Student Cognition in the Context of a Climate System: Global Warming and Greenhouse Effect

Handayani, Rif’ati Dina; Putra, Pramudya Da

doi:10.21067/mpej.v3i2.3739

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…The findings show that students are particularly concerned about the increase in temperature as an effect of CC. Student thinking on the CC system is significantly linear, i.e., human activity triggers global rising temperatures, which eventually has an effect on humans themselves (Handayani & Putra, 2019). The average global temperature is slowly rising and is expected to increase by 2oC by the year 2100, resulting in a major climate crisis (Malhi et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Tertiary Students’ Awareness of Climate Change: A Case Study of a Selected University of Technology

Dyani¹

2022

Preprint

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<div>Introduction: Climate change (CC) is harming the planet. All of society should be involved in managing climate changes or it will become uncontrollable. Students should not be left out as they are regarded as important to the society and in a good position to deal with the changes because they will become tomorrow’s decision makers and influencers.</div><div><br></div><div>Problem statement: It is unclear whether students at tertiary institutions are aware of climate change.</div><div><br></div><div>Aim of study: The aim of the research was to explore the level of climate change awareness of tertiary students.</div><div><br></div><div>Research methodology: The research adopted the objectivist ontology. A positivist approach was followed and the research approach was deductive. The intent of the study was to generalise what tertiary students think and know about climate change, therefore, the survey strategy was appropriate. Questionnaires were used to collect data from 603 students who participated in the study. The data were analysed using MS Excel and SPSS available at the university. A factors analysis was also performed. In total, 42 findings were identified.</div><div><br></div><div>Ethics: Participants were informed of the purpose of the study and their rights to privacy. No cultural or any other sensitive questions were asked, and participants had the option to participate in the study and withdraw at any time.</div><div><br></div><div>Finding: Students are aware of climate change, but more needs to be done to empower students to become advocates of climate change.</div>

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Section: Discussionmentioning

confidence: 99%

Tertiary Students’ Awareness of Climate Change: A Case Study of a Selected University of Technology

Dyani¹

2022

Preprint

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“…Pembelajaran menggunakan teknologi juga memiliki harapan dengan memudahkan peserta didik memiliki pemahaman konsep dan memiliki keterampilan Prosedural menggunakan teknologi yang digunakan. Pemerolehan konsep pada saat pembelajaran dapat dilihat pada peserta didik Ketika selesai pembelajaran dengan karakteristik yaitu: 1) peserta didik dapat menganalisis konsep yang telah diajarkan; 2) memberikan contoh kontekstual yang terjadi disekitar; 3) mengklasifikasikan benda/makhluk hidup berdasarkan kriteria tertentu; 4) menyampaikan hasil analisis konsep yang telah dipelajari kepada orang lain; dan 5) menjelaskan konsep dengan data (Handayani & Putra, 2019). Selain itu, ketetrampilan Prosedural yang dapat dilihat pada keterampilan psikomotorik dan keterampilan proses sains siswa (Solihah et al, 2021).…”

Section: Pendahuluanunclassified

Analisis Penggunaan Software PlantNet Terhadap Pemerolehan Konsep Dan Keterampilan Prosedural Siswa

Septaria¹

2022

ijes

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The purpose of this research is to assess the intensity of usefulness of technology in the form of PlantNet software on the idea and process (procedural) abilities of students in the topic of variety of living things after three practical activities. This study employed a pre-experimental design with a control and experimental group of 32 students each. This study focuses on the aspects of the idea and process/procedural responses provided by students after attending th(Prastyo et al., 2021)e practicum with and without the PlantNet software. The findings of the SPSS software study utilizing the unpaired t test (2-tailed) generated by the PlantNet program were able to substantially increase students' conceptual skills (sig. 0.0124 < 0,05) and process/procedural abilities (nilai sig. 0.02523 < 0,05). Further study is intended to examine motivation and gender relatedness to mastery of technologies employed during practicum.

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“…Bu durumda eğitim kurumları ve öğretmenlere çok önemli bir görev düşmektedir. Zira okullar doğru bilgi, beceri, tutum ve davranışları sağlamak için en etkili yerlerdir (Handayani & Putra, 2019). Sever ( 2013)'e göre yetişkin öğrenenler küresel ısınma konusunda kendi çabaları, paylaşımları ve kamusal girişimlerle bilgi sahibi olabilecekken, özellikle yeni neslin kazanılması noktasında eğitim programlarına ve uygulayıcıları olan öğretmenlere büyük sorumluluklar düşmektedir.…”

Section: Araştırmanın Amacı Ve öNemiunclassified

Preservice Science Teachers’ Cognitive Structure on the Concept of Greenhouse Effect

Kahraman

2020

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi

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The aim of this study is to determine cognitive structure of preservice science teachers about "greenhouse effect" concept through Word Association Test (WAT) and the Write-Draw-Tell (WDT) Techniques.. Design & Methodology:The study was designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis. Thiss tudy was conducted with 63 preservice science teachers in the 2019 -2020 academic year spring semester.Findings: According to findings obtained via WAT, the concepts hold by preservice science teachers in their cognitive structure about the "greenhouseeffect" have been corresponded to following four categories: "environment where greenhouse effect takes place", "causes of the greenhouse effect", "the results of greenhouse effect" and "misconceptions". According to the findings which had been obtained by the WDT technique, preservice teachers have the "unscientific-superficial (52.4%)", "misconceptions (30.2%)" and "scientific (15.9%) cognitive structure related to the concept. This study showed that preservice science teacher had some misconceptions and unscientific-superficial cognitive structure related with the greenhouseeffect. Implications & Suggestions:According to the findings of this study, it is advised that courses including actual information and contemporary learning activities about environmental problems should be included in the science teacher education programs.

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Student Cognition in the Context of a Climate System: Global Warming and Greenhouse Effect

Cited by 9 publications

References 15 publications

Tertiary Students’ Awareness of Climate Change: A Case Study of a Selected University of Technology

Tertiary Students’ Awareness of Climate Change: A Case Study of a Selected University of Technology

Analisis Penggunaan Software PlantNet Terhadap Pemerolehan Konsep Dan Keterampilan Prosedural Siswa

Preservice Science Teachers’ Cognitive Structure on the Concept of Greenhouse Effect

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