Understanding Student Expectations in Developing Environmental Science Courses

Cooke, R. U.; Miller, Kelly; White, John

doi:10.18848/1447-9494/cgp/v13i07/44991

Cited by 4 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As identified by Cooke, Miller and White (2006), employer demands and expectations of graduates at course completion should not be ignored when developing professional courses. Importantly it has been recognised that a key component of curriculum design is consultation with experts, including representatives from professional associations (Biggs and Tang 2007;Ramsden 2003;Toohey 1999).…”

Section: Methodsmentioning

confidence: 99%

Responding to environmental challenges: an initial assessment of higher education curricula needs by Australian planning professionals

Hurlimann

2009

Environmental Education Research

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

Responding to environmental challenges: an initial assessment of higher education curricula needs by Australian planning professionals

Hurlimann

2009

Environmental Education Research

View full text Add to dashboard Cite

“…Career aspirations and student perception of fieldwork are also liable to be linked. Students on environmental science courses in an Australian university cited employment opportunities as important to them when choosing their course, although less important than their environmental interests and the opportunity to be outdoors (Cooke, Miller, & White, 2006). Scott et al (2012) found that UK undergraduates perceived fieldwork tasks as valuable to them because they aligned with their career aspirations.…”

Section: Personal and Demographic Factors And Pre-university Perceptimentioning

confidence: 99%

“…Cooke et al (2006), for example, found that students following environmental science courses on the whole indicated that environmental interests and being outdoors were the principal reasons for their choice of course; least important were the recommendations of friends, family and school teachers. These students as a whole also expressed a preference for fieldwork above other aspects of their course.…”

Section: Personal and Demographic Factors And Pre-university Perceptimentioning

confidence: 99%

Students' Perception of Biology Fieldwork: The example of students undertaking a preliminary year at a UK university

Goulder

Scott

2013

International Journal of Science Education

View full text Add to dashboard Cite

It is widely held among biology teachers that fieldwork is valuable, but little is heard about students' perception of fieldwork or about the reasons for their liking or disliking fieldwork. This paper uses data from students to explore the hypotheses (1) that biology students with a positive perception of fieldwork have a less positive perception of laboratory work and vice versa and (2) that perception of fieldwork is related to demographic/personal factors and/or to pre-university perceptions and experience of fieldwork. Numeric indices of appreciation of biology field and laboratory work (I field and I lab ) were determined using questionnaire information from 54 students. I field and I lab were positively correlated and there was no evidence of polarization of views; the problem that some students have a poor perception of both needs to be addressed. Mature students had a more positive view of fieldwork than 18-20-year-olds. However, regression analysis of I field against principal components suggested that demographic/personal factors had relatively little overall influence (, 20%) on appreciation of fieldwork. Perception of fieldwork at university was related to the rank given to fieldwork when choosing a university course. However, students who had participated in pre-university fieldwork did not have a more positive perception of university fieldwork; although students who recalled a worst memory of pre-university fieldwork had a less positive perception of fieldwork at university. The seeming mixed relevance of pre-university fieldwork suggests that the relationship between perception of fieldwork undertaken at university and quality of pre-university fieldwork is an area for future research.

show abstract

“…These findings are in agreement with those by a number of studies investigating influences in higher education and career aspirations. These studies highlight the persuasive role of parents and family (Archer, DeWitt, and (Archer, DeWitt, and Wong 2014;Aschbacher, Li, and Roth 2010;Cooke, Miller, and White 2006;Robertson 2000).…”

Section: Discussionmentioning

confidence: 94%

‘Generation Nemo’: motivations, satisfaction and career goals of marine biology students

Lucrezi

Milanese

Danovaro

et al. 2017

Journal of Biological Education

View full text Add to dashboard Cite

show abstract

Understanding Student Expectations in Developing Environmental Science Courses

Cited by 4 publications

References 0 publications

Responding to environmental challenges: an initial assessment of higher education curricula needs by Australian planning professionals

Responding to environmental challenges: an initial assessment of higher education curricula needs by Australian planning professionals

Students' Perception of Biology Fieldwork: The example of students undertaking a preliminary year at a UK university

‘Generation Nemo’: motivations, satisfaction and career goals of marine biology students

Contact Info

Product

Resources

About