Interdisciplinary Journal of Environmental and Science Education最新文献

Examining some of the challenges students face in learning about rearrangement reactions in organic chemistry 考察学生在学习有机化学中的重排反应时所面临的一些挑战

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-07-01 DOI: 10.29333/ijese/13203

I. I. Salame, Ali Hassan Obaid Khalil

{"title":"Examining some of the challenges students face in learning about rearrangement reactions in organic chemistry","authors":"I. I. Salame, Ali Hassan Obaid Khalil","doi":"10.29333/ijese/13203","DOIUrl":"https://doi.org/10.29333/ijese/13203","url":null,"abstract":"Organic chemistry course is considered one of the most difficult courses students have to take as part of their academic science and engineering requirements. The purpose of this research project is to examine students’ perceptions about the challenges they face in learning about rearrangement reactions and their approaches to improve their learning and performance in the concepts while learning organic chemistry. The research investigation took place at the City College of New York, a minority serving, commuter institute in an urban environment. The research participants were students who have completed at least one course of organic chemistry. The research instrument used in this investigation consisted of a questionnaire that was made up of Likert-scale and open-ended questions. The Likert-type questions were on a five-point scale that were converted into numerical, and the averages of the students’ responses were taken. For the open-ended, the data was coded and compiled based on categories and similarities, converted into percentages and used to create bar charts. Our research findings suggest that students face challenges in learning about rearrangement reactions and their mechanisms and that relying on memorization and rote learning to solve them hinders the development of conceptual understanding. The data seem to suggest that students do not understand the significance of energy as a driving force in the transformations and pathways from reactants to products. Lastly, the data reveal that students lack the ability to apply the correct knowledge to solve problems involving rearrangement reactions and mechanisms, which inhibits their meaningful learning and conceptual understanding development.","PeriodicalId":153155,"journal":{"name":"Interdisciplinary Journal of Environmental and Science Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126600956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Youth eco-consciousness and environmentalist identity development at a summer camp 夏令营中青少年生态意识与环保认同的培养

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-04-01 DOI: 10.29333/ijese/13052

Grace L. Nelles, M. Ressler

引用次数: 0

The influence of climate crisis-related media reporting on the eco-anxiety of individuals 气候危机相关媒体报道对个体生态焦虑的影响

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-04-01 DOI: 10.29333/ijese/13044

Leo M. Loll, Natalja Schmatz, Lisa von Lonski, Luca Dieter Cremer, Melina Helga Richter

引用次数: 0

Use of aquaponics project-based environments to improve students’ perception of Science, Technology, Engineering, and Mathematics (STEM) disciplines and career pathways 利用鱼菜共生项目为基础的环境，提高学生对科学、技术、工程和数学(STEM)学科和职业道路的感知

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-04-01 DOI: 10.29333/ijese/13102

K. Thompson, Carl D. Webster, K. Pomper, R. Krall

{"title":"Use of aquaponics project-based environments to improve students’ perception of Science, Technology, Engineering, and Mathematics (STEM) disciplines and career pathways","authors":"K. Thompson, Carl D. Webster, K. Pomper, R. Krall","doi":"10.29333/ijese/13102","DOIUrl":"https://doi.org/10.29333/ijese/13102","url":null,"abstract":"There is a need for secondary schools to provide more authentic, hands-on experiences in science, technology, engineering, and mathematics (STEM), and specifically, more project-based investigation (PBI) environments in the classroom that manifest the next generation science standards following practices they prescribe. This study investigated how, and to what extent, a contextualized aquaponics project-based investigation (APBI) 10-week model unit affected high school students’ attitudes toward STEM, aquaculture and aquaponics, and interest in future STEM-related disciplines and/or STEM career pathways. Currently, there is little research literature on how APBI may engage students in initiating affective attitudes and interest in STEM and aquaculture/aquaponics fields as a career choice. Using a quantitative method, quasi-experimental research design, three different student groups participated in the hands-on APBI intervention and were given a pre- and post-attitude/interest survey (n=55). The 12 survey items were rated by a 5-point Likert-type scale that measured changes in student interest and attitudes toward STEM as discipline and area of interest. In addition, the survey included a profile of the respondents with the demographic items. The results revealed that the intervention contributed to students’ positive attitudes toward STEM in general, and aquaculture and aquaponics, and to students’ developing an interest in STEM disciplines and/or STEM career pursuits. Results suggest that APBI models may be effective in attracting students to STEM-related disciplines and careers.","PeriodicalId":153155,"journal":{"name":"Interdisciplinary Journal of Environmental and Science Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130745497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Discourses and pedagogies of informal science educators at a nature-based summer camp 自然夏令营中非正式科学教育者的话语与教学法

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-04-01 DOI: 10.29333/ijese/13045

Eleanor Kenimer

引用次数: 0

Learnscapes for renewable energy education: An exploration of elementary student understanding of solar energy systems 可再生能源教育的学习场景:探索小学生对太阳能系统的理解

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-03-06 DOI: 10.29333/ijese/13034

Laura B. Cole, Sepideh Fallahhosseini, Laura Zangori, R. T. Oertli

引用次数: 1

The call of nature writing: A framework of attributes and intentions for environmental awareness 大自然的呼唤:环境意识的属性与意图框架

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-03-04 DOI: 10.29333/ijese/13026

J. Lane, Ufuk Özdag

引用次数: 1

Exploring epistemic agency in students’ problem-solving activities 探索学生问题解决活动中的认知代理

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-02-18 DOI: 10.29333/ijese/12970

Mahir Akgun, Priya Sharma

{"title":"Exploring epistemic agency in students’ problem-solving activities","authors":"Mahir Akgun, Priya Sharma","doi":"10.29333/ijese/12970","DOIUrl":"https://doi.org/10.29333/ijese/12970","url":null,"abstract":"This case study presents an exploration of epistemic agency in a middle school context. The main focus of this study was to identify and characterize the actions indicative of epistemic agency that emerged in student interactions. The study was conducted with sixth graders. Data were collected from multiple sources including records of student participation in the classroom and in the virtual space, student-created artifacts, and non-participant observations. A qualitative data analysis was conducted to identify actions indicative of epistemic agency. The findings showed that eleven actions emerged in students’ activities: generating new ideas, revising ideas, negotiating new ideas, sharing ideas, sharing data/information, drawing on other group’s ideas, drawing on other groups’ data/findings, collecting additional information, engaging in shared construction of data collection instruments, examining research data–seeking support for ideas, and creating a joint plan of actions. Future research identified by this study suggests further investigations of the interactional processes that may reveal key actions that trigger subsequent actions.","PeriodicalId":153155,"journal":{"name":"Interdisciplinary Journal of Environmental and Science Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129675122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Representation of the ozone layer in children’s trade books about ozone layer depletion: An analysis of written texts in Greece 关于臭氧层损耗的儿童图书中臭氧层的表现:对希腊书面文本的分析

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-01-18 DOI: 10.29333/ijese/12847

Dimitra Kazantzidou, K. Kotsis

{"title":"Representation of the ozone layer in children’s trade books about ozone layer depletion: An analysis of written texts in Greece","authors":"Dimitra Kazantzidou, K. Kotsis","doi":"10.29333/ijese/12847","DOIUrl":"https://doi.org/10.29333/ijese/12847","url":null,"abstract":"Although children’s trade books are considered effective tools for introducing children to science content, studies have concluded that children form alternative ideas about science topics when the information presented in children’s books is inaccurate. The aim of the present study is to examine how stratospheric ozone is represented in children’s books about ozone layer depletion and whether these representations could foster alternative ideas about the topic. A total of nine books, published for preschool and primary school-aged children in Greece, were selected for analysis. Each of the nine books was analyzed using qualitative content analysis. The cognitive elements and information provided by the texts concerning the nature and role of ozone were organized into categories and compared with the scientific consensus view. The results revealed that all books identified in this study provided information about the nature of ozone while two books presented its role in the atmosphere. However, the topic was inadequately covered as misrepresentations about the position, distribution, and origin of ozone, its role in the atmosphere and the mechanism preventing UV radiation from reaching the Earth were recorded. Even though children’s books support science teaching and learning, the limitations appearing in the books require teachers to correct the texts or use additional scientifically accurate material to teach about the ozone layer and its depletion adequately and accurately. Collaboration between publishing companies, authors, and science consultants is recommended for improving the representation of science topics in children’s literature.","PeriodicalId":153155,"journal":{"name":"Interdisciplinary Journal of Environmental and Science Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130619630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Effects of context-based approaches on high school students’ epistemological beliefs 情境教学法对高中生认识论信念的影响

Interdisciplinary Journal of Environmental and Science Education Pub Date : 2023-01-01 DOI: 10.29333/ijese/12707

Wuleta Ketema Abebe, Habtamu Wodaj Tafari, Solomon Belay Faris

{"title":"Effects of context-based approaches on high school students’ epistemological beliefs","authors":"Wuleta Ketema Abebe, Habtamu Wodaj Tafari, Solomon Belay Faris","doi":"10.29333/ijese/12707","DOIUrl":"https://doi.org/10.29333/ijese/12707","url":null,"abstract":"The current study aimed to examine the effects of context-based approaches on students’ epistemological beliefs. The study used a quasi-experimental pre-post-test design with two treatment groups (TGs) and one comparison group (CG). A total of 131 grade ten students participated in the study. TG 1 received a relating, experiencing, applying, cooperating, and transferring (REACT) strategy of context-based teaching approach, whereas TG 2 received an instruction that was an integration of conventional instruction and context-based approach. Similarly, the CG received conventional instruction to teach the topic of heredity. The epistemological belief of students was measured using Colorado learning attitude science survey for biology version (CLASS-Bio) questionnaire. We analyzed the data using paired t-test and one-way ANOVA. The result indicated that a significant mean score differences was observed between the groups in favor of the TGs. However, a significant difference was not observed between TG 1 and TG 2. This implies that the context-based approach had a positive effect on students’ epistemological belief shifts towards expertise than the conventional instruction.","PeriodicalId":153155,"journal":{"name":"Interdisciplinary Journal of Environmental and Science Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128144790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0