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Interdisciplinary journal of environmental and science education最新文献

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GenZs environmental attitudes and ecology behavior nexus: Urgent education message 新一代人的环保态度与生态行为之间的关系：紧急教育信息
Interdisciplinary journal of environmental and science education Pub Date : 2024-04-01 DOI: 10.29333/ijese/14413
Teresa LeSage-Clements, Dmitri Sobolev, Barba Patton
{"title":"GenZs environmental attitudes and ecology behavior nexus: Urgent education message","authors":"Teresa LeSage-Clements, Dmitri Sobolev, Barba Patton","doi":"10.29333/ijese/14413","DOIUrl":"https://doi.org/10.29333/ijese/14413","url":null,"abstract":"Environmental education in schools is critical to help decrease plastic litter pollution because plastic pollution could be the most significant health problem of the 21st century. Our research examined the environmental behaviors and attitudes of Generation Z (Gen Z) high school and undergraduate students in South Texas, USA. The research was important because we need to understand what young people believe and value if we are going to see any change in environmental behavior. Results supported research on how teachers can influence student environmental attitudes, behaviors, and knowledge with education. Feedback from students revealed significant attitude change and a rich narrative of pollution and watershed ecology knowledge and behavior themes. These themes disclosed that a holistic environmental science curriculum is necessary to connect Earth systems with the plastic litter pollution cycle.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353994","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
Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences 基于问题的生活情境问题探究--以人工智能在自然科学中的学习效果为例
Interdisciplinary journal of environmental and science education Pub Date : 2024-04-01 DOI: 10.29333/ijese/14420
King-Dow Su
{"title":"Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences","authors":"King-Dow Su","doi":"10.29333/ijese/14420","DOIUrl":"https://doi.org/10.29333/ijese/14420","url":null,"abstract":"This research focuses on problem-based learning (PBL) teaching methods and designs artificial intelligence (AI) in facial recognition systems, smart streetlights, and drone as teaching materials. To integrate teaching materials of life situation issues into the natural general curriculum and develop a learning perception questionnaire (LPQ) with validity and reliability to evaluate students’ perception of the curriculum. Based on a valid assessment tool, 56 college students were assessed on their learning of emerging technology contextual issues to evaluate their satisfaction, learning situation, and learning effectiveness. The results of the study are, as follows:\u0000(1) construct teaching materials for AI application in face recognition systems, street lights, and drone situations; (2) develop an LPQ with reliability and validity; (3) most students are satisfied with the integration of AI into PBL teaching; (4) most students believe that the integration of cross-domain learning in different subjects can help improve self-learning effectiveness and ensure continuous learning interest; and (5) many students agree that this course can improve learning outcomes. In the future, the focus will be on teaching practice, incorporating easy-to-use AI textbook content, and enhancing the opportunities for interactive learning; in addition, increasing the number of effective samples in the research to improve the depth of the experiment and the breadth of research.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353825","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
Examining students’ problem-solving approaches in organic chemistry and its impact on performance and learning 研究学生在有机化学中解决问题的方法及其对成绩和学习的影响
Interdisciplinary journal of environmental and science education Pub Date : 2024-04-01 DOI: 10.29333/ijese/14421
I. I. Salame, Serina Abdul Satter, Fatima Warda
{"title":"Examining students’ problem-solving approaches in organic chemistry and its impact on performance and learning","authors":"I. I. Salame, Serina Abdul Satter, Fatima Warda","doi":"10.29333/ijese/14421","DOIUrl":"https://doi.org/10.29333/ijese/14421","url":null,"abstract":"This research paper examines the intricacies of problem-solving (PS) in organic chemistry (OC), exploring the internal and external factors that influence students’ success in this demanding discipline. Data was collected through a questionnaire administered to 128 City College of New York students during Spring and Fall semesters of 2022. The study revealed that students face challenges learning OC, which include memorization, understanding underlying concepts, and effective PS. Notably, there is a gap between students’ professed beliefs about effective PS strategies and their actual practices. While students acknowledge the importance of techniques such as annotation, trial and error, and questioning, they inconsistently apply these strategies in practice. Annotation emerged as a valuable tool, enabling students to externalize complex thought processes and reduce reliance on memorization. Trial and error, coupled with exposure to expert PS techniques, proved effective. The role of confidence in PS was highlighted, and the need to balance memorization of reactions and rules such as naming with a profound understanding of OC concepts was emphasized. Resonance as a justification for answers underscored the importance of understanding and applying principles rather than relying solely on memorization. The data highlights the importance of aligning beliefs with actions in the learning process and the need for a balanced approach that combines knowledge with effective PS techniques. The findings offer valuable implications for educators and students seeking to enhance their performance in OC.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140352765","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
How differently elementary students and undergraduates of elementary teacher education university coordinate experiment evidence and theory 小学教师教育大学的小学生和本科生如何以不同方式协调实验证据和理论
Interdisciplinary journal of environmental and science education Pub Date : 2024-02-12 DOI: 10.29333/ijese/14201
Myeong-Kyeong Shin
{"title":"How differently elementary students and undergraduates of elementary teacher education university coordinate experiment evidence and theory","authors":"Myeong-Kyeong Shin","doi":"10.29333/ijese/14201","DOIUrl":"https://doi.org/10.29333/ijese/14201","url":null,"abstract":"This study aims to explore how differently elementary students and their future teachers, pre-service elementary teachers dealt with evidence and theory by analyzing their journal entries for a science inquiry activity. Pre-service teachers took a science inquiry course and worked with self-directed inquiry by using Korean science elementary textbook. After inquiry activities, they provided science journals including their test question, data and claims on their inquiry. At the same time, elementary 4th grade students worked on science inquiry during their class with the same topics of the pre-service teachers. The collected science journals with three topics from both pre-service teachers and 4th graders were analyzed for the study. The journals of 79 from pre-service teachers and 54 from elementary students were compared in terms of quality of question and usage of evidence as well as characterizing types of coordination between evidence and theory. It was followed by discussion regarding the direction of pre-service teacher education of teaching science in elementary school as well.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139782828","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
How differently elementary students and undergraduates of elementary teacher education university coordinate experiment evidence and theory 小学教师教育大学的小学生和本科生如何以不同方式协调实验证据和理论
Interdisciplinary journal of environmental and science education Pub Date : 2024-02-12 DOI: 10.29333/ijese/14201
Myeong-Kyeong Shin
{"title":"How differently elementary students and undergraduates of elementary teacher education university coordinate experiment evidence and theory","authors":"Myeong-Kyeong Shin","doi":"10.29333/ijese/14201","DOIUrl":"https://doi.org/10.29333/ijese/14201","url":null,"abstract":"This study aims to explore how differently elementary students and their future teachers, pre-service elementary teachers dealt with evidence and theory by analyzing their journal entries for a science inquiry activity. Pre-service teachers took a science inquiry course and worked with self-directed inquiry by using Korean science elementary textbook. After inquiry activities, they provided science journals including their test question, data and claims on their inquiry. At the same time, elementary 4th grade students worked on science inquiry during their class with the same topics of the pre-service teachers. The collected science journals with three topics from both pre-service teachers and 4th graders were analyzed for the study. The journals of 79 from pre-service teachers and 54 from elementary students were compared in terms of quality of question and usage of evidence as well as characterizing types of coordination between evidence and theory. It was followed by discussion regarding the direction of pre-service teacher education of teaching science in elementary school as well.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139842597","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
Art and design entanglements for renewable energy education: Renewable energy art and design approach 可再生能源教育中的艺术与设计纠葛：可再生能源艺术与设计方法
Interdisciplinary journal of environmental and science education Pub Date : 2024-01-01 DOI: 10.29333/ijese/14073
Paulo Henrique Soares, Mihyun Kang, Phil Choo
{"title":"Art and design entanglements for renewable energy education: Renewable energy art and design approach","authors":"Paulo Henrique Soares, Mihyun Kang, Phil Choo","doi":"10.29333/ijese/14073","DOIUrl":"https://doi.org/10.29333/ijese/14073","url":null,"abstract":"The ongoing energy transition presents a necessary shift towards renewable sources, such as wind and solar power, in the face of the challenges presented by the changing climates. This change, however, requires an understanding of the operation of renewable energy systems. In other words, the shift towards clean energy generation demands education. By combining art, design, and renewable energy education the renewable energy art and design (READ) approach provides a path for renewable energy education. READ approach is a customizable and flexible process developed to enable the creation of solar-powered devices while sharing knowledge on diverse subjects such as art, design, electronics, electricity, and computer science. Due to its versatility, READ is expected to enhance energy education and contribute to the transition towards a renewable-powered society.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140520841","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
Investigating representations of indigenous peoples and indigenous knowledge in zoos 调查动物园中土著人民和土著知识的表现
Interdisciplinary journal of environmental and science education Pub Date : 2023-10-02 DOI: 10.29333/ijese/13746
Jonathan Robert Bowers, Gail Richmond
{"title":"Investigating representations of indigenous peoples and indigenous knowledge in zoos","authors":"Jonathan Robert Bowers, Gail Richmond","doi":"10.29333/ijese/13746","DOIUrl":"https://doi.org/10.29333/ijese/13746","url":null,"abstract":"Many scholars advocate for indigenous knowledge (IK) to be integrated into science education to foster a more inclusive educational environment. Informal science learning spaces provide opportunities for encountering science phenomena and broader perspectives. Zoos have the potential to include IK into their informational signage due to having collections of native plants and animals that are significant to Indigenous communities. The history of zoos being platforms for colonialist ideologies also necessitates acknowledgement of how White Settler colonialism has negatively impacted Indigenous peoples. We therefore investigated how two zoos in North America portray IK and perspectives in zoo sections centering native animals. We found that while both zoos provide strong examples of how IK can be included in zoo signage, certain aspects of IK (particularly that of climate patterns), were largely absent. Additionally, zoo signage largely ignored the impact of settler colonialism on both the natural environment and indigenous cultures.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135830703","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
Teaching through the screen: How <i>Our planet</i> impacts adolescents’ feelings of connection to nature 通过屏幕教学:我们的星球如何&lt; &gt; /i&gt;影响青少年与自然联系的感觉
Interdisciplinary journal of environmental and science education Pub Date : 2023-09-25 DOI: 10.29333/ijese/13723
Kathryn Blair Downs, Callie Schultz, Paul Stonehouse, Brad Faircloth
{"title":"Teaching through the screen: How &lt;i&gt;Our planet&lt;/i&gt; impacts adolescents’ feelings of connection to nature","authors":"Kathryn Blair Downs, Callie Schultz, Paul Stonehouse, Brad Faircloth","doi":"10.29333/ijese/13723","DOIUrl":"https://doi.org/10.29333/ijese/13723","url":null,"abstract":"Climate change is a growing threat to human life. As future generations of youth are the most at risk for adverse effects of climate change, encouraging the development of pro-environmental behaviors in young people is of growing importance. Adolescents are in an ideal age range to develop connection to nature (CTN). During these years, experiences in the outdoors are more likely to impact how youth will value nature, and thus the future development of pro-environmental behaviors. In order to effectively encourage the adoption and development of pro-environmental behaviors, an emotional affinity for the environment should be established during childhood. Utilizing nature documentaries to develop connections to nature in adolescents could be a valuable means of combatting climate change for future generations. This study explored how watching a nature documentary can impact adolescents’ CTN. The episode had notable short-term impacts on CTN in adolescents, though long-term effects warrant future study.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817833","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
Investigating energy literacy of pre-service primary school teachers in Greece 调查希腊职前小学教师的能源素养
Interdisciplinary journal of environmental and science education Pub Date : 2023-09-25 DOI: 10.29333/ijese/13725
Georgios Stylos, Costas Gavrilakis, Anastasia Goulgouti, Konstantinos T. Kotsis
{"title":"Investigating energy literacy of pre-service primary school teachers in Greece","authors":"Georgios Stylos, Costas Gavrilakis, Anastasia Goulgouti, Konstantinos T. Kotsis","doi":"10.29333/ijese/13725","DOIUrl":"https://doi.org/10.29333/ijese/13725","url":null,"abstract":"Today, the notion of energy has never been more critical, such that it’s become a major environmental, economic, and political issue. Education has a key role to play in cultivating the energy literacy of citizens and therefore encouraging wise and sustainable-driven decisions toward energy transition. Considering teachers are the instigators of this transition, this study investigates the level of energy literacy among 408 Greek pre-service primary school teachers using the energy literacy questionnaire (ELQ). The results indicated that pre-service teachers have low-to-moderate knowledge of energy concepts and challenges, however, show a rather satisfactory level in affect and behavior. Still, they express caution over the potential costs of renewable energy and the shift away from the prevailing energy use model. Women performed better than men in the affective and behavioral dimensions of ELQ and pre-service teachers who opted for a science or technology major in high school performed better in the cognitive and affective dimensions than those who had pursued the humanities. Finally, a correlation analysis revealed that attitude has a significant effect on behavior.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817687","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
Impact of an adventure geology STEM camp on outdoor self-efficacy 探险地质STEM营对户外自我效能的影响
Interdisciplinary journal of environmental and science education Pub Date : 2023-09-25 DOI: 10.29333/ijese/13722
Robert C. Burns, Lauren Janowicz, Dave Smaldone, Chad Pierskalla, Jasmine Cardozo Moreira
{"title":"Impact of an adventure geology STEM camp on outdoor self-efficacy","authors":"Robert C. Burns, Lauren Janowicz, Dave Smaldone, Chad Pierskalla, Jasmine Cardozo Moreira","doi":"10.29333/ijese/13722","DOIUrl":"https://doi.org/10.29333/ijese/13722","url":null,"abstract":"Little research has sought to understand programs incorporating outdoor adventure recreation and STEM, or adventure STEM. An eight-day residential outdoor camp combining adventure activities with experiential education and geology-focused informal learning opportunities was developed and delivered to adolescents. The purpose of this exploratory study was to understand the impacts of this adventure STEM camp on adolescents perceived outdoor recreation self-efficacy (ORSE). Semi-structured interviews were conducted with 15 youth participants and content analysis was used to analyze the results. Experiential education theory and self-efficacy theory informed the curriculum design, as well as the interview questions. Results indicated there was a change in ORSE beliefs and that campers had unique, yet similar, experiences. These experiences aligned with Bandura’s (1977) main sources of self-efficacy (SE) and the physiological processes through which SE beliefs are formed. Results indicated strategically adding more camp opportunities related to mastery experiences, reflection, and coping could further improve outcomes.","PeriodicalId":495938,"journal":{"name":"Interdisciplinary journal of environmental and science education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817539","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
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