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Erin Redman
Опубликована Янв. 10, 2013
Achieving a sustainable future requires that individuals adopt sustainable behaviors, which are often learned and cemented at a young age. Yet, traditional education efforts have been inadequate in fostering transformative change, in part because many programs focus on fact-heavy, teacher-centered techniques while neglecting the practices that behavioral and sustainability scholars highlight as central to creating change. To address this gap, the present research integrates three critical yet mostly disparate bodies of research— educational pedagogy, behavior change, and sustainability competencies. This interdisciplinary approach to education was implemented and evaluated with a small group of students during an intensive summer program and …
Maria Ojala
Опубликована Окт. 10, 2012
Learning about global problems, such as climate change, is not only a cognitive endeavor, but also involves emotions evoked by the seriousness and complexity of these problems. Few studies, however, have explored how young people cope with emotions related to climate change. Since coping strategies could be as important as the emotions themselves in influencing whether young people will acquire knowledge concerning climate change, as well as ethical sensibility and action competence, it is argued that it is important for teachers to gain insight into how young people cope with this threat. Thus, the aim of this study was to …
Elvan Sahin
Hamide Ertepinar
Gaye Tuncer Teksoz
Опубликована Июнь 4, 2012
The purpose of this study is to construct a structural equation model to examine the links among attitudes, values, and behaviors pertaining to sustainability, participation in outdoor recreation as well as gender and tendency to follow mass media for university students. The data were collected by on-line administration of a survey to 958 students at Middle East Technical University during February-June of 2008. It needs to be stressed that gender emerged as a strong factor explaining sustainability-related attributes. It was reflected that female students having higher tendency to follow media held more favorable attitudes and behaviors toward sustainable life styles, …
Vanessa L. Wyss
Diane Heulskamp
Cathy J. Siebert
Опубликована Окт. 10, 2012
Students are making choices in middle school that will impact their desire and ability to pursue STEM careers. Providing middle school students with accurate information about STEM (Science, Technology, Engineering, Mathematics) careers enables them to make more knowledgeable choices about courses of study and career paths. Practical ways of helping students understand the nature of science careers are limited. This study investigates using video interviews of STEM professionals as a method for better informing students about STEM career possibilities. ANCOVA analysis was used to compare treatment and comparison student interest in pursuing STEM careers before and after viewing video interviews …
Aydın Kizilaslan
Mustafa Sozbilir
M. Diyaddin Yaşar
Опубликована Окт. 11, 2012
Inquiry-based learning [IBL] enhances students’ critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a question about natural worlds and explore the answers for the questions. The aim of this content analysis study was to analyze research related to inquiry based teaching through published research reports in the form of full papers and theses by Turkish researchers. For these purpose national and international journals and …
Astrid Steele
Опубликована Апрель 10, 2012
Book review The Inclusion of Environmental Education in Science Teacher Education
Jan Oakley
Опубликована Апрель 10, 2012
This study investigated Ontario science and biology teachers’ practices and attitudes toward animal dissection and dissection alternatives. The data was collected through a mixed methods approach involving online surveys (n=153) and subsequent telephone interviews (n=9) with secondary school science and biology teachers. The findings indicate that teachers identify strengths and drawbacks to both dissection and alternatives, but the majority continue to strongly favour traditional dissection and see it as vital to biology education. Further, although teachers expressed concerns with dissection, their concerns were overshadowed by an overall dissatisfaction with alternatives. It is argued that teachers need to engage more deeply …
Maria Daskolia
Athanasios Dimos
Panagiotis G. Kampylis
Опубликована Апрель 10, 2012
Creative thinking in Environmental Education (EE) remains greatly under researched topic. Research on teachers’ conceptions of creative thinking within EE context is also limited, although their role in facilitating creative thinking in students is well documented. The small-scale qualitative study presented here investigates Greek secondary teachers’ conceptions of creative thinking in EE. Empirical data were collected based on nonstructured interviews with 20 secondary teachers with diverse backgrounds and subject expertise. Among the findings of the study is that participants view creative thinking as a thinking process that can or should be enhanced within the context of EE. All four key …
Abdullah Ambusaidi
Edward Boyes
Martin Stanisstreet
Neil Taylor
Опубликована Апрель 10, 2012
This is a longitudinal study aimed at revealing the beliefs of prospective science teachers in the College of Education at Sultan Qaboos University/Sultanate of Oman about science teaching. To achieve this aim a Draw-A-Science-Teacher-Test Checklist (DASTT-C) tool was used. The study sample consisted of (45) prospective science teachers in the College of Education at Sultan Qaboos University. The instrument was applied to the sample three times: before the Science Method I course, after finishing this course and after finishing the Science Method II course and the Practicum. The results revealed that after completing the Science Methods I course, prospective science …
Umesh Ramnarain
Опубликована Апрель 10, 2012
Book review Metacognition in Science Education