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Active Learning in an Introductory Oceanography Course: A Case Study of Promoting Scientific Interest and Literacy through Renewable Energy and Plate Tectonic Assignments
Jane Ellen Dmochowski, & Elizabeth K. Coward
pp. 689-701 | Article Number: ijese.2018.061
Introductory Oceanography in the Earth and Environmental Science Department at the University of Pennsylvania has moved from a traditional lecture-based course to a Structured Active In-class Learning (SAIL) model, where students individually acquire the basics of the material before class, and in-class activities are designed to help students reach the higher order learning objectives through collaborative exercises. In implementing tools such as online modules, data-driven, quantitative in-class activities, pre- and post-lecture exercises, reflective writing assignments, and peer review, we aim to increase the science literacy of the student population, enhance their critical thinking skills, and correct common scientific misconceptions. This course is the product of three years of refinement via an annual SAIL university seminar with other faculty, the National Association of Geoscience Teachers Introductory Course Workshop at the 2014 American Geophysical Union conference, and surveys conducted by the University of Pennsylvania’s Center for Teaching and Learning (CTL). While implementing active learning techniques with college students is not without complications, in this case study we explore how a SAIL course that utilizes technology to flexibly and creatively account for class size and STEM experience can foster an inquisitive classroom dynamic and knowledge acquisition, particularly as it relates to science literacy and increased interest in earth and environmental science. Results from pre- and post-instruction surveys, course reviews and student performance indices illustrate this objective. In addition to a summary of our assessment, readers will see examples of student exercises focused on ocean renewable energy and seafloor spreading that help students to understand fundamental concepts of plate tectonics, ocean tides and waves. Readers will also gain insight into the design and implementation of innovative teaching tools in introductory earth and environmental science courses.
Keywords: active learning, curriculum innovation, renewable energy, introductory STEM education, scientific literacy
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How to Live Happy and Good Life? Secondary School Students’ Views about Bhutan’s Gross National Happiness Policy
Päivi Anneli Ahonen, Eila Jeronen, & Riitta- Liisa Korkeamäki
pp. 703-718 | Article Number: ijese.2018.062
The Bhutanese Gross National Happiness (GNH) development policy highlights traditional Bhutanese values promoting environmentally friendly, collective, societal happiness. In this case study, we describe the Bhutanese secondary school students’ views about happiness and good life and view the values behind the GNH-policy-based teaching. The writings of 178 students, responding the questions addressing these topics, were analyzed using the thematic content analyses method based on GNH pillars and domains. The most important reason bringing happiness and good life, according to the students is good governance, and the second important reason is sustainable and equitable socio-economic development. Many of the students wrote that happiness and good life mean problem-free life. The values such as compassion, calmness and gratitude, occurred in many writings. Many students wrote about happiness, peace, equality and the importance of family relations. Least references on happiness and good life were related to the conservation of environment. Reason for the students not mentioning environment may be Bhutanese traditions to respect nature and environment in everyday life. The students’ views were well connected with the GNH policy focused education and teaching. They reflect well the history of Bhutan, values connected Buddhist principles and the recent democratic development going on in Bhutan. The knowledge of cultures outside Bhutan was fairly low, so the basic education can be developed by adding to the curriculum the knowledge of different cultures.
Keywords: students’ views, good governance, sustainable and equitable socio-economic development, compassion, environment
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The Profile of Students’ Scientific Literacy Competence Skill at SMA Batik 2 Surakarta
Shofwan Ridho, Nonoh Siti Aminah, & Agus Supriyanto
pp. 719-725 | Article Number: ijese.2018.063
Some research showed that many teachers have scientific literacy skills but they have not used them in the classroom yet. This research aimed to describe scientific literacy competence of SMA Batik 2 Surakarta students and teachers. The research used a qualitative descriptive method. The study was conducted at SMA Batik 2 Surakarta with 10th grade science class students as the subjects. There were 88 students and 2 teachers as the subjects. The samples selected by using total sampling technique. The research instrument used in this study is scientific literacy test adapted from PISA (Programme for International Student Assessment). The data analysis technique used is percentage. The result of this study shows that 57.41% student mastered the scientific literacy competence, the student completed in scientific literacy competence included in the middle level of this research. The interviews with teachers and students show that the use of scientific literacy in the classroom is still low. This research is complementary to the study of the importance of teacher ability analysis in the use of scientific literacy skill in the classroom. Scientific literacy skills that are applied in learning will make students have adequate scientific literacy skills, equivalent to other countries.
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Comparison between Second-Hand Apparel Shoppers versus Non-Shoppers: The Perspectives of Consumer Ethics
Su Yun Bae, & Ruoh-Nan (Terry) Yan
pp. 727-736 | Article Number: ijese.2018.064
Second-hand apparel shopping has been increasingly popular, and the industry is one of the fastest growing retail sectors. It is also considered as one of the eco-friendly consumption choices. The importance to investigate the sector to promote consumer ethics prompts in-depth understanding about the ethical traits and decision-making processes of second-hand consumers. The purpose of the study is to compare consumer ethics between shoppers and non-shoppers of second-hand apparel products. This study specifically focuses on finding differences in ethical traits such as altruism, ethical concerns, and ethical obligation; attitudes toward social responsibility in the apparel and textile industry; and ethical purchase and post-purchase returning intentions between the two consumer groups. An independent samples t-test was used to compare the groups on the means of individual ethical variables listed above. The analyses identified that second-hand shoppers were higher than non-shoppers on most of the variables examined.
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Evaluating the Impact of Authentic Research on Secondary Student Self-efficacy and Future Scientific Possible Selves
Naomi Delaloye, Lisa Blank, Desirae Ware, Carolyn Hester, Tony Ward, Andrij Holian, & Earle Adams
pp. 737-746 | Article Number: ijese.2018.065
Background: As the need to involve more students in STEM learning and future careers becomes more pressing, identifying successful methods of engaging students in meaningful scientific learning that increases their interest in science is essential. Student self-efficacy (their confidence or belief in their ability to accomplish tasks) is closely tied to student interest in science, as is student future scientific possible selves.
Material and Methods: This manuscript presents the findings of a study that evaluated the Clean Air and Healthy Homes Program (CAHHP), which provides students the opportunity to design and implement authentic scientific research on indoor air quality issues. The program’s influence on student self-efficacy, scientific research and experimental design skills, and future scientific possible selves was examined. Students (n=169) from six schools completed a pre- and post-assessment at the beginning and end of the program.
Results: Results showed the greatest impact on student research self-efficacy, along with improvement in student research and experimental design skills.
Conclusions: We conclude that programs promoting authentic learning opportunities aligned with the most recent national science standards show great promise in improving both student interest and skills in science.
Keywords: NGSS, possible scientific selves, self-efficacy, secondary science
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