“The tree was there first” – using an everyday ecological dilemma to explore the personal orientations of secondary school students in environmental decision-making

Altmeyer, Stefan

doi:10.1080/13504622.2020.1853062

Cited by 6 publications

(3 citation statements)

References 90 publications

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“…Many studies have shown that environmental education goals are essential and not difficult to achieve. However, the gap between environmental awareness and everyday actions seems to be particularly large and highly dependent on personal factors; therefore, assessment of everyday environmental situations should be considered and different personal directions addressed (Altmeyer & Dreesmann, 2020).…”

Section: Decision Makingmentioning

confidence: 99%

The Decision-Making Ability of 10th Grade Students in an Arab Community in Israel to Preserve Sea Turtles

Asli

Kortam

Algamal

et al. 2021

EURASIA J Math Sci Tech Ed

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This study examined Arab high-school students' decision-making ability (their cognitive level) regarding a sea turtle conservation issue in relation to three independent variables: the proximity of their residence to the sea, the type of residence (city or village), and their gender. The study population consisted of tenth-grade students in high schools from the Arab sector: from urban localities, rural localities, localities close to the sea, and localities far from the sea. The main findings of the study are as follows: (1) The average Arab student's decision-making ability is low. Most Arab students were found to have a low cognitive level. (2) A clear difference exists between students from localities close to the sea and those far from the sea. Students from localities close to the sea had greater decision-making ability. (3) A clear difference exists between students from urban localities and those from rural localities. Students from urban areas had more decision-making ability. A significant difference exists between boys and girls: girls had more decision-making ability. The main conclusion from the study is that the cognitive level of Arab students' decision-making ability in the context of sea turtle conservation is low. This finding indicates that traditional teaching in the Arab education system does not promote, develop, and improve this ability. Most of the time the teacher asks questions and is situated in the center of the activity. Students noted that their teachers tend to involve them in lessons, but not enough in class discussions.

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Section: Decision Makingmentioning

confidence: 99%

The Decision-Making Ability of 10th Grade Students in an Arab Community in Israel to Preserve Sea Turtles

Asli

Kortam

Algamal

et al. 2021

EURASIA J Math Sci Tech Ed

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show abstract

“…Overall, PAD research has been conducted all over the world, mostly with primary, secondary, and college students (Altmeyer & Dreesmann, 2021; Amprazis et al., 2021; Balas & Momsen, 2014; Comeau et al., 2019; Dunkley, 2016; Kissi & Dreesmann, 2022; Schussler & Olzak, 2008). However, to authors knowledge, no study to date has looked at students’ plant knowledge across cultures and demographics that occupy the same geographical area.…”

Section: Introductionmentioning

confidence: 99%

Do demographic factors impact plant knowledge and plant awareness disparity?

Linderwell,

Hargiss,

Norland

2024

Natural Sciences Education

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Since 1999, plant blindness, now known as plant awareness disparity (PAD), has gained great awareness. However, no study to date has explored the impact of multiple demographic factors, including those of an indigenous population, in understanding plant knowledge. Specifically, this study assessed how race, gender, rurality, and college type of general biology students influenced their self‐perceived plant knowledge and where that knowledge was learned. A total of 702 students across six different colleges, including three tribal and three non‐tribal colleges, completed the survey. The survey included demographic questions, five‐point Likert questions, and choose all that apply questions to assess students’ confidence in their plant knowledge, plant identification skills, where they learned that plant knowledge, and from whom they learned it. College type (tribal vs. non‐tribal) and race (American Indian/Alaskan Native vs. White) showed little differences across most analyses. However, rurality (rural vs. urban) and gender (male vs. female) were often significantly different (p ≤ 0.05). Similar findings were reflected in confidence in identifying specific plant categories. In most cases, participants disagreed when answering that they were confident in identifying categories of plants, with the only exception being gardening. The types of plants participants knew the most about were food, herbs, and foraging plants, which corresponded with gardening and foraging being the activities that taught them most about plants. Parent(s)/guardian(s) were the most important source of plant knowledge followed by school. The information in this study can aid educators, resource managers, and researchers in improving education, curriculum, and PAD.

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“…In teaching SSIs, many studies are focused on argumentation (Capkinoglu et al, 2020;Dawson & Carson, 2020;Namdar & Shen, 2016), dilemmas (Rydberg et al, 2017), reasoning (Cian, 2020;Karahan & Roehrig, 2017;Ozturk & Yilmaz -Tuzun, 2017), critical thinking (Gul & Akcay, 2020) and decision making strategies (Altmeyer & Dreesmann, 2021;Dauer et al, 2017;Sutter et al, 2019;Yapıcıoğlu & Aycan, 2018). From these studies, Capkinoglu et al (2020) evaluated the 10-week argumentation process of students in their study of local environmental SSIs.…”

Section: Introductionmentioning

confidence: 99%

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

Tekin¹,

Aslan²,

Keleş³

2023

Sci Insights Educ Front

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Socioscientific issues (SSIs) have a scientific basis, have a dilemma in their nature and are often discussed under political and social influences. Teachers perceive SSIs as a difficult subject to teach. This project was carried out to guide teachers in overcoming this difficulty and to enable them to include practices that they can adapt more easily to their lessons. The purpose of the current study is to evaluate the views of science teachers on the teaching of SSIs and the project carried out within the scope of a funding project for teaching SSIs. The study was designed according to a single-group pre-test post-test experimental design. The study group the study comprises teachers from different branches of science (15 middle school science teachers, four biology teachers, three physics teachers and two chemistry teachers) from various provinces of Türkiye. As the data collection tools of the study, the Project Participation Form, the Scale of Views on Teaching Socioscientific Issues, the Know-Want-Learn Form and the Project Evaluation Form were used. Quantitative and qualitative data analysis methods were used together in the evaluation of the data. Because of the study, the implemented project activities contributed to the development of the participants’ views on the teaching of SSIs and caused a positive development in their views on the project. Suggestions were made considering the results of the project so that guidance could be provided for teachers and teacher educators.

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“The tree was there first” – using an everyday ecological dilemma to explore the personal orientations of secondary school students in environmental decision-making

Cited by 6 publications

References 90 publications

The Decision-Making Ability of 10th Grade Students in an Arab Community in Israel to Preserve Sea Turtles

The Decision-Making Ability of 10th Grade Students in an Arab Community in Israel to Preserve Sea Turtles

Do demographic factors impact plant knowledge and plant awareness disparity?

Examination of the Views of Science Teachers Trained in a Project on Socioscientific Issues

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