ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Affective Constraints on Shaping Environmental Literacy: Model Testing Using Mediator and Moderator Variables
Author: Öztürk, Nilay
Date: 2016-00-00
Type: Journal Articles
Subjects: Literacy,Environmental Education,Teaching Methods,Correlation,Gender Differences,Preservice Teachers,Student Attitudes,Surveys,Teacher Education Programs,Foreign Countries,Regression (Statistics),Statistical Analysis

The aims of this study were; first to investigate the mediating effects of pre-service teachers' (PTs) attitude toward environment on the relationship between their environmental concern and environmental responsibility, and second, to explore the moderating effect of gender on the relationships between; PTs' environmental concern and responsibility; and environmental attitude and responsibility. A total of 1626 PTs completed the Environmental Literacy Survey. The findings revealed that PTs' attitude had a significant mediating effect on the relationships between environmental concern and responsibility. Furthermore, the results of the moderation analysis showed that the relationships did not differ in female and male participants.
The Effect of Active Learning Based Science Camp Activities on Primary School Students' Opinions towards Scientific Knowledge and Scientific Process Skills
Author: Aydede Yalçin, Meryem Nur
Date: 2016-00-00
Type: Journal Articles
Subjects: Active Learning,Summer Science Programs,Science Education,Elementary School Science,Primary Education,Elementary School Students,Scientific Attitudes,Science Process Skills,Knowledge Level,Environmental Education,Middle School Students,Grade 6,Grade 7,Grade 8,Quasiexperimental Design,Pretests Posttests,Boarding Schools,Student Surveys,Nonparametric Statistics,Statistical Analysis,Scientific Concepts,Instructional Effectiveness,Foreign Countries

It is important for people to be able to judge the nature while actually living in it to gain the scientific perspective which is an important skill nowadays. Within this importance, the general purpose of this study is to examine the effect of active learning based science camp activities on sixth, seventh and eighth grade students' opinions towards scientific knowledge and scientific process skills. In order to achieve this goal, the natural, historical, archeological and the cultural sources of the Cappadocia area were used as a teaching tool. One group quasi-experimental design with pretest and posttest was used in the study. 17 boarding primary school students participated to research. Opinion survey on scientific knowledge, scientific process skills scale, conceptual comprehension survey on environmental problems and observation form were used as a data collection tools. Descriptive and Man Whitney-U analysis techniques were used during assessment of the data. As a result of the study, significant difference was found supporting the students' post-test results of scientific knowledge survey, the number of students' post-application explanations were more than students' pre-application explanations of conceptual knowledge survey on environmental problems.
Competent or Not?: Exploring Adaptions to the Neo-Behaviorist Paradigm in a Sport Marketing Course
Author: Tyler, B. David
Date: 2016-06-00
Type: Journal Articles
Subjects: Competency Based Education,Thinking Skills,Student Reaction,Comparative Analysis,Tests,Higher Education,Blended Learning,Individualized Instruction,Pacing,Team Sports,Marketing,Athletics,Athletes,Academic Achievement,Cooperative Learning,Teamwork,Behaviorism,Outcomes of Education,Hypothesis Testing,Statistical Analysis

Educators and administrators are exploring competency-based education as an effective and efficient method to facilitate student learning. This reinforces a burgeoning neo-behaviorist movement in higher education which seeks to synthesize such behaviorist approaches with the cognitive focus of the last 20 years. The current research examines the outcomes in three years of a sport marketing class that blends cognitive-based and competency-based pedagogy. The first half of the course is primarily self-paced, with regular quizzes checking student mastery, while the second half of the course has students work in teams on marketing-related projects; a final examination assesses overall student learning. The research revealed that the blended approach resulted in complementary strategies which partially addressed the conventional criticisms of both cognitive- and competency-based pedagogical approaches. The study used paired sample t-tests to compare results on quizzes versus the final exam (N = 111 students comprising 36,787 total student-responses), finding that the course's hybrid structure develops student learning in both lower-order and higher-order thinking (as per Bloom's taxonomy).
Environmental Literacy in Madeira Island (Portugal): The Influence of Demographic Variables
Author: Spinola, Hélder
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Knowledge Level,Literacy,Demography,Predictor Variables,Grade 9,Grade 8,Student Surveys,Gender Differences,Natural Sciences,Grades (Scholastic),Socioeconomic Status,Place of Residence,Urban Areas,Rural Areas,Student Participation,Science Activities,Influences,Likert Scales

Demographic factors are among those that influence environmental literacy and, particularly, environmentally responsible behaviours, either directly or due to an aggregation effect dependent on other types of variables. Present study evaluates a set of demographic variables as predictors for environmental literacy among 9th grade students from Madeira Island (Portugal). Through a survey involving 491 students, gender, place of residence (rural and urban), 8th grade Natural Sciences discipline performance, participation in school's environmental activities and, indirectly, socio-economic status were evaluated in their association to environmental literacy and, particularly, to each of its three main components: knowledge, attitude and behaviour. The results confirm three stronger environmental literacy predictors: rural or urban residence, depending on the components considered, higher marks in 8th grade Natural Sciences discipline and higher socio-economic status; and two weaker: female and participation in school's environmental activities. Our findings found support in previous studies and underline the need to center socio-demographic factors in environmental education practices. Considering demographic variables as the reflex of environmental, economic and socio-cultural contexts, our results corroborate an environmental literacy's construction framework on the light of Vygotsky's socio-cultural theory of human learning, in which real learning contexts play a fundamental role. In fact, also in environmental literacy, learning occurs through the interaction with the social environment and, to be effective, needs real learning contexts. Demographic variables confirmed as being predictors for environmental literacy in Madeira Island students seems to mirror the effects of the above framework and show strong evidences of linkage with socioeconomic status.
The Awareness of Turkish High School Students about Carbon Footprint and the Effects of the High School Biology Curriculum on This Awareness
Author: Öz-Aydin, Serap
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Biology,Conservation (Environment),Grade 9,Grade 10,Mixed Methods Research,Knowledge Level,Climate,Ecology

Carbon emissions which are one of the most important human sourced causes of global climate change continue to rise rapidly despite all efforts to minimize these emissions. Carbon footprint (CF) education is significant in terms of changing the present situation. The aim of this study is to determine the awareness of high school students about the CF issue which takes place in the 9th grade level teaching program and to determine the effects of students' awareness on teaching. Hence, a research-based exploratory mixed study design was conducted with 140 9th and 10th high school students. A special data collection instrument was developed for CF. Qualitative data that was collected was firstly subjected to the document analysis method. Then, an SPSS program was utilized in order to ascertain the percentage of students in different grade levels who were aware of the problem and to determine quantitatively the differences between them. As a result, it was found that the awareness of the students about the problems involving household and transportation components of CF were higher when compared to their awareness about lifestyles. However, the students do not hold a holistic approach about the relationship between CF and global climate change. When this case is evaluated, it appears that teaching of the concept of CF and the objectives related to that concept in the program were not achieved. A reevaluation of the teaching program and enrichment of teaching methods are crucial for teaching his issue. Besides, the test utilized in this study might also contribute to the enrichment of teaching by using it as a course material in CF teaching.
Effect of Environmental Education Based on Transformational Learning Theory on Perceptions towards Environmental Problems and Permanency of Learning
Author: Uyanik, Gökhan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Transformative Learning,Learning Theories,Retention (Psychology),Primary Education,Preservice Teachers,Scientific Attitudes,Pretests Posttests,Quasiexperimental Design,Grade 4,Experimental Groups,Control Groups,Science Tests,Knowledge Level,Behavior Rating Scales,Scores,Comparative Analysis,Statistical Analysis,Statistical Significance,Attitude Change

The aim of the study is to determine effect of environmental education based on transformational learning theory on primary school teacher candidates' perceptions towards environmental problems and permanency of learning. Pretest-posttest quasi-experimental design have been used in this study. The study group consists of 66 teacher candidates who were continuing their education in fourth grade in Primary School Teaching Department of Faculty of Education in Kastamonu University in two different sections in fall term of 2014-2015 academic years. One of the section has been selected as experimental group (N = 32) and the other section has been selected as control group (N = 34) with random assignment method. Environmental problem knowledge test, responsibility behavior scale towards environment and the scale of attitude towards environmental problems have been used as data gathering tools. In order to compare average scores of the groups, t-test has been used for independent groups. According to findings, there was a statistically significant difference between experimental and control groups' knowledge and retention test in favor of experimental group. Also there was a statistically significant difference between experimental and control groups' responsibility scale and attitude scale scores in favor of experimental group.
Raising Environmental Awareness among Miners in Iran
Author: Mozaffari, Ezatollah
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mining,Administrator Attitudes,Conservation (Environment),Industry,Consciousness Raising,Sanitation,Wastes,Natural Resources,Legislation,Surveys

Generation of waste is inevitable but controllable in minerals industry. The aim of this research is to find ways for raising environmental awareness among miners. Miners' attitude towards environmental mining has been investigated. A survey has been done collecting mine managers' point of view coupled with current trend on mine waste management in Iran. Their opinions on methods used for minerals extraction and waste production are sought in order to investigate possible educational schemes for waste reduction and mine waste disposal. The type and quantity of waste produced by respondents have been identified to prioritise the wastes produced in minesites. Environmental legislations and policies for good practice minerals extraction are surveyed and demonstrated. These are regarded as our clients' preferences on managing mining waste. When combined with other existing policies and methods, they could become part of a learning program to boost awareness among miners.
Transforming Environmental Attitudes and Behaviours through Eco-Spirituality and Religion
Author: Crowe, Jessica L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Attitude Change,Environmental Education,Curriculum Design,Religion,Behavior Change,Community Colleges,Focus Groups,Spiritual Development,Teaching Methods,Course Content,Introductory Courses,College Students,Mixed Methods Research,Transformative Learning,Learning Theories,Correlation,Likert Scales,Interviews

Incorporating spirituality and religious themes in environmental education is a way to link learners to their meaning systems. Research has shown that incorporation of a spiritual element in education provides a way for students to have authentic learning experiences and make meaning of the knowledge they acquire in the classroom. This mixed methods study examined the environmental attitudes, knowledge and actions of students in an introductory environmental science course with a spiritually infused curriculum at a community college. The quantitative data was collected from students in a survey of environmental attitudes, knowledge, and actions. Qualitative studies were conducted using a focus group to complement the quantitative data. Environmental education increases knowledge and awareness about earth's environment and teaches skills that lead to action that will ensure stewardship of all aspects of earth's environment. Integration of spirituality and religious traditions in environmental education offers an alternative approach in curriculum design that encourages learners' environmental attitudes and behaviors to be transformed.
The Influences of Socio-Demographic Factors, and Non-Formal and Informal Learning Participation on Adult Environmental Behaviors
Author: Digby, Cynthia L. B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Adult Literacy,Influences,Demography,Nonformal Education,Informal Education,Environmental Education,Knowledge Level,Attitude Measures,Prediction,Recycling,Conservation (Environment),Correlation,Scores,Behavior,Generational Differences,Educational Attainment,Income,Gender Differences,Multiple Regression Analysis,Statistical Analysis

Multiple factors are likely to influence adult literacy regarding the natural environment and environmental issues, but very little research has been carried out in this area. The research presented in this article is intended to help address this information gap, by investigating influences on adult environmental literacy using data from a Minnesota environmental literacy survey. The article presents the research findings regarding the influence of demographic factors and of non-formal and informal learning on environmental behavior, one of the key dimensions of environmental literacy. Results from this study indicated that environmental behavior prediction was most improved by adding non-formal and informal learning participation. These results suggest that non-formal and informal learning options should be looked at more carefully for predictive possibilities.
Mapping What Young Students Understand and Value Regarding Sustainable Development
Author: Manni, Annika
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainable Development,Student Attitudes,Elementary School Students,Ethics,Systems Approach,Correlation,Holistic Approach,Foreign Countries,Questionnaires,Environmental Education,Content Analysis,Economic Factors

This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from open-ended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are considerable variations in the level of understandings and the values related to the three aspects of sustainable development. Understanding within as well as between the aspects is noted, with students having the most difficulty in seeing the relationships between all three aspects, i.e. a holistic understanding. Furthermore, students' understanding and values are often expressed in an integrated way i.e. expressed in the same sentence. The variations, complex understandings, and expressions of understandings and values are discussed in relation to earlier research with a focus on ethical issues and systems thinking.
Development and Validation of an Instrument for Assessing Climate Change Knowledge and Perceptions: The Climate Stewardship Survey (CSS)
Author: Walker, Scott L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Measures (Individuals),Surveys,Climate,Knowledge Level,Construct Validity,Reliability,Attitudes,Misconceptions,Environmental Education,Geography,Secondary Education,Postsecondary Education,Content Validity

The Climate Stewardship Survey (CSS) was developed to measure knowledge and perceptions of global climate change, while also considering information sources that respondents 'trust.' The CSS was drafted using a three-stage approach: development of salient scales, writing individual items, and field testing and analyses. Construct validity and alpha-level reliability was conducted on the 122-item test instrument to produce a refined 84-item CSS. The field tested CSS includes five scales (1) Impacts of Climate Change, (2) Causes of Climate Change (3) Misunderstandings about Climate Change (4) Issues and (5) Policy. Four knowledge dimension sub-scales and seven perception dimension sub-scales are included in the accepted instrument. The CSS is particularly applicable to studies interested in measuring potential respondent's ideas on the impacts, causes, and misunderstandings that are important to global climate change knowledge and perceptions as they relate specifically toward climate change issues and policy.
School Ground as Environmental Learning Resources: Teachers' and Pupils' Perspectives on Its Potentials, Uses and Accessibility
Author: Atmodiwirjo, Paramita
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Campuses,Environmental Education,Outdoor Education,Learning Activities,Primary Education,Active Learning,Space Utilization,Physical Environment,Educational Environment,Hidden Curriculum,Questionnaires,Educational Resources,Usability,Use Studies,Observation

This paper addresses the role of school ground as outdoor learning resources for environmental education. The opportunities to use school ground are particularly prominent in tropical climate, where the weather permits plenty of outdoor learning activities. A study in primary schools in Jakarta explored the relationship between the spatial aspects of school ground and its role in providing access to outdoor environmental resources, from the perspectives of teachers and pupils. The findings reveal that the potentials of school ground environment in many schools have not been fully utilised. Outdoor opportunities offered by school ground environment do not immediately result in active environmental learning. The findings suggest the needs to rethink the position of school ground within the current spatial design of school environment, to address the demands for more engagement with nature and current perspectives towards environmental learning.
Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015
Author: Al-Azawei, Ahmed
Date: 2016-06-00
Type: Journal Articles
Subjects: Access to Education,Content Analysis,Peer Evaluation,Journal Articles,Academic Ability,Disabilities,Individual Differences,Conventional Instruction,Blended Learning,Program Effectiveness,Educational Environment,Online Courses,Student Needs,Educational Experience,Cultural Differences,Inclusion,Evaluation Criteria,Meta Analysis,Literature Reviews

The Universal Design for Learning (UDL) framework is increasingly drawing the attention of researchers and educators as an effective solution for filling the gap between learner ability and individual differences. This study aims to analyse the content of twelve papers, where the UDL was adopted. The articles were chosen from several databases and journals based on four criteria: 1) peer-reviewed papers, 2) provision of empirical results, 3) focused on UDL as a framework, and 4) published from 2012 to 2015. Then, these studies were analysed according to seven themes: type of results, study beneficiary (learners, teachers, both), sample features, geographical region, data collection techniques, data analysis techniques, and learning modes. Most of the selected studies applied the UDL in a traditional or a blended learning mode, whereas only two studies evaluated its effectiveness in online learning environments. It is noteworthy that the majority of the experiments were carried out in the USA. Additionally, positive results of UDL implementation were yielded in eleven papers. These outcomes suggest that UDL is an efficient approach for designing flexible learning environments and accessible content. Such designs can match a wide mix of learner needs, abilities, background knowledge, educational experience, and cultural differences. However, further research is required in order to confirm the positive impacts of UDL in different educational settings and cultural backgrounds.
Cultivating Artistic Approaches to Environmental Learning: Exploring Eco-Art Education in Elementary Classrooms
Author: Inwood, Hilary J.
Date: 2013-00-00
Type: Journal Articles
Subjects: Curriculum Development,Interdisciplinary Approach,Art Education,Environmental Education,Consciousness Raising,Qualitative Research,Action Research,Planning,Elementary Education,Elementary School Teachers,Sustainable Development,Foreign Countries,Observation,Questionnaires,Cooperation,Teacher Collaboration

This article explores curriculum development in eco-art education, an integration of art education and environmental education, as a means of increasing awareness of and engagement with the environment. It reports on a qualitative research study that tracked teachers' experiments with the design and implementation of eco-art education in elementary classrooms. Guided by the framework of collaborative action research, a team of educators generated practical and theoretical knowledge to plan, implement, observe and reflect on eco-art curricula and pedagogy. As the first inquiry to examine eco-art education in a sustained way across multiple school sites, it makes a significant contribution to the emerging knowledge and growing discourse of eco-art education by demonstrating how arts-based learning at the elementary level can align with and support environmental education concepts and pedagogy.