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Financial Literacy: Study of a University Students Sample
Fernando Oliveira Tavares, Luís Gomes Almeida, & Maria Nascimento Cunha
pp. 499-510 | Article Number: ijese.2019.042
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
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A Model of Environmental Education Competency Development for Teachers in Secondary Schools
Yodsaphon Wanchana, Pram Inprom, Wee Rawang, & Art-ong Jumsai Na Ayudhya
pp. 511-520 | Article Number: ijese.2019.043
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.
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An Analogy Activity for Teaching Chemical Reaction and Collision Theory from Perspectives of Pre-Service Science Teachers
pp. 521-534 | Article Number: ijese.2019.044
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
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The Improvement of Prospective Teachers’ Habits of Mind during the 5E+e Inquiry Learning Program in Horticulture Course
Muhammad Syaipul Hayat, Nuryani Y. Rustaman, Adi Rahmat, & Sri Redjeki
pp. 535-545 | Article Number: ijese.2019.045
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
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