INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: stem students

2 results found.

Research Article
Using DPSIR Framework to Determine Secondary School Students’ Conception of Ecological Concepts in the Context of a Wetland Ecosystem
Interdisciplinary Journal of Environmental and Science Education, 2021, 17(4), e2252, https://doi.org/10.21601/ijese/11021
ABSTRACT: This study investigated the secondary school students’ conception of ecological concepts, based on wetland ecosystem. The guiding question was ‘What is grade 11 students’ conception of ecological concepts in association with Koro-Koro wetland?’. Thirty-one Grade 11 students were assessed for their understanding, within the Driving-Pressure-State-Impacts-Response (DPSIR) framework. A questionnaire was administered to establish the students’ conceptions. The findings revealed that students’ understanding of their local wetland was relatively better in wetland fauna, and limited in relation to plant diversity, ecosystem energy flow and conceptualization of an ecosystem. Many students could not relate what they learnt in class to their local environment. It is recommended that future studies be directed towards investigating teaching strategies that can effectively enhance students’ scientific understanding of local wetlands.
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.