education, 48(1), 71-103. https://doi.org/10.1007/s11165-016-9559-1 Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(2), 201-219. https://doi.org/10.1002/(SICI)1098-2736(199902)36:2<201::AID-TEA6>3.0.CO;2-H Saldaña, J. (2015). The coding manual for qualitative researchers. Sage. Suh, J., & Park, S. (2016). Epistemic orientation toward teaching science: Toward better conceptualization and measurement. In International meeting of Association for Science Teacher Education (ASTE), Reno, Nevada, USA. Thomas, J. A., & Pedersen, J. E. (2003). Reforming elementary science teacher preparation: What about extant teaching beliefs?. School Science and Mathematics, 103(7), 319-330. https://doi.org/10.1111/j.1949-8594.2003.tb18209.x Ward, G., & Haigh, M. (2017). Challenges and Changes: Developing Teachers’ and Initial Teacher Education Students’ Understandings of the Nature of Science. Research in Science Education, 47(6), 1233-1254. https://doi.org/10.1007/s11165-016-9543-9 Yopp, R. H., & Yopp, H. K. (2003). Time with text. The Reading Teacher, 57(3), 284-287. |
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The Role of Local Government of Palu City in the Development of Adiwiyata ProgramJuraid Abdul Latief, Baharuddin Hamzah, Asep Mahpudz, & Riady Ibnu Khaldun
pp. 563-569 | Article Number: ijese.2019.047
Abstract The research aims to analyze the efforts of the local government of Palu City in developing Adiwiyata school policies. The results of this study indicate that Adiwiyata is a program that aims to realize school citizens who are responsible for efforts to protect and manage the environment in harmony with the realization of increased awareness of the environment. There are several obstacles in the process of implementing the Adiwiyata program, especially for elementary and junior high schools in the Palu City, such as a number of schools that are unable to participate due to the lack of policy support from the local government, which has an impact on the lack of schools capable and willing to participate in the Adiwiyata program. The local government of Palu City has no policy in supporting each school to participate in the Adiwiyata program. In order to succeed the development of the Adiwiyata program, the role of the local government of the hammer city are: 1) compiling a road map for the development of the Adiwiyata school model in Palu City; 2) building cooperation between related agencies namely education and the Environment; 3) strengthening the institutional structure in each school; 4) providing incentives for schools that have succeeded in getting the Adiwiyata award. Keywords: Adiwiyata School, Palu City government policy, school participation References Ambali, A. R. (2011). Policy of sustainable environment: Malaysian experience. European Journal of Scientific Research. Aprilia, N. (2015). Evaluation of Management of Environmentally Friendly Supporting Facilities at the Adiwiyata Program in Muhammadiyah Junior High Schools in the City. Biology.Umm.Ac.Id. Dasrita, Y., Zulfan, S., Amin, B., & Siregar, Y. I. (2015). Adiwiyata School Student Environmental Awareness. Environmental Dynamics. Elliott, R., & Timulak, L. (2015). Descriptive and interpretive approaches to qualitative research. https://doi.org/10.1093/med:psych/9780198527565.003.0011 Fauzi Setyobudi Saliman. (2018). Environmental education. JIPSINDO. Isnaeni, Y. (2013). Policy Implementation of the School of Environmental Care and Cultured in SMP Negeri 3 Gresik. Journal of Education Policy and Development. Iswari, R. D., & Utomo, S. W. (2017). Evaluation of the Implementation of the Adiwiyata Program to Form Environmental Care Behavior among Students (Case: SMA Negeri 9 Tangerang Selatan and MA Negeri 1 Serpong). Journal of Environmental Sciences. https://doi.org/10.14710/jil.15.1.35-41 Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods. https://doi.org/10.1177/1525822X05282260 Maridi, M. (2015). Promoting Local Culture and Wisdom in Soil and Water Conservation Systems. Proceedings of the National Biology Seminar. https://doi.org/10.3390/life2040323 Maxwell, J. A., & Reybold, L. E. (2015). Qualitative Research. In International Encyclopedia of the Social & Behavioral Sciences (2nd Ed.). https://doi.org/10.1016/B978-0-08-097086-8.10558-6 Moen, K., & Middelthon, A. L. (2015). Qualitative Research Methods. In Research in Medical and Biological Sciences: From Planning and Preparation to Grant Application and Publication. https://doi.org/10.1016/B978-0-12-799943-2.00010-0 Moleong, L. J. (2017). Qualitative Research Methodology (Revised Edition). In PT. Teens Rosda Karya. Morone, P., & Cottoni, L. (2016). Biofuels: Technology, economics, and policy issues. Technology, economics, and policy issues. In Handbook of Biofuels Production: Processes and Technologies (2nd Ed.). https://doi.org/10.1016/B978-0-08-100455-5.00004-7 Nugroho, H. P., & Puspitasari, D. (2015). Adiwiyata management information system at the Ministry of Environment of the Republic of Indonesia. Proceedings of the Polinema Applicative Information Seminar. Nursalam, N. (2018). Forest Resources Conservation Policy in the Context of Sustainable Development. Gea Geography Journal. https://doi.org/10.17509/gea.v10i1.1660 Paparang, O. E. (2017). The Role of School Residents in Implementing the Adiwiyata Program at the 9th High School Lempake Samarinda. State Administration EJournal. Ramdhani, M. A. (2014). Educational Environment in the Implementation of Character Education. Garut University Education Journal. https://doi.org/10.1177/002218568402600108 Selinaswati, S. (2019). Synergy of Character Education and Adiwiyata Schools. ABDI: Journal of Community Service and Empowerment. https://doi.org/10.24036/abdi/vol1-iss1/4 Susilastri, S. D., & Rustaman, N. Y. (2015). Students’ environmental Literacy Profile in School-Based Nature and in Schools that Implement the Adiwiyata Program. National Seminar on Conservation and Utilization of Natural Resources. Williamson, K., Given, L. M., & Scifleet, P. (2017). Qualitative data analysis. In Research Methods: Information, Systems, and Contexts (2nd Ed.). https://doi.org/10.1016/B978-0-08-102220-7.00019-4 |
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The Development of SSP by Utilizing Nusakambangan Biodiversity based on SETS to Enhance Soft Security and Practical SkillsDadan Rosana, Sukardiyono, & Isna Amanatul Hayati
pp. 571-581 | Article Number: ijese.2019.048
Abstract The purposes of this research are (1) to produce Subject Specific Pedagogic (SSP) for Natural Sciences course by utilizing Nusakambangan biodiversity based on the valid and practical SETS (Science Environment Technology and Society) approach, and (2) to determine the effectiveness of the developed product to improve the students’ soft security and practical skills. This research can be categorized as development research adapting the 4-D model from Thiagarajan. The research procedures consisted of four stages, namely: (1) define (2) design (3) develop, and (4) disseminate. This research was conducted in two classes, the experimental class, and the control class, among the seventh grade students of State Junior High School in the school year of 2018/2019. The instruments for data collection were questionnaire, observation sheets, and pretest-posttest. The qualitative data consisted of input and suggestions from validator, students’ responses, and observations results, while the quantitative data were in the form of soft security questionnaire results and practical skills test scores. The data analysis techniques were in the form of normality test, homogeneity test, gain score and Manova test. The results showed that: (1) The SSP by utilizing Nusakambangan biodiversity based on SETS was declared valid to be used in the learning process that can be categorized as “very feasible”, (3) The developed SSP was effective in enhancing the students’ soft security and practical skills with p value of 0,000 <α 0.05. Keywords: SSP, Nusakambangan, SETS, soft security, practical skills References Aktamis, H., & Ergin, O., (2008). The effect of scientific process skills education on students’ scientific creativity, science attitudes and academic achievements. Asia-Pacific Forum on Science Learning and Teaching, 9(1), Article 4. Alfian, M. (2013). Potensi Kearifan Lokal dalam Pembentukan Jati Diri dan Karakter Bangsa. Prosiding The 5th International Conference on Indonesian Studies: “Ethnicity and Globalization”. Asriati, N. (2013). Mengembangkan Karakter Peserta Didik Berbasis Kearifan Lokal Melalui Pembelajaran di Sekolah. Jurnal Pendidikan Sosiologi dan Humaniora, 3(2). Atmojo. (2015). Learning Which Oriented On Local Wisdom To Grow A Positive Appreciation of Batik Jumputan (Ikat Celup Method). Jurnal Pendidikan IPA Indonesia, 48-55. Aydogdu, B., Erkol, M., & Erten, N. (2014). The Investigation of Science Process Skills of Elementary School Teachers in Terms of Some Variables: Perspectives from Turkey. Asia Pacific Forum on Science Learning and Teaching, 15(1), Article 8, p.2. Cahyaningtyas, R. N., Wilujeng, I., & Suryadarma, I. G. P. (2017). The Effect of Science Learning Based on an Integrated Scientific Approach to Local Potential on the Science Process Skill of the Student. Unnes Science Education Journal, 6(2). Chowdhury, M. A. (2016). The Integration of Science-Technology-Society/Science-Technology-Society- Environment and Socio-Scientific-Issues for Effective Science Education and Science Teaching. Electronic Journal of Science Education, 20(5). Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. Newbury Park: Sage Publications. Gerungan, C. A., & Sendow, A. V. (2017). Penelitian Kesadaran Bela Negara Siswa Sekolah Menengah Atas Di Kota Manado. Jurnal Lex Administratum, 5(9). Hairida. (2017). Using Learning Science Environment Technology and Society (SETS) Local Wisdom and based Colloids Teaching Material. Journal of Education, Teaching and Learning, 2(1), 84-89. https://doi.org/10.26737/jetl.v2i1.146 Hamadi, A. A. L., Priyayi, D. F., & Astuti, S. P. (2018). Pemahaman Guru Terhadap Keterampilan Proses Sains (KPS) dan Penerapannya Dalam Pembelajaran IPA SMP di Salatiga. Edu Sains: Jurnal Pendidikan Sains & Matematika, 6(2), 42-53. https://doi.org/10.23971/eds.v6i2.935 Haryono. (2006). Model Pembelajaran Berbasis Peningkatan Keterampilan Proses Sains. Jurnal Pendidikan Dasar, 7(1), 1-13. Izzaturrohmah, Dewi, N. R., & Pamelasari, S. D. (2017). The Influence of Students Worksheet with Science Technology Society Basis to Students Integrated Science Processing Skils. Unnes Science Education Journal, 6(3). Jauhari, S. Y. (2015). Strategi Pengembangan Budaya Kewarganegaraan (Civic Culture) Melalui Pendidikan Bela Negara Bagi Nasionalisme Dan Patriotisme Generasi Muda. Universitas Pendidikan Indonesia Mansour, N. (2010). Science Teachers Perspective on Science Technology Society in Science Education. Eurasian Journal of Physics Chemistry Education, 2(2), 123-157. Setyowaty, F. M., & Rahayu, M. (2005). Keanekaragaman dan Pemanfaatan Tumbuhan di Pulau Nusakambangan Cilacap Jawa Tengah. Jurnal Teknologi Lingkungan P3TL-BPPT, 6(1), 291-302. Suhanda, Suryanto, & Sugeng (2018). Penerapan Pembelajaran Kimia Berbasis Proyek Untuk Meningkatkan Keterampilan Proses Sains Siswa Kelas X SMA Negeri 2 Purworejo. Jurnal Inovasi Pendidikan Kimia, [S.l.], 12(2). Retrieved from https://journal.unnes.ac.id/nju/index.php/JIPK/article/view/15471 Suyitno, Teguh. (2010). Revisi Wawasan Kebangsaan. Presentation presented at the National Pre-service Training Force on Saturday, 24 April 2010, Kementerian Agama, Balai Pendidikan dan Pelatihan Keagamaan Semarang. Tawil, M, & Liliasari (2014). Keterampilan-keterampilan Sains dan Implementasinya dalam Pembelajaran IPA. Makasar: UNM. Thiagarajan, S., Semmel, D. S., & Semmel, M. I. (1974). Instructional development for training teachers of exceptional children. Indiana: Indiana University. Wahyudi. (2017). Peran Kader Bela Negara di Kawasan Perbatasan dalam Dinamika Hubungan Lintas Batas Negara: Studi tentang Peran Forum Bela Negara di Sebatik, Kabupaten Nunukan, Provinsi Kalimantan Utara. Jurnal Pertahanan & Bela Negara, 7(3). https://doi.org/10.33172/jpbh.v7i3.227 Winarno. (2012). Paradigma Baru Pendidikan Kewarganegaraan. Jakarta: PT Bumi Aksara. Zoller, U. (1992). The Technology/Education Interface: STES Education for All. Canadian Journal of Education / Revue canadienne de l’éducation, 17(1), 86-91. https://doi.org/10.2307/1495397 |
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Effects of Climate Change on the Potential of Evapotranspiration in the Singkoyo Watershed, Central Sulawesi, IndonesiaI. Wayan Sutapa, & I. Gede Tunas
pp. 583-590 | Article Number: ijese.2019.049
Abstract Rainfall and ET0 are the two main factors in the tendency of floods or droughts in an area. Considering the impression capabilities of these two factors due to climate change, the aim of this study is to estimate rainfall and ET0 for future periods due to climate change and to evaluate their uncertainty with the potential for high flooding or drought. This research was conducted in the Singkoyo Watershed by conducting field surveys, daily rainfall data collection and climatology data. The analysis carried out in this study, namely: detection of climate change, projections of climate change and potential evapotranspiration. The conclusion of this study is: there has been a climate change in the Singkoyo watershed marked by Z ≠ 0 and occurred extreme monthly and annual rainfall. In general, it can be said that a decrease in potential evapotranspiration on one side will cause an increase in the average monthly rainfall on the other side. In the future it is likely that there will be a trend of increasing monthly and annual rainfall which is quite significant so we need to be aware of the danger of flooding. Therefore, it is necessary to implement climate change adaptation procedures. Keywords: climate change, potential evapotranspiration, Mann Kendall, Sens, Singkoyo Watershed References Abdolhosseini, M., Eslamian, S., & Mousavi, S. F. (2012). Effect of climate change on potential Evapotranspiration: A case study, Gharehsoo sub-basin, Iran. Int. J. Hydrology Science and Technology, 2(4), 1-13. https://doi.org/10.1504/IJHST.2012.052373 Aksu, H., Kuşçu, S., & Şimşek, O. (2010). Trend Analysis of Hydrometeorological Parameters in Climate Regions of Turkey. BALWOIS 2010 – Ohrid, Republic of Macedonia. Allen, G. R. (1998). Crop Evapotranspiration-Guidelines for Computing Crop Water Requirement-FAO Irrigation and Drainage Paper No. 56. Rome, Food Agriculture Organization of the United Nation, p. chapter 2. Deo, R. C., McAlpines, C. A., Syktus, J., McGowan, H. A., & Phinn, S. (2005). On Australian Heat Waves: Time Series Analysis of Extreme Temperature Event in Australia, 1950-2005, Centre for Remote Sensing and Spatial Information Sciences School of Geography, Planning and Architecture The University of Queensland, Brisbane 4072 Australia: Climate Change Centre of Excellence Queensland Department of Natural Resources and Water 80 Meiers Rd, Indooroopilly 4068, Australia. Mulyono, D. (2014). Analysis of Rain Characteristics in South Garut Regency. Journal of Construction, 13(1), 1-9. Solihin Ansari, A., Sutapa, I. W., & Galib Ishak, M. (2017). Model Hydrology MockWyn-UB to Analyse Water Availability in Gumbasa Watershed Central Sulawesi Province. Int. Journal of Engineering Research and Application, 7(1), 94-101. https://doi.org/10.9790/9622-07010394101 Sutapa, I. W. (2014). Application Model Mann-Kendall and Sen’S (Make sens) for Detecting Climate Change. Infrastructure J. Civil Eng. Univ. Tadulako., 4, 31-40. Sutapa, I. W. (2015a). Study Water Availability of Malino River to Meet the Need of Water Requirement in District Ongka Malino, Central Sulawesi of Indonesia’. International Journal of Engineering and Technology, 7(3), 1069-1075. Sutapa, I. W. (2015b). Modeling Discharge of Bangga Watershed under Climate Change. Applied Mechanics and Materials J., 776, 133-138. https://doi.org/10.4028/www.scientific.net/AMM.776.133 Sutapa, I. W. (2015c). Long-Term Trend Climatology in Sigi, Central Sulawesi province’, National Seminar on Civil Engineering Narotama of University, February 28, 2015, Surabaya. pp. 267-277. Sutapa, I. W. (2017). Effect of Climate Change on Recharging Groundwater in Bangga Watershed, Central Sulawesi of Indonesia. Environ. Eng. Res. J., 22(1), 87-94. https://doi.org/10.4491/eer.2015.127 Sutapa, I. W., & Galib, I. M. (2017). Application of non-parametric test to detect trend rainfall in Palu Watershed, Central Sulawesi, Indonesia. Int. J. Hydrology Science and Technology, 6(3), 238-253. https://doi.org/10.1504/IJHST.2016.077399 Sutapa, I. W., Moh. Bisri, Rispiningtati, & Montarcih, L. (2013). Effect of Climate Change on Water Availability of Bangga River, Central Sulawesi of Indonesia. J. Basic. Appl. Sci. Res., 3(2), 1051-1058. Timo, S., Anu, M., Pia, A., Tuija, R. A., & Toni, A. (2002). Detecting Trends of Annual Values of Atmospheric Pollutants by the Mann-Kendall Test and Sen’s Slope Estimates, Finnish Meteorological Institute. Helsinki. Firland. Usman. (2004). Sensitivity Analysis of Several Methods for Estimating Potential Evapotranspiration to Climate Change. Journal Natur Indonesia, 6(2), 91-98. |
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Retraction Notice: The Consumer Interpretation of Social Networks Publications: A Case Study about Luxury Fashion Brands in PortugalMaria Nascimento Cunha, José Magano, & Sunday Alisigwe
pp. 591-591 | Article Number: ijese.2019.050
Abstract The following article is retracted by request and approval of all authors: Cunha, M., Magano, J. and Alisigwe, S. (2019). The Consumer Interpretation of Social Networks Publications: A Case Study about Luxury Fashion Brands in Portugal. International Journal of Environmental and Science Education, 14(8), pp. 455-468. http://www.ijese.net/makale/2136 Keywords: - References |
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