INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: students

6 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
Facilitating Problem Solving in a University Undergraduate Physics Classroom: The Case of Students’ Self-Efficacy
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(2), e2270, https://doi.org/10.21601/ijese/11802
ABSTRACT: Real-life and work-related situations of the 21st century present complex problems that require graduates to possess the skills to solve problems in challenging and unfamiliar arenas. Students must therefore have the skills to deal with a wide range of problems. Unfortunately, most students struggle to apply their learning to novel problem-solving situations regardless of their self-efficacy beliefs. It appears particularly significant to investigate this phenomenon in the context of physics education. Using a mixed-methods design within a collaborative learning environment (CLE), this study investigated the factors that influence students’ self-efficacy in solving conceptual mathematical problems in physics. The primary data sources were the science problem solving questionnaire (SPSQ), the self-efficacy rating scale (SERS), and two semi-structured interview items. The results of multi-level regression and descriptive data analysis revealed students’ self-efficacy in solving conceptual mathematical problems in physics (β=.16, p<.01, SE=.065). Among all the self-efficacy variables (e.g., mastery experience, vicarious experience, physical arousal, anxiety, and gender), mastery experiences composed the largest amount of unique variance between male and female students (36% and 21%). The regression coefficient showed a significant difference between male (β=.13, p<.01, SE=.02) and female (β=.34, p<.01, SE=.07). Female students reported slightly higher levels of anxiety (3%) than male students (2%) when completing the SPSQ. In terms of physiological states, females reported 7% and males 1%. The results also showed a strong positive relationship between the instructional approach and student performance (r=.86, p<.001). One major implication of this study is that science educators could include appropriate instruction in delivering content courses to potentially support student teachers at the beginning of their science education studies.
Research Article
Environmental Attitudes Among Undergraduate Students at a South African University
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(1), e2260, https://doi.org/10.21601/ijese/11330
ABSTRACT: Understanding environmental attitudes (EAs) has been viewed as prerequisite to changing environmental behaviour and is a particularly salient topic in the context of higher educational institutions which play an important role in shaping students’ worldviews. As such, the study aimed to explore EAs of undergraduate students at three different campuses of a South African University (n = 1283) and to examine how these EAs differ in terms of students’ demographic characteristics. A structured questionnaire was used to collect biographical data, and EAs were assessed via the Revised New Ecological Paradigm Scale (NEP) and the Environmental Attitudes Inventory (Short form) (EAI-24). Results indicated that students’ EAs lean more towards utilization, which is an anti-environmental factor, than to the pro-environmental factor of preservation. Furthermore, demographic factors such as gender and ethnicity were significantly, but often a-stereotypically associated with students’ EAs. These results have practical implications for tailoring environmental-based interventions aimed at enhancing pro-environmental attitudes among students. However, the results also raise concerns about the cross-cultural validity and efficacy of some EA-related measuring instruments and environmental organizations, and suggest that a need exists to develop culturally sensitive EA measures, as well as environmental organizations that incorporate a greater focus on social justice and indigenous knowledge systems.
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.
Research Article
Exploring the Attitudes of Secondary Education Students on Environmental Education in Relation to their Perceptions on Environmental Problems: The Case of the Prefecture of Viotia
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(1), e02208, https://doi.org/10.29333/ijese/6442
ABSTRACT: In this paper we explore the attitudes of secondary education students towards environmental problems and environmental education. The study took place in Viotia prefecture in Greece, a largely heterogeneous area with a high degree of industrialization and consequent environmental problems. Data were collected through a survey and the sample size was 1059 students. The main findings involve the relation of the students’ perceptions on environmental education with factors such as their awareness of environmental problems, gender, family background, type of school, and place of residence. The findings also indicate that the more aware of the environmental problems the students were, the more willing they were to participate in environmental education programs. Our findings could provide relevant insights for the design of Environmental Education implementation policies.