International journal of environmental and science education : IJESE最新文献

{"title":"The Validation of the Citizen Science Self-Efficacy Scale (CSSES)","authors":"Suzanne E. Hiller Anastasia Kitsantas","doi":"10.12973/ijese.2016.405a","DOIUrl":"https://doi.org/10.12973/ijese.2016.405a","url":null,"abstract":"Citizen science programs provide opportunities for students to help professional scientists while fostering science achievement and motivation. Instruments which measure the effects of this type of programs on student motivational beliefs are limited. The purpose of this study was to describe the process of examining the reliability and validity of The Citizen Science Self-Efficacy Scale (CSSES) designed to measure the effectiveness of citizen science programs on student self-efficacy for scientific observation skills. Fifteen (n =15) field experts and 248 (n = 248) eighth grade students participated in three studies. The results suggest that the psychometric properties of this scale are sufficient. Implications for the development and utility of self-efficacy scales in a variety of citizen science contexts are discussed. The aim of the present study is twofold: (a) to establish the psychometric properties of a scale developed to measure student self-efficacy beliefs for scientific observations in citizen science programs and (b) to describe the process in the validation of a self-efficacy scale to support researchers who want to create their own scales for similar citizen science programs. Three studies were conducted to develop the Citizen Science Scale (CSSES) and evaluate its psychometric properties. The purpose of the CSSES was to develop a measure suitable for analysis within a social cognitive career framework and informal natural science contexts. The findings in the present study found that the measure had an acceptable unitary factorial structure and high internal reliability of .89 for the CSSES. The purpose of the Citizen Science Self-Efficacy Scale (CSSES) is to assess individual’s beliefs about their capabilities for scientific observational skills. This scale is applicable to measuring individual’s self-efficacy in outdoor learning contexts (e.g., horseshoe crab citizen science context). Given that self-efficacy is a strong predictor of academic achievement and motivation, self-efficacy scales like the CSSES may provide a way for stakeholders involved in outdoor education to measure student gains and to substantiate program effectiveness. From a methods standpoint, the contribution of this work is to serve as a guide of how to develop a self-efficacy scale.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"41 1","pages":"543-558"},"PeriodicalIF":0.0,"publicationDate":"2016-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77967391","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}

{"title":"Exploring Pre-Service Science Teacher Methods and Strategies for The Driving Questions in Research Inquiry: From Consulting an Instructor to Group Discussion","authors":"Mirac Aydin","doi":"10.12973/ijese.2016.404a","DOIUrl":"https://doi.org/10.12973/ijese.2016.404a","url":null,"abstract":"An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers’ research questions and the strategies they can engage in during inquiry. A total of 59 pre-service science teachers who attended an undergraduate Fieldwork Course participated in the study. A single, holistic case study design was used along with an open-ended questionnaire and documents for data collection. The questionnaire was conducted at the end of the course, and documented inquiry reports were analyzed. The results indicate there are 11 methods for defining driving questions. These range from consulting an instructor to group discussion; 21 different strategies can be produced using these methods. These research question defining methods and strategies should be applied as a coding scheme for future studies and expanded. Any research question defining strategies unfamiliar to pre-service science teachers, such as field trips, brainstorming, and concept maps, should then be taught.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"27 1","pages":"559-570"},"PeriodicalIF":0.0,"publicationDate":"2016-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77624190","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}

{"title":"Predicting Turkish Preservice Elementary Teachers’ Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science","authors":"E. Sahin, Hasan Deniz, M. S. Topçu","doi":"10.12973/IJESE.2016.333A","DOIUrl":"https://doi.org/10.12973/IJESE.2016.333A","url":null,"abstract":"The present study investigated to what extent Turkish preservice elementary teachers’ orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School Physics Teachers’ Conceptions of Teaching (Gao & Watkins, 2002), the Epistemic Belief Inventory (Schraw, Bendixen, & Dunkle, 2002), and the Conceptions of Learning Science and the Approaches to Learning Science questionnaires (Lee, Johanson, & Tsai, 2008). Step-wise multiple regression analyses indicated that the teachercentered/moulding orientation to teaching science was mostly predicted by unfruitful learning approaches, naive epistemological beliefs, and traditional learning conceptions in science. On the other hand, the student-centered/cultivating orientation to teaching science was mostly explained by constructivist learning conceptions in science. These findings suggest that epistemological beliefs, learning approaches, and learning conceptions are important factors in the genesis of conceptions of teaching science.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"21 1","pages":"515-534"},"PeriodicalIF":0.0,"publicationDate":"2016-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72823556","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}

{"title":"Investigating Science Student Teachers' Ideas about Function and Anatomical Form of Two Human Sensory Organs, the Eye and the Ear.","authors":"Halil Kunt","doi":"10.12973/ijese.2016.406a","DOIUrl":"https://doi.org/10.12973/ijese.2016.406a","url":null,"abstract":"The purpose of this research was to determine science student teachers’ level of knowledge about the anatomical structure of two sensory organs, the eye and the ear, in addition to vision and hearing processes. Conducted with 86 science student teachers, research utilized drawing methods and open-ended questions as data collection instruments. The results showed that when science student teachers’ answers with regard to vision and its structures compared with their answers concerning hearing and its structures, their success rate was higher for hearing and its structures. Even though students were sufficiently informed about the anatomical structures constituting eyes and ears, it was observed that a significant percentage of the students were incompetent with regard to their understanding of how seeing and hearing takes place and correctly showing the anatomical structures constituting both eyes and ears on a schema. Human organ/organ system education may contribute to an increase in teaching capacity.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"7 1","pages":"535-542"},"PeriodicalIF":0.0,"publicationDate":"2016-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83186072","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}

{"title":"Native American students’ understanding of geologic time scale: 4th-8th grade ojibwe students’ understanding of earth’s geologic history","authors":"Y. Nam, E. Karahan, G. Roehrig","doi":"10.12973/IJESE.2016.332A","DOIUrl":"https://doi.org/10.12973/IJESE.2016.332A","url":null,"abstract":"Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American—particularly Ojibwe tribe—students’ understanding of relative ordering and absolute time of Earth’s significant geological and biological events. This study also examines how these students understand the time scale of human history in relation to the longer geologic time scale of the earth and of the Ojibwe’s unique history. The students participated in a 15-hour lesson unit focused on the topic of climate change in Earth history. The two major sources of data included: 1) students’ relative ordering and written descriptions of ten given Earth historical events and 2) student groups’ placing of nineteen events on an absolute time line. Students’ relative ordering of ten given events and student groups’ placing of nineteen events on an absolute time line were analyzed quantitatively by descriptive statistics, whereas students’ written descriptions of the relative ordering of the ten given events were analyzed qualitatively. The results show that the students understand Earth’s geological events as three distinctive zones: near the beginning of Earth history, relative recent events, and between these two categories. The results also show that many students interpret general historical events in human history like “starting agriculture” through the lens of their own history and cultural viewpoints. This study shows that younger children have a general knowledge of major events in Earth’s history, such as continental movement, but cannot organize an accurate chronological order of these events. This study also shows that indigenous students’ knowledge of their own cultural and historical events affects their understandings of human history.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"33 1","pages":"485-503"},"PeriodicalIF":0.0,"publicationDate":"2016-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76695561","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}

{"title":"Rhizome-Modular Teaching of Students as a Basis of Their Professional Creative Self-Consciousness Formation.","authors":"E. Bystritskaya, I. Y. Burkhanova, Denis I. Voronin, S. Ivanova, E. Grigoryeva","doi":"10.12973/ijese.2015.293a","DOIUrl":"https://doi.org/10.12973/ijese.2015.293a","url":null,"abstract":"The relevance of the study is determined by a necessity to ensure contents unity of two professional education degrees: Bachelor’s and Master’s. The necessity to update higher professional education originates from the crisis of educational system state which is confirmed in theory and in practice. The purpose of the study is in definition of theoretical and methodological background for formation of professional creative self-consciousness of students in conditions of rhizome-modular teaching. Requirements are indicated for design of a rhizome teaching module in view of human-oriented education for the purposes of professional creative self-consciousness formation of students. Compliance with these requirements allows for formation and update of student’s self-consciousness in professional creative activities. The materials can be used to solve a wide range of educational problems. The study results can be used by High school teachers for the purposes of development of students’ professional creativity and formation of their professional self-consciousness.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"29 1","pages":"85-94"},"PeriodicalIF":0.0,"publicationDate":"2016-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74285944","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}

{"title":"Conducting museum education activities within the context of developing a nature culture in primary school students: MTA natural history museum example","authors":"Rukiye Dilli","doi":"10.12973/ijese.2016.292a","DOIUrl":"https://doi.org/10.12973/ijese.2016.292a","url":null,"abstract":"The present study, aiming to develop nature culture in primary school students and to help them to become acquainted with their close environment, is a quasi-experimental study. Museum education activities were conducted with the study group which consisted of 128 fourth-grade primary school students. At the end of the study, the students gained understanding about the significance of the Anatolian land which is rich historically and culturally and has fauna and flora specific to the land. With the activities, the students built up nature culture regarding the country they live in through acquiring information about the Maras elephant which lived in Kahramanmaras in the past. The study also tried to increase the cognitive development levels of the students in relation to developing environmental consciousness and critical thinking skills, and interpreting about natural environment they live in.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"9 1","pages":"75-84"},"PeriodicalIF":0.0,"publicationDate":"2016-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87622963","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}

{"title":"Elementary School Students’ Attitude toward Science and Related Variables","authors":"Esme Hacıeminoğlu","doi":"10.12973/ijese.2016.288a","DOIUrl":"https://doi.org/10.12973/ijese.2016.288a","url":null,"abstract":"Worldwide studies have revealed an important issue in that an increasing percentage of students within the X – Y age group are not interested in science. Many students, especially females, have negative feelings and attitudes toward science, which discourages them from continuing with scientific inquiries. There are limited studies related to the factors predicting school students’ attitude toward science; therefore, the purpose of this study is to determine the relationships among the seventh grade elementary students’ attitudes toward science, their learning approaches, motivational goals, science achievement and students’ nature of science (NOS) views. The questionnaires for this study were administered online to 3,598 seventh grade students in different regions and cities of Turkey. The convenience sampling method was used in this study. The correlation results revealed the positive relationship between attitude toward science and the other variables. Multiple regression analysis indicated that while students’ meaningful learning, self-efficacy, and nature of science views have a positive contribution, rote learning contributed negatively to the model. The findings also showed that parents’ income and education level had a significant effect on students’ attitude toward science.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"225 1","pages":"35-52"},"PeriodicalIF":0.0,"publicationDate":"2016-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78680460","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}

{"title":"The Use of the Reflective Diaries in Science Lessons from the Perspectives of Eighth Grade Students","authors":"M. Karaca, F. Armağan, Oktay Bektaş","doi":"10.12973/IJESE.2016.289A","DOIUrl":"https://doi.org/10.12973/IJESE.2016.289A","url":null,"abstract":"The science teaching program in Turkey is restated with the effect of constructivist approach and science textbooks are prepared in accordance with this new program. Furthermore, reflective diaries using many techniques have started to be used in the teaching process. Reflective diaries have also started to be used in science education. The basic purpose of this research was to determine whether the use of reflective diaries changes eighth grade secondary school students’ views towards the science course or not. The method used in this study was that of qualitative research. Also, phenomenology was used as the design of the study. Thirty eight students from a secondary school in Kayseri participated in this study. Data were collected by using document analysis and semistructured interviews. Data were analyzed by using content analysis. Codes, themes, and categories were used during data analysis. The results were discussed by means of codes, themes, and categories. According to our findings, reflective diaries have changed participants’ views towards the science course positively. It was observed that all participants achieved meaningful learning on the stages of mitotic division and the importance of this division for organisms. The implications were discussed.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"99 1","pages":"53-74"},"PeriodicalIF":0.0,"publicationDate":"2016-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80579684","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}

{"title":"Analysis of the Approach to Parasitic Cycles in Brazilian Science Textbooks as a Tool for Education in Health and Environment.","authors":"N. C. S. Simplício, Bianca C. Cordova, E. Oliveira-Filho","doi":"10.12973/ijese.2016.345a","DOIUrl":"https://doi.org/10.12973/ijese.2016.345a","url":null,"abstract":"Modifying the environment is a characteristic of the human species. With deforestation and the expansion of urban centers, diseases known in animals have begun to be described in humans. Science textbooks constitute an instrument of great importance in understanding this issue. This study evaluated the main science textbooks, recommended by the Brazilian Textbook Guide 2011, for the 6th grade of middle school, covering the parasite cycles and analyzing the vector/host relationships as well as man's participation as an inducer/victim. The final analysis showed that most textbooks link image and text, but the cycles are presented off-scale and there are gaps which hinder the understanding of reality. As regards the environmental question, none of the analyzed books presented human beings as an inducer of cycles, and only a few reported the lack of sanitation, urban infrastructure and environmental degradation as causes of disease.","PeriodicalId":91705,"journal":{"name":"International journal of environmental and science education : IJESE","volume":"9 1","pages":"867-880"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80929559","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}