INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: gender

4 results found.

Research Article
A Gender-based Investigation of Indian Senior Secondary Students’ Misconceptions about Plant Reproduction through Concept Inventory
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2287, https://doi.org/10.21601/ijese/12089
ABSTRACT: The central objective of this study was to unveil the misconceptions and their sources through the responses of Indian senior secondary (n=102; 54 boys and 48 girls) students about plant reproduction. A concept inventory with correct and incorrect statements was designed to elicit the misconceptions among class XII students. A semi-structured interview of selected students followed this exercise to report the sources of misconceptions from students’ perspectives. Descriptive statistics like mean and percentages determined the extent of misconceptions through frequencies of incorrect responses–overall, 40.392% of students bore misconceptions in this sub-concept with statements like “no difference between vegetative propagation and vegetative reproduction” getting a higher frequency of incorrect responses. Gender-based differences were investigated through inferential statistics like Chi-square and Kruskal-Wallis tests, more misconceptions were observed in boys than girls in plant reproduction. Qualitative analysis of the interview responses revealed the ambiguities in everyday classroom transactions and textbook explanations as to the major sources behind misconceptions. The study concluded with suggestive measures–and possible pedagogical tools–to help teachers identify and eradicate student misconceptions.
Research Article
Performance Analysis of Biology Education under the Implementation of Lower Secondary School Biology-Competence-Based Curriculum: Policy Implications
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(1), e2259, https://doi.org/10.21601/ijese/11331
ABSTRACT: Education in general and science particularly are believed to promote the country's development. To this end, the government of Rwanda and its stakeholders in education have put efforts in place expected to improve the teaching and learning process of science and performance as well. Some of these efforts include among others the adoption of a Competence-Based Curriculum. This study analyzed the performance of students in biology among public lower secondary schools based on gender, type, and school location in Nyamagabe district, Rwanda during the implementation of BCBC. An ex-post facto research design was adopted to analyze biology grade scores of 3,129 students, who sat for the 2018 Ordinary Level Biology National Examination. Descriptive statistics and an Independent Sample t-test were used to analyze data. Results evidenced that students' performance in Biology was low (49% failed). The study found significant differences in students’ performance based on gender (t=-11.59, p<0.05), type of school (t=-19, 46, p<0.05) and school location (t=-6.36, p<0.5). The study concluded that despite the introduction of the Biology Competence-Based Curriculum (BCBC), the students’ performance in biology is still not encouraging. The gender, type of school, and school location affect students' academic performance in Biology. The findings provide the government and its stakeholders with insights on the need to encourage female students to study Biology, fund and equip day and rural secondary schools with both human and instructional resources to improve teaching and learning Biology as well as students’ performance in the subject.
Research Article
Relationships among Environmental Literacy, Locus of Control, and Future Orientation of STEM Students in the Philippines
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2250, https://doi.org/10.21601/ijese/10984
ABSTRACT: This study reports on the status and correlations among environmental literacy (EL), locus of control (LOC), and future orientation (FO) of STEM students (N = 512). The EL results showed a low rate of students’ Environmental Knowledge but high Environmental Skills. The LOC results revealed that students believed that they could best create environmental impacts through recycling yet least by advocating on the environment. They were also more inclined to considering distant outcomes or consequences of their actions rather than focusing on their immediate needs. The STEM students’ academic background, convenience, and personal benefit among others might have contributed to correlation results of EL, LOC, and FO reported in this study. It is suggested that ample opportunities be given to students to improve their EL. This may include going beyond environmental theories and engaging students in authentic experiences to provide them with active roles in learning environmental topics. Moreover, these topics should not only be consistently integrated among the fields of sciences but also in other subjects making them interdisciplinary, meaningful, and relatable.
Research Article
Becoming WISE about the Environment: A Novel Approach to an Overnight Summer Science Camp for Young Females
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(2), e2233, https://doi.org/10.21601/ijese/9331
ABSTRACT: In order to encourage female students to pursue science as a career, an overnight science camp known as the Women in Science Experience (WISE) was developed and implemented at Mount St. Joseph University. The camp was developed for girls who were 14-17 years of age as a residential experience to simulate life on a university campus. This manuscript describes the implementation of the camp, including development of content and organization of the camp schedule.  The camp was evaluated by student participants using a survey that contained Likert-style and open response questions, with students reporting overall satisfaction with the camp. The manuscript discusses the student responses to the survey and describes the lessons learned from the entire process of developing and running WISE.