An Investigation into the Learning of Ecological Concepts

Töman, Ufuk

doi:10.12973/eu-jer.7.3.631

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…"Learners" can be categorically divided into several criteria (11), as listed below: Avoidant : Learners who are not enthusiastic about learning content and attending class. Dependent : Learners who view both teachers and peers as sources of structure and support and look to authority figures for specific guidelines on what to do.…”

Section: Introductionmentioning

confidence: 99%

The Association Between Learning Style, Social Demographic Background, and Pharmacology Assessment Result Amongst First Year Medical Students in Universiti Putra Malaysia During Covid-19 Pandemic

Saat¹,

Thani²,

Salihan³

et al. 2022

MJMHS

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Introduction: A variety of medical treatments are based on the scientific understanding gathered from pharmacology studies. Thus, pharmacology is crucial in medicine. Many universities around the world have resorted to online learning of pharmacology as a result of the unique coronavirus epidemic, which has an indirect impact on the student’s academic achievement. Apart from learning styles, the socio-demographic background of a student, which includes the student’s family income, parental educational level, and residential area, is another important factor that influences pharmacology academic achievement. Methods: This is a cross-sectional study involving first-year medical students at the Faculty of Medicine and Health Sciences Universiti Putra Malaysia which used a questionnaire regarding the socio-demographic background and learning style. In addition, the pupils were given a set of pharmacological questions to assess their academic performance. Results: Findings revealed that the family income had a considerable impact on medical students’ academic performance with a significant value for the Chi-Square at p = 0.013. The pupils’ learning styles had no discernible impact on their academic success with an insignificant Fisher’s exact test value at p = 0.822. Conclusion: Lower-income students (those with parental income below the median) were significantly more likely to have poorer academic outcomes than their higher-income peers. Our findings imply that policymakers can prevent COVID-19 from worsening existing achievement gaps in higher education by focusing on resolving the economic and health burden imposed by COVID-19.

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Section: Introductionmentioning

confidence: 99%

The Association Between Learning Style, Social Demographic Background, and Pharmacology Assessment Result Amongst First Year Medical Students in Universiti Putra Malaysia During Covid-19 Pandemic

Saat¹,

Thani²,

Salihan³

et al. 2022

MJMHS

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“…Therefore, the learning of the energy pyramid in ecosystem learning is a representative concept in ecosystem learning that provides comprehensive access to the number of trophic levels, food relations, biomass, biological factors, and non-biological factors. The type of teaching-learning materials that teachers use when teaching the energy pyramid has a significant influence on learners' understanding of the overall contents of the ecosystem (Toman, 2018). It is necessary to conduct energy pyramid learning systematically based on diagrams that include various signs (Yucel & Ozkanz, 2015;Wilks & Harris, 2016).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Korean Middle School Students’ Scientific Interpretation Differences With or Without Arrows in the Energy Pyramid

Kim

2021

JPII

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This study analyzed differences in Korean middle school students’ scientific interpretation of the energy pyramid diagram, which is a central concept of ecosystem learning, based on whether or not arrows were presented in the chart. Two classes that did not show statistically significant differences in school science academic achievement were selected. One class was shown the energy pyramid diagram with arrows, and the other without. A quasi-experimental design was adopted for quantitative research. The study found that the group interpreting the energy pyramid with arrows had a statistically significant scientific interpretation than the group interpreting the energy pyramid without arrows. In other words, arrows aided understanding of the concepts of size, biomass, and energy transfer of biological elements in the energy pyramid. In addition, the arrows aided understanding of the meaning of each piece of a pie chart, as the amount of biomass or energy being transferred to the next level of nutrition as pieces of a pie chart. Thus, it was concluded that the arrows in the energy pyramid were efficient visual elements in conveying the flow of matter and energy between living creatures. Based on the results, this study recommends that science textbooks should use arrows for more efficient understanding of scientific phenomena throughout textbooks beyond only the “ecosystem” topic.

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The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

Amin¹,

Corebima²,

Zubaidah³

et al. 2020

EUROPEAN J ED RES

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The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

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An Investigation into the Learning of Ecological Concepts

Cited by 4 publications

References 10 publications

The Association Between Learning Style, Social Demographic Background, and Pharmacology Assessment Result Amongst First Year Medical Students in Universiti Putra Malaysia During Covid-19 Pandemic

The Association Between Learning Style, Social Demographic Background, and Pharmacology Assessment Result Amongst First Year Medical Students in Universiti Putra Malaysia During Covid-19 Pandemic

Analysis of Korean Middle School Students’ Scientific Interpretation Differences With or Without Arrows in the Energy Pyramid

The Correlation between Metacognitive Skills and Critical Thinking Skills at the Implementation of Four Different Learning Strategies in Animal Physiology Lectures

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