ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of the Readiness and Implementation of 2013 Curriculum in the West Part of Seram District, Maluku Province, Indonesia
Author: Rumahlatu, Dominggus
Date: 2016-00-00
Type: Journal Articles
Subjects: Curriculum Implementation,Foreign Countries,Educational Change,National Curriculum,Questionnaires,Teaching Guides,Teacher Competencies,Middle School Teachers,Elementary School Teachers,Secondary School Teachers,Academic Ability,High School Students,Middle School Students,Elementary School Students,Likert Scales,Structured Interviews

The changes of curriculum by government always generate pros and cons endlessly. Similarly, the implementation of 2013 Curriculum, which has been established by the government, makes most of the school educators throughout Indonesia including West Seram district try hard to implement the curriculum. Given that there are a lot schools in the West part of Seram District which are located in remote areas, it is necessary to analyze the readiness of the implementation of the 2013 curriculum in the west part of Seram district, Maluku province, Indonesia to determine the readiness of the students, teachers, and even schools in the implementation of 2013 curriculum. This is a descriptive research which focused on the readiness and implementation of the 2013 curriculum in elementary schools (&quot;SD/MI&quot;), junior high schools (&quot;SMP/MTs&quot;), and senior high schools (&quot;SMA/MA&quot;) at the west part of Seram district of Maluku province. The data were collected using a questionnaire containing seven indicators. The results of this research show that the students and the teachers in West part of Seram district regency are ready to implement the 2013 curriculum. Even, there have been some schools that have implemented the curriculum. However, there are still some inhibiting factors in the implementation of 2013 Curriculum in West part of Seram district namely the lack of handbooks for teachers and students, the mental readiness of teachers and students which are not yet optimally prepared, and the dissemination that has not reached all schools.
A Process of Environmental Education Communication through Community Cultural Activity Area
Author: Wongpaibool, Duangporn
Date: 2016-00-00
Type: Journal Articles
Subjects: Environmental Education,Community Programs,Social Influences,Context Effect,Community Characteristics,Attitude Measures,Conservation (Environment),Teaching Methods,Program Effectiveness,Action Research,Cultural Influences,Citizen Participation,Communication Strategies,Information Dissemination,Foreign Countries,Questionnaires,Qualitative Research,Statistical Analysis,Knowledge Level,Structured Interviews

The purpose of this research was: 1. To investigate social context, environment, way of life and community culture. 2. To gather the views and opinions regarding environmental conservation and restoration. 3. To synthesize a process of environmental education communication based on community cultural activity area. 4. To evaluate the efficacy of the environmental education communication processes. This research uses Participatory Action Research (PAR) along with a Civil Society Forum. The results revealed that the environmental situation in the community was most likely changed from rural to urban and has environmental problems, there was the process of community cultural area (CCA) but with lack of local people participation. The local people needed to restore and conserve their environmental situation and way of life; of Thai-Mon culture for the next generation. The overall environmental education learning level and process of environmental education communication levels were located at moderate levels of 3.37 average with 0.64 standard deviation and at 3.20 average with 0.56 standard deviation respectively. Therefore, the element of the process of environmental education communication was as follows: Sender: the committee, the performers and organizers of Amphaeng Community cultural activity area. Message: community identity, community story, community problem, the needs of local people. Chanel: community cultural area activities. Receiver: local people. Impact: restoration and conservation of their environment, way of life, community biodiversity, and a better quantity of life. The evaluation of the efficacy of the environmental education communication processes were located at a high level of 4.60 in 6 projects established by local people.
Teachers' Perspectives on Contributions of a Prairie Restoration Project to Elementary Students' Environmental Literacy
Author: Shume, Teresa
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Elementary School Teachers,Elementary School Students,Case Studies,Literacy,Interviews,Environmental Education,Place Based Education,Qualitative Research,Models,Guidelines,Curriculum Design,Ecology,Conservation (Environment),Technology Integration,Grade 3,Personal Autonomy,Observation

Place-based environmental education draws on childhood experiences in nature that foster place-conscious connections to the local bioregion, and intentionally cultivate children's relationships with nature on a trajectory toward increased environmental literacy. Even though opportunities for children to bond with the local natural environment are paramount for developing responsible environmental behavior and ultimately an environmentally literate citizenry, few elementary schools prioritize such experiences. The present study focused on a place-based approach to developing environmental literacy through elementary students' participation in a prairie restoration project. The purpose of this study was to examine teachers' perspectives on how a prairie restoration project impacted elementary students' environmental literacy. Based in an interpretive paradigm, this qualitative case study involved seven teacher-participants from two schools, and drew on data collected from field trip observations, classroom observations, interviews, and artifacts over a span of one academic year. Findings indicated that teachers' fostered six components of environmental literacy through the prairie restoration project: feeling at ease in nature, appreciation and respect for nature, wonder and curiosity, awareness of ecological interdependence, sense of agency to restore nature, and responsibility and service toward environmental protection. Two or three of these empirically-derived themes corresponded with each stage of David Sobel's three-stage model for the development of place-based relationships between children and nature. The correspondence between Sobel's model and the study's six themes resulted in a promising framework to support curriculum design by providing focal points for particular dimensions of each stage of Sobel's model. Placed-based approaches like the prairie restoration project can foster valuable components of children's relationships with nature on a trajectory toward increased environmental literacy.
Effects of Teachers' Perceptions on Students' Perceptions and Achievement in Environmental Education in Secondary School Biology in Gilgil Sub-County Nakuru County, Kenya
Author: Kiarie, Simon M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Student Attitudes,Science Achievement,Secondary School Students,Environmental Education,Biology,Secondary School Science,Secondary School Teachers,Science Teachers,Achievement Tests,Statistical Analysis,Correlation,Gender Differences,Questionnaires

The teachers' perceptions on environmental education play a key role on how students learn, retain and apply the knowledge, attitudes and skills in changing their perceptions of their environment. This also enhances their achievement in environmental education. This study was designed to investigate the effects of teachers' perceptions on students' perceptions and achievement in environmental education in Gilgil Sub-county of Nakuru County, Kenya. A causal comparative survey research design was used for this study. Purposive sampling was used to identify the secondary school category and the class level that formed the study sample. The sample size was composed of 150 form three biology students who had been taught the topic ecology in biology and 20 biology teachers. Three instruments namely, Students' Questionnaire (SPEEQ), the Teachers' Questionnaire (TPEEQ) and an achievement test (EAT) were used to collect data. Five experts in biology education validated the instruments developed. Reliability of the instruments was computed using the Cronbach's alpha coefficient and values of 0.93 for SPEEQ, 0.80 for TPEEQ and 0.87 for EAT were obtained. Both inferential and descriptive statistics were used in the analysis of data. The t-test and Pearson's product moment correlation coefficient were used to analyse the data. The data collected were analysed with the help of the statistical package for social science (SPSS). The alpha level for the rejection or acceptance of the hypotheses was at 0.05. The results showed that both teachers and students had a good perception in environmental education (EE). It was found that, there is no statistically significant relationship between biology students' perception of their environment and EE and their achievement in EE. There is no statistically significant gender difference in students' perceptions and achievement in EE. There is no statistically significant relationship between biology teachers' perceptions in EE and the students' achievement in EE. The findings further indicated that teachers have no regular in-service training in EE. It was hoped that the findings of this study would help EE teacher trainers to evaluate the teacher-training curriculum and therefore form a basis for evaluating the present EE teacher-training curriculum.
Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?
Author: Gao, Su
Date: 2016-00-00
Type: Journal Articles
Subjects: Science Instruction,Inquiry,Active Learning,Culturally Relevant Education,Grade 8,Science Achievement,Problem Solving,White Students,African American Students,Hispanic American Students,Racial Differences,Achievement Tests,International Assessment,Science Tests,Statistical Analysis,Hierarchical Linear Modeling,Factor Analysis,Knowledge Level,Self Esteem,Socioeconomic Status,Middle School Students,Questionnaires

Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this assumption using TIMSS 2007 US eighth-grade student data. Data analysis revealed three instructional approaches, including more inquiry based, mixed, and practice based, were popularly practiced in classrooms. More inquiry-based instruction was not significantly associated with content and problem solving achievements across Caucasian, African American, and Hispanic American students. The mixed teaching approach had a significant positive relationship for Hispanic American student's content and problem solving achievement. The relationship between practice-based approach with content and problem solving achievements of all three racial/ethnic groups were not significant. This study questions the popular assumption of the effectiveness of science teaching approaches and offers important implications for science teaching reform.
Perceptions of Secondary School Students' towards Environmental Services: A Case Study from Czechia
Author: Tesfai, Mehreteab
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Student Attitudes,Environmental Education,Case Studies,Questionnaires,Likert Scales,Models,Gender Differences,Age Differences,Place of Residence,Educational Attainment,Specialization,Learner Engagement,Science Activities,Outdoor Education,Hypothesis Testing,Statistical Significance,Agriculture,Statistical Analysis

A total of 967 students (males and females) from four secondary schools in Vysocina region of Czechia were interviewed via 24-question Likert-type questionnaire to assess student's environmental awareness and perceptions. The generalized linear models were used to test if (and to what extent) student perceptions related to environment are/or not influenced by various factors including gender, age, place of residence, educational level, and specialization. The results showed that students' age, place of residence, education level and their specialization did not significantly affect (p&lt;0.05) their environmental perceptions. However, gender appeared to be statistically significant (p&lt;0.05) influencing student environmental perceptions and also showed linkages to basic environmental education, attitudes and engagement of students in science-related activities. Our results strongly support the need for more environmental education, awareness campaigns in the schools and engaging students in outdoor environment related activities. Future research should include detail environmental surveys targeting school students across Czechia.
The Integration of Environmental Education and Communicative English Based on Multiple Intelligence Theory for Students in Extended Schools
Author: Sangsongfa, Chalothorn
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,English (Second Language),Communicative Competence (Languages),Multiple Intelligences,Research and Development,Action Research,Questionnaires,Interviews,Females,Secondary School Students,Statistical Significance,Technology Integration,Mixed Methods Research,Agricultural Education

Research and Development (R&amp;D) was used with 364 students, 44 teachers and 3 school directors before designing innovation, and evaluating the model efficiency with 30 voluntary students by Action Research (AR). The research used questionnaire, interview form and innovation efficiency evaluation form, and statistically analyzed by percentage, means, standard deviation and t-test. The research findings revealed that most informants were female (59.50%), 14.15 years old in average, and studied in secondary school. Most communities experienced chemical residues (41.50%), particularly in soil (48.60%), air (35.20%) and water (32.70%) respectively. Cultural problems were caused by technological progress (40.10%). The learning on environmental education (x-bar = 3.95, S.D. = 0.88) and communicative English were at high level (x-bar = 3.67, S.D. = 0.92). In addition, the researchers also found that the integrated model appeared high level of performance (E1/E2 = 81.51/82.11), levels of both content (x-bar = 4.60, S.D. = 0.55) and construct validity (x-bar = 3.97, S.D. = 0.55) with statistically significant difference at 0.05.
The Development of Discovery-Inquiry Learning Model to Reduce the Science Misconceptions of Junior High School Students
Author: Tompo, Basman
Date: 2016-00-00
Type: Journal Articles
Subjects: Discovery Learning,Inquiry,Active Learning,Misconceptions,Scientific Concepts,Junior High School Students,Secondary School Science,Foreign Countries,Science Instruction,Instructional Effectiveness,Statistical Analysis,Qualitative Research

The main objective of this research was to develop discovery inquiry (DI) learning model to reduce the misconceptions of Science student level of secondary school that is valid, practical, and effective. This research was an R&amp;D (research and development). The trials of discovery inquiry (DI) learning model were carried out in two different classes in SMPN 2 Maros, South Sulawesi. The results of the study after two trials showed that the discovery inquiry (DI) learning model have been valid, practical, and effective. The discovery inquiry (DI) learning model is stated to be valid because the assessment of all learning components conducted by validator meets the elements of validity. It is stated to be practical because the discovery inquiry (DI) learning component is fully implemented, and the ability of teachers to manage learning is at the high category. It is stated to be effective because the misconceptions of Science student are in the medium category. The activities of students in learning are fulfilled the ideal time achievement, and the results of the students' questionnaire give the positive respond to discovery inquiry (DI) learning. It is concluded that the discovery inquiry (DI) learning model to reduce the misconception of Science students meets the criteria of valid, practical, and effective.
Gender Approach at Physical Culture Lessons at the Second Stage of Basic High Education
Author: Vorotilkin?, Irina M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Differences,Physical Education,Coeducation,Single Sex Classes,Maturity (Individuals),Interviews,Questionnaires,Statistical Analysis,High School Students,Foreign Countries

Gender approach in education is a specific impact on the development of boys and girls by the set of factors of education and training process. The objective of this research is the reasoning of applying gender approach at physical culture lessons and creating comfortable environment taking into account the psychophysiological differences of the pupils. For the implementation of the said objective, pedagogical and educational tasks were assigned to be solved using various means and methods. The study of the dynamics of physical activity and physical health development is monitored via testing techniques. The obtained data are processed using mathematical statistics methods. Also, interviews and questionnaires were used to identify the issues arising in co-education classes. The level of training program acquisition was identified using the expert assessment method. The analysis of the obtained data makes it possible to conclude that there is an urgent need for separate training of 10-15 year old boys and girls at physical culture lessons as their periods of physiological and physical maturity do not coincide. Gender approach strategy allows various gender pupils to realize their potential in creative cognition, relying on their abilities, inclinations and value orientations, not only at physical culture lessons but in various educational activities.
Developing an Instrument of Scientific Literacy Assessment on the Cycle Theme
Author: Rusilowati, Ani
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Junior High School Students,Grade 9,Test Construction,Scientific Literacy,Student Evaluation,Construct Validity,Test Reliability,Evaluation Methods,Science Process Skills,Test Results,Difficulty Level,Statistical Analysis,Mastery Learning,Science Achievement,Achievement Tests,International Assessment,Secondary School Students,Evaluation Criteria,Questionnaires

The purpose of this study is to develop scientific literacy evaluation instrument that tested its validity, reliability, and characteristics to measure the skill of student's scientific literacy used four scientific literacy, categories as follow:science as a body of knowledge (category A), science as a way of thinking (category B), science as a way of investigating (category C), and the interaction between science, technology, and society (category D). The subjects of this developing study were 9th grade student of junior high school in Kudus. Validity test is done by the content, construct, and concurrent validation. Reliability testing is done by calculating a reliability coefficient &quot;r&quot;. Characteristics tested by determining the level of difficulty, distinguishing features, and the proportion or ratio of scientific literacy category in the instrument. Profile of scientific literacy ability is determined by measuring students' mastery of scientific literacy. The result of reliability test is the price of&quot;r&quot; at first trial is 0.59 and the last trial is 0.74. Validity test results indicate that the instrument meets the content, construct, and concurrent validity with valid, very valid, and valid category. Characteristics of evaluation instruments developed shows that the instrument has a level of difficulty that the proportion of about 13% easy, 67% about the medium, and 20% about the difficult. The results of the analysis of discrimination power combined with a level of difficulty and obtained 5 items with poor quality and should be discarded. Comparison category A: B: C: D is 7: 2: 3: 3. Profile of literacy skills mastery of science shows that scientific literacy is still low at below 50% for all categories. Evaluation instruments developed meet the content validity, construct, and alignment with valid, very valid, and valid criteria.
Knowledge, Internal, and Environmental Factors on Environmental Care Behaviour among Aboriginal Students in Malaysia
Author: Rahman, Norshariani Abd
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Influences,Indigenous Populations,Structural Equation Models,Research Methodology,Early Adolescents,Questionnaires,Student Surveys,Elementary School Students,Secondary School Students,Environmental Education,Sustainable Development,Sustainability,Factor Analysis,Reliability

This study determined the contribution of predictor factors (i.e. knowledge about the environment as well as internal and environmental factors) on environmental care behaviour among aboriginal students. The knowledge about the environment that was investigated in this research includes environmental knowledge and environmental action knowledge. The internal factors include elements of attitude, personal responsibility, and beliefs, while the elements of environment factors are social influences, information resources, and environmental management facilities. In addition, this study used an environmental knowledge test and questionnaire as research instruments. A total of 445 aboriginal students from the Malaysian state of Pahang were involved in this research. The research data were analysed using Structural Equation Modelling (SEM). The research findings showed that the predictor factors (knowledge, attitude, personal responsibility, beliefs, social influences, information resources, and environmental management facilities) contributed 44% towards environmental care behaviour. In fact, the factors that contributed most to environmental behaviour were social influences and beliefs, followed by environmental management facilities, attitude, and personal responsibility. Nonetheless, knowledge concerning the environment did not contribute towards behaviour, but it influenced attitude, which in turn affected behaviour. Hence, the factors that have been identified to contribute to environmental care behaviour should be considered in planning educational development for the aboriginal community in order to achieve environmental sustainability.