Empowered for Action? How Do Young People Relate to Environmental Challenges?

Schreiner, Camilla; Sjøberg, Svein

doi:10.1007/1-4020-3808-9_5

Cited by 22 publications

(20 citation statements)

References 7 publications

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“…In more recent times, Wieringa, Janssen, and Van Driel (2011) claim that the term most frequently used to denote context is context as a 'situation'. For instance, some studies have chosen 'context types' based on only those situations that are perceived to correlate strongly with students' personal circumstances (Anderson, 2006;Schreiner & Sjøberg, 2004;Taasoobshirazi & Carr, 2008), or have societal/community relevance (Sadler, 2009). For others, the selection of contexts has included all situations that may have relevance to students' future career prospects or scientific and technological innovations (Aikenhead, 2007).…”

Section: Determination Of Contexts For Development Of Genetics Teachimentioning

confidence: 99%

“…All instruments were face and content validated by experts in the field, namelythree life sciences university lecturers and three science education university lecturers. The instruments were adapted from previous researches and they comprised (i) a life-sciences attitude questionnaire [LSAQ; r =0.93] (Ferreira, 2004;Jenkins & Nelson, 2005;Schreiner & Sjøberg, 2004) Both the experimental and control group teachers taught their normal class groups for a period of 7 weeks. Sample lessons of both groups were intermittently observed to assure consistency.…”

Section: Data Collectionmentioning

confidence: 99%

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Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

Kazeni

Onwu

2013

African Journal of Research in Mathematics, Science and Technol

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The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a quasi-experimental, non-equivalent pre-test post-test control group design was used for the investigation. A total of 190 students from six grade 11 intact science classes, and their six teachers drawn from the six high schools in Tshwane South educational district in Gauteng, South Africa comprised the study sample. The participating teachers taught a genetics course made up of several themes to students in the control and experimental groups over a 7-week period. Five instruments were used to assess student performance in genetics content knowledge, science inquiry skills, problem-solving and decision-making abilities and attitude towards life sciences. Qualitative data derived from teachers' and students' interview protocols were used to supplement the quantitative data. The results suggest that context-based teaching was significantly better than traditional teaching approaches in enhancing student performance, apart from specific science inquiry skills. Performance differences were strongly associated with the type of contexts used in designing the genetics learning materials, and the context-based teaching model used for implementing the materials.

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Section: Determination Of Contexts For Development Of Genetics Teachimentioning

confidence: 99%

Section: Data Collectionmentioning

confidence: 99%

Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

Kazeni

Onwu

2013

African Journal of Research in Mathematics, Science and Technol

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“…Forskningen viser også at det fremdeles er forskjeller når det gjelder hvilke emner jenter og gutter liker best (Roger 2000). Spesielt ser det ut til at jenter liker temaer som kan relateres til kropp og helse bedre enn gutter (Schreiner, 2003;Sjøberg, 2001;Teppo, 2004). De fleste av de refererte undersøkelsene om elevenes holdninger er store kvantitative undersøkelser (for en oversikt se Osborne 2003).…”

Section: Hva Sier Tidligere Forskning?unclassified

“…Det er vanlig i mange av disse undersøkelsene å studere holdninger ved bruk av Likert-skala (Osborne, 2003). Gjennom surveys kartlegges elevenes preferanser i forhold til å arbeide med ulike emner i naturfag (Schreiner, 2003;Simon, 2000;Sjøberg, 2002). Fordelene ved bruk av surveys med lukkede spørsmål er blant annet at de er lette å svare på, og de gjør det mulig å sammenlikne svar fra ulike respondenter.…”

Section: Hva Sier Tidligere Forskning?unclassified

Kroppen i naturfagrommet

Jónsdóttir¹

2012

NorDiNa

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InnledningDenne artikkelen handler om ni 16 -17 år gamle jenter og deres interesse for temaet kroppen i naturfag Kroppen i naturfagrommet1 I henhold til Laereplanen av 1997(L97) heter det obligatoriske naturfag i norsk grunnskole natur-og miljøfag. Jentene i mitt utvalg begynte på skolen høsten 1997, og har med andre ord fått opplaering etter L97. I videregående skole heter det obligatoriske 5-timers kurset naturfag. Studieretningsfaget som elevene kan velge til videre fordyping er spesialiserte kurs i fysikk, kjemi og biologi.2 Et tettsted på landsbygda med ca 7000 innbyggere, heretter kalt Bygdeby [95]

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“…The mission of education is connected with societal issues, and environmental issue is one of the four key challenges facing this generation. Students show more concern to societal and environmental issues that have relevance to their personal lives [4]. Moreover, highly-engaging and enjoyable learning experiences can boost the students' interests, allowing them to become producers, rather than merely consumers of knowledge, which can help them excel in both academic and/or extra-curricular activities [5]- [7].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students’ Environmental Knowledge and Attitudes Through Community-based Learning

Dalida¹,

Malto²,

Lagunzad³

2018

KSS

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One of the ultimate goals of education is to provide strategies that will promote knowledge transfer, wherein the students realize the relevance and applications of the subject matter in their lives. In environmental education, the concern is not only the enhancement of the students' conceptual understanding, but also the development of awareness and concern for the environment. Community-based learning in environmental education is a pedagogical approach that is based on the premise that students learn to connect environmental concepts with the real world, hence, creating meaningful learning experience. This study aims to design and evaluate community-based approach in learning environmental science for senior high school students. The mixed method approach was used in this study, which was done through quasi-experimental design and qualitative analysis of the students' written responses to open-ended questions. Two groups of students have participated in this study: (I) the traditional learning group and; (II) the community-based learning group.Results revealed an improved academic performance based on the gain score analysis wherein the community-based learning group had a statistically significant higher achievement than the traditional learning group. Moreover, the development of more positive environmental attitudes was also observed in the community-based learning group. In addition, the role of the community members appeared to be significant in the learning process, based on the students' responses to the open-ended questions.In learning real environmental issues, community-based learning is a promising approach in enhancing students' environmental knowledge, and in developing more positive environmental attitudes. Moreover, this approach provides an opportunity for personal and social growth, and the development of one's sense of responsibility and accountability.

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Empowered for Action? How Do Young People Relate to Environmental Challenges?

Cited by 22 publications

References 7 publications

Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

Comparative Effectiveness of Context-based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

Kroppen i naturfagrommet

Enhancing Students’ Environmental Knowledge and Attitudes Through Community-based Learning

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