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Wild Birds in the Classroom: Evaluation of Student Affinities, Perceptions, and Attitudes in Response to an Experiential Curriculum
Janel L. Ortiz, April A.T. Conkey, Leonard A. Brennan, La Vonne Fedynich, & Marybeth Green
pp. 787-803 | Article Number: ijese.2018.070
Lack of positive outdoor experiences may lead a child to grow up perceiving that the natural world has little importance in our modern technology-based society; thus, they might not appreciate local wildlife or be interested in natural resource careers. To address this issue, we initiated a Student-Teacher-Scientist-Partnership (STSP) to enhance the knowledge and attitudes of students towards birdlife in South Texas. We developed a wild bird conservation curriculum aligned with state standards for use in K-12 classrooms. We assessed 6th (n=39) and 7th grade (n=52) students’ affinity, perceptions, and attitudes towards wildlife, birds, science, and nature prior to and after the program using a mixed methods design of open-ended questions and Likert-type statements. Student Likert-type statement responses were analyzed using an upper-tailed Sign test. We expected students to improve or respond more positively to their affinity, perceptions, and attitudes towards birds, wildlife, science, and nature in response to the curriculum. Students had a positive attitude towards wildlife and working with a scientist. Their perceptions towards habitat fragmentation and its effect on wildlife improved as well as their perceived knowledge of birds. Seventh grader attitudes improved towards their ability to identify birds, yet 6th grader attitudes remained similar. Lessons provided local students with an opportunity to integrate hands-on, kit-based wildlife science activities into the classroom to enhance their appreciation of wildlife. Students also had the opportunity to be outdoors while being introduced to the STEM (Science, Technology, Engineering, & Math) career of wildlife biology.
Keywords: K-12, kit-based, experiential, wildlife education, birds, scientist in the classroom
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Satisfaction of Primary School Teachers with the Environmental Communication of Mass Media: Opportunities for the Environmental Education
pp. 805-816 | Article Number: ijese.2018.071
The role of mass media in the educational process is of particular importance, since mass media make the object of teaching more interesting and enjoyable. The use of media in education is recognized from early childhood, and especially at kindergarten, where it has been proven that the earlier the use of media begins, the more effective it turns out to be. The relationship that evolves between the media, environmental knowledge and the environmental awareness of teachers is characterized by a continuous state of interdependence, since it is linked to Environmental Communication and the effective role of education. The aim of this paper is to examine the teachers’ satisfaction with the use and role of media in environmental communication. The paper analyses the satisfaction of teachers in primary education, through their attitudes and beliefs. By having a large volume of information related to their individual cognitive fields at their disposal, teachers can play a vital role in raising environmental awareness among students and in providing an elementary understanding of environmental problems. This paper is based on a survey conducted during the period 2014-2015, on a sample of 392 primary education teachers, working at various school units in Central Macedonia, Greece. Based on the results of the analysis, conclusions can be drawn with regard to defining a suitable educational policy related to the role of media, and their optimum use in environmental education and communication.
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Teaching Disaster Readiness and Risk Reduction (DRRR) in Senior High School using Metacognitively-Oriented Science Classroom Learning Environments (MOSCLEs)
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pp. 817-830 | Article Number: ijese.2018.072
The Philippine’s Department of Education’s goal of ensuring that learners understand disasters and helping them become more vigilant within every home and community so that lives are saved is institutionalized more specifically in the implementation of the K to 12 curriculum of Senior High School (SHS) Core Subject on Disaster Readiness and Risk Reduction (DRRR). This study explored the use of an innovative teaching approach, Metacognitively-Oriented Science Classroom Learning Environments (MOSCLEs), in teaching DRRR in SHS. The mixed method, expansion design was utilized in this study to widen the breadth of understanding of MOSCLEs. The quasi-experimental post-test only design was applied in the quantitative part to determine the significant difference in the students’ level of conceptual understanding of hydrometeorological hazards in MOSCLEs and traditional classroom instruction. For the qualitative study, grounded theory approach was done to explore on the students’ own reflections while learning and the teacher’s reflections while teaching the said subject matter. Results showed that students taught using MOSCLEs gained higher mean score than the students taught using the traditional method, implying that the use of metacognitive strategies enhances concept attainment of the content. Two themes emerged from the template analysis of the student’s reflections: “Students’ metacognitive abilities and skills” and “Teacher’s deliberate actions to develop students’ metacognitive abilities and skills.” These themes imply the development of learners’ metacognitive potentials relies on the teacher’s pedagogical process. From the teacher’s reflections, two themes emerged, “What metacognition is” and “Design of a metacognitively-oriented pedagogy,” which imply that developing the learners’ metacognitive skills requires the processes of planning, monitoring, evaluating and reconstruction of existing ideas. Through MOSCLEs, students learned better and the teacher became more aware of her own teaching process along with the students’ learning process.
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Determination of Misconceptions in Disaster Education with Concept Cartoons: The Case of Flood and Overflow
pp. 831-843 | Article Number: ijese.2018.073
As there are many concepts in the content of each course, concepts are also are extensively included in the secondary school geography course, and sometimes misconceptions occur in students. The aim of this study was to determine the misconceptions about the concepts of “flood” and “overflow,” which are included within the scope of the subject of natural disasters of the secondary school geography course, through learning activities based on concept cartoons. The study group consisted of 50 secondary school students selected from among 10th-grade secondary school students in the city center of Çankırı province through convenient sampling during the first semester of the 2017-2018 academic year. The study was designed in the screening design. An attempt to determine students’ misconceptions and confusions was made through the concept cartoons method. As a result of the study, it was found out that cartoons were an effective technique in revealing the misconceptions about the concepts of “flood” and “overflow.”
Keywords: disaster education, concept errors, concept cartoons, flood, overflow
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Evaluation and Reconstruction of Environmental Physics Courses
Harto Nuroso, Sarwi, Sudarmin, & Supriyadi
pp. 845-851 | Article Number: ijese.2018.074
Higher education has a very big challenge in the era of disruption. The teacher college through the Indonesian Ministry of Research, Technology and Higher Education has been recommended to revitalize the curriculum in accordance with the Indonesian National Qualifications Framework (INQF). However, this is still considered are insufficient, changes must be made to each subject resulting from revitalization. Therefore it is necessary to do an evaluation and reconstruction of the course. Reconstruction is the improvement of courses based on the need to review their relevance to the needs of everyday life. The purpose of this study is to evaluate and reconstruct the subject of Environmental Physics. Based on the evaluation of the Environmental Physics course at the Physics Education Study Program at the University of PGRI Semarang, it was found that the lecture material and learning methods needed to be changed by adjusting the needs. The results of the reconstruction of environmental physics courses are by integrating ethno-technology in the material and learning methods. With this integration it is expected that students will more easily understand the concepts of physics that are applied by society and how they affect the environment.
Keywords: evaluation, reconstruction, ethno-technology
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Literature Review of Factors Contributing to Students’ Misconceptions in Light and Optical Instruments
Arif Widiyatmoko, & Kinya Shimizu
pp. 853-863 | Article Number: ijese.2018.075
This study aimed to explore the factors that contribute to students’ misconceptions in light and optical instruments concept. Misconceptions impede the students’ conceptual understanding of science learning. Misconceptions are considered to have occurred if the students’ understanding of a concept differs from what is understood by the scientific community. An analysis of the literature reveals that everyday experiences, language used, teachers and textbooks are the main factors contributing to students’ misconceptions of light and optical instruments in science learning. By analyzing these factors, it would make sense to minimize the contributing factors that might help promote the students to achieve conceptual understanding in light and optical instruments concept.
Keywords: literature review, misconceptions, light and optical instruments, science learning
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Efficiency Assessment of Secondary Schools in Mauritius: A DEA Approach
Salim Nauzeer, Vishal Chandr Jaunky, & Vani Ramesh
pp. 865-880 | Article Number: ijese.2018.076
In the context of the quantitative approach to the evaluation of educational units there is an emerging interest in discerning the factors that affect the performance of a school. The data envelopment analysis (DEA) methodology provides an effective agenda for evaluating the efficiency of educational units, such as the secondary schools, in the presence of multiple inputs and outputs. In this paper we evaluate the performance of Mauritian colleges through DEA. The data deal with overall % passes at school certificate and higher school certificate in all secondary colleges for the year 2016. The 141 colleges are bunched on the foundation of factors such as school facilities and school population. The analysis results indicate that efficiency of colleges ranged between 0 and 1 with an average of 0.872(CRS) and 0.909(VRS) using Tobit model. The second stage analysis found that the location, zone, types of colleges, teacher-student ratio, student-class ratio, college status and canteen have significant effect on school’s performance.
Keywords: data envelopment analysis, colleges, efficiency
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Application of Peer Tutor Learning Methods to Improve Student Physics Learning Activities in Primagama Wonogiri Tutoring Institutions
Luki Agustianto, Soeparmi, & Nonoh Siti Aminah
pp. 881-888 | Article Number: ijese.2018.077
This study aims to improve student learning activities in Primagama Wonogiri tutoring institutions through peer tutoring learning methods. This research is a Class Action Research with Kurt Lewin model. Data were obtained through observation sheets, activity questionnaires, and interviews. Based on the results of the study, it can be concluded that: The application of Peer Tutor method can increase students’ physics learning activities. From the four aspects of learning activities that are the focus of the research, the following results are obtained: (a) Visual Activities can reach 96.29% in cycle II with research targets on this aspect of 80%, (b) Oral Activities can reach 42.77% in cycle II with a research target in this aspect of 40%, (c) Listening activities can reach 81.47% in cycle II with research targets on this aspect of 70%, (d) Writing Activities can reach 77.77% in cycle II with research targets on this aspect of 70%.
Keywords: peer tutor, classroom action research, learning activity
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Investigating the Use of Formative Assessment among Male Saudi Arabian High School Science Teachers
Khalid Kariri, William W. Cobern, & Amy Bentz
pp. 889-901 | Article Number: ijese.2018.078
Formative assessment is a key pedagogical tool that allows teachers to make instructional assessments in real time for the improvement of student learning. It gives students the opportunity to provide evidence of their learning. Saudi science teachers rely mostly on end-of-unit summative assessment and not formative assessment, and the literature contains little research about Saudi teachers’ use of formative assessment in science classrooms. Seeking to address this absence in the literature and using a convenience sample of male Saudi high school science teacher interviewees, this study investigated male Saudi Arabian high school science teachers’ understanding of formative assessment, their attitudes toward the practice, and how they utilize formative assessment in their classrooms, if at all. The results showed that male Saudi Arabian teachers had little practice implementing the concept of formative assessment because they felt great pressure to use government-directed curriculum in their very large classrooms while negotiating time and content constraints. Beyond pedagogical and classroom constraints, the power and control structure of the Saudi education system offered additional interaction dimensions that teachers had to navigate as they sought to understand and address their students’ learning needs.
Keywords: formative assessment, utilize formative assessment, attitudes toward formative assessment
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The Effect of Globally Collaborative Project Based Learning on Secondary Students’ Achievement in Advanced Placement Environmental Science
Shannon W. Sahabi, Rebecca Hite, & Carol Anne Cao
pp. 903-921 | Article Number: ijese.2018.079
Prior research suggests skill-based and social benefits for American K-12 students who engage in project-based learning (PBL) and global collaboration projects (GCPs) in the classroom. Yet, little is known how both PBL and GCP combined may improve student achievement, especially in the sciences. This quasi-experimental, explanatory sequential mixed-methods study examined the impact of students’ participation in a Global Collaboration PBL (GCPBL) in Advanced Placement Environmental Science (APES) on student achievement. Using a nonequivalent, two-group, pre-test and post-test design, purposefully selected APES classes used a common 3-month PBL (intervention) on global food supply and world hunger environmental science content based upon the APES standards. PBL assessment included a pretest and posttest and a group poster to convey information learned on the APES topic. Treatment classrooms participated in a GCPBL with classrooms in Mexico, whereas control classrooms engaged in the same PBL, but without any globally collaboration. While no significant differences in achievement were evidenced by pre- and post-test scores and PBL products (posters) between control (PBL) and treatment (GCPBL) classrooms, all students scored significantly higher on the post-test than pre-test, and control classrooms had slightly larger gains. Findings suggest further considerations are warranted about the potential of GCPBL in environmental science learning.
Keywords: academic achievement, advanced placement, environmental science, global collaborations, project based learning
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Dina, The Mother of Kyui: Women in Kazakh Musical Tradition
Aitolkyn Toktagan, & Raushan Maldybaeva
pp. 923-933 | Article Number: ijese.2018.080
This article analyzes the place of women in traditional Kazakh musical culture, focusing on the life and creative work of Dina Nurpeisova (1861–1955). Dina was a distinguished dombra[i] player, a pupil of the renowned kyushi[ii] Qurmanghazy, and a great kyuishi in her own right. The article reexamines Dina’s life in light of archival records that only became available after Kazakhstan became independent. From the 1930s through the 1990s, Soviet media decried the oppressed status of women in pre-revolutionary Kazakhstan. It maintained that the women of the “savage” Kazakh nation, which lacked both a government and a culture of its own, achieved happiness only after the formation of the USSR. Print media focused particularly on the figure of renowned kyuishi Dina Nurpeisova (1861-1955), casting her as a Kazakh woman liberated thanks to Soviet rule. This vision of Dina has since been cast aside, but this mistaken opinion of women’s position in pre-revolutionary Kazakh culture has become the norm. As a result, Dina is treated as a unique phenomenon in Kazakh musical culture. Yet although she undeniably had exceptional gifts (people even call her “the mother of kyui,” analogous to calling Qurmanghazy “the father of kyui”), Dina was not the only woman to achieve public recognition in traditional Kazakh culture. Female kyuishi were common, and women enjoyed a very high status in traditional society, as evident in the sheer number of names of outstanding female singers, poets, akyns, kyuishi, and warriors that have been preserved to this day. At the same time, Dina Nurpeisova occupies a special place among these eminent Kazakh women. This study aims to free Dina’s biography from obsolete and false interpretations, and to present her artistic path based on more accurate data.
[i] Dombra is a two-string lute, a traditional Kazakh instrument.
[ii] Kyui is an instrumental musical genre. Kyuishi is the musician performing and creating kyuis.
Keywords: dombra, Kazakhstan, folklore, traditional music
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