Investigating Preservice Science Teachers’ Cognitive Structures on Environmental Issues

Kiryak, Zeynep; Candaş, Bahar; Özmen, Haluk

doi:10.17509/jsl.v4i3.30366

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…Environmental knowledge and awareness influence an individual's attitudes and behaviour toward the environment (Kiryak et al, 2021). Environmental literacy is not only the responsibility of science teachers; future teachers from other academic disciplines must also be equipped with this competence.…”

Section: Resultsmentioning

confidence: 99%

Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera

Arif,

Maryani

2023

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Environmental literacy is considered an achievement of environmental education. Preservice teachers with good environmental literacy knowledge are more likely to align their actions with their understanding. Preservice teachers have two roles: as behavioural models for their students and as members of society. This research is a descriptive study that utilizes the survey method. The subjects of this research are 50 students from the Mathematics Education, Geography Education, and Technology and Informatics Education programs at STKIP Pesisir Selatan, West Sumatera-Indonesia. The data collection instrument in this research is a questionnaire. The data analysis technique used to process knowledge data utilizes the NELA score. This research indicates that students from all three programs have moderate environmental knowledge. The environmental literacy of Geography Education students has a minor standard deviation, showing relatively low variation in the scores. On the other hand, students in the Mathematics Education and Technology and Informatics Education programs have a higher standard deviation, indicating a more significant variation in their science literacy scores. Geography Education students have higher knowledge of ecology and pollution than students from the other two programs. Meanwhile, mathematics education students have the highest scores in environmental problem-solving skills. Keywords: Analysis, Environmental Literacy, Preservice Teacher

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Section: Resultsmentioning

confidence: 99%

Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera

Arif,

Maryani

2023

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“…Various kinds of literature related to environmental problems including pollution problems were found in several studies. Generally, research is conducted on pre-service teachers, elementary school students, and secondary schools (Celikler & Aksan, 2011;Özsoy & Ahi, 2014;Cetin, 2015;Pinar & Yakisan, 2017;Demirel & Kiroğlu, 2021;Kiryak et al, 2021;). Research from Pınar & Yakışan (2017) tried to find out elementary school students' perceptions of the environment by analyzing students' drawings about the environment and the results showed that most students described that environmental pollution is caused by garbage.…”

Section: Introductionmentioning

confidence: 99%

Prospective Biology Teachers' Cognitive Perceptions About Pollution

2024

Pegegog

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The perceptions of students who study environmental science related to pollution are certainly different because they are influenced by various circumstances. These circumstances, among others, depend on what they observe around them and their prior knowledge. This study aimed to determine the concept of pollution according to the cognitive structure of prospective biology teachers. The research was designed as a case study and the selected participants were 29 first-year biology education students who took environmental science courses. Data were collected by giving word association tests, open-ended questions, and drawings. The results showed that students' thinking process and prior knowledge influenced their ability to express ideas or answers. Cognitive perceptions of prospective biology teachers from the word association test brought up 30 words related to the pollution which were grouped into four categories, namely types of pollution, causes of pollution, consequences of pollution, and solutions to overcome pollution. Cognitive perceptions of prospective teachers based on open-ended questions, most of them wrote the definition of pollution as stated in the environmental management law, and cognitive perceptions of prospective teachers outlined in the form of drawing related to efforts to overcome pollution are throwing garbage in its place, doing reforestation, and go green action.

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“…The OECD (2022) presented that <1 in five 15-year-olds in OECD countries could explain environmental phenomena in the PISA 2006, and students' scientific knowledge strongly correlated with understanding environmental issues. Moreover, numerous studies indicate that students worldwide with limited environmental knowledge and skills also have misconceptions about environmental issues (Kiryak et al, 2021;Palmer et al,1996;Spiteri, 2021;Wyner and Blatt, 2019), including bioaccumulation and biomagnification (Kim and Kim, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

Wichaidit,

Sumida

2023

SEI

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The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.

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Investigating Preservice Science Teachers’ Cognitive Structures on Environmental Issues

Cited by 5 publications

References 21 publications

Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera

Analysis of Environmental Literacy Profile Indonesian Students at STKIP Pesisir Selatan, West Sumatera

Prospective Biology Teachers' Cognitive Perceptions About Pollution

The Effect of Game-based Learning on Student’s Conceptual Change in Bioaccumulation and Biomagnification

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