Environmental Values (2-MEV) and Appreciation of Nature

When monitoring the long history of empirical instruments for environmental attitude measurement, the Two Major Environmental Value model (2-MEV) with its two higher order factors: Preservation (PRE) and Utilization (UTL) has repeatedly and independently been confirmed. PRE assesses preferences towards conservation of nature and the environment, whilst UTL measures preferences towards utilization/exploitation of nature. The latter, however, does not yet include the positive aspects of benefitting from the (enjoyable) use of nature. Consequently, besides the established 2-MEV-battery, additional items from an “Appreciation of Nature” (APR) scale were applied to an Irish sample of 289 secondary school students (age: M = 14.3 years). Responses to the altogether 30-item battery were applied on an oblique rotation by using the Promax procedure: UTL and PRE appeared as orthogonally related factors, APR correlated to PRE with 0.283. Based on loading scores, the item number for each subscale was further reduced to make the analysis more manageable in educational outreach sites; on those sites, where completing questionnaires may well be quite unpopular, they are very much needed for planning and fine-tuning educational programs. Therefore, extending the 2-MEV scale with an added scale for Appreciation may help: (i) to judge participants’ feedback for adjusting/balancing program contents better; and (ii) to promote appreciation as a successful strategy for shifting individuals away from their individual exploitative preferences

Hypertext or Textbook : Effects on Motivation and Gain in Knowledge

Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The “new medium”, however, may cause cognitive overloads. Combined with gender-related variations in ability, self-efficacy or self-confidence, computers may even diminish learning effects. Our empirical study used a quasi-experimental design and the Intrinsic Motivation Inventory (IMI) to monitor efficacy in knowledge gain and motivation when using computer-aided versus textbook-based educational units. Our sample consisted of 393 eighth graders. One objective focused on gender effects associated with autonomous teacher-assisted learning via interactive software or an appropriate textbook. Both groups finished with a recapitulation with the teacher. A third group concluded a computer-aided lesson with a computer quiz. To provide evidence for DL we tested long-term memory after six weeks and examined its correlation with intrinsic motivation factors. In general, our intervention affected the girls’ but not the boys’ intrinsic motivation. We recorded significantly higher post-test scores in the textbook-based lesson, but the differences vanished in the retention test. The teacher-assisted consolidation phase increased long-term knowledge and positively intervened with the students’ interest. Thus, we found evidence for DL

How Environmental Attitudes interact with Cognitive Learning in a Science Lesson Module

As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization) of 190 students (Mage  ± SD: 15.96 ± 0.55; 51.1% female). A knowledge questionnaire was completed once before and twice after participation. Additionally, (i) the 2-MEV (two Major Environmental Values) and (ii) the GEB (General Ecological Behavior) were applied. Girls showed higher Preservation but lower Utilization attitudes than boys did. Learning success was positively related to Preservation preferences (for girls) as well as to behavior-based scores (for girls and boys). For boys, high preferences in Utilization were negatively correlated with learning achievement

Associations with plant genetic engineering: A perception analysis of students’ hopes and fears

Public perceptions of plant genetic engineering are of increasing research interest. Although within the current debate on the cultivation of genetically modified plants many related ethical, political and economic issues need specific consideration, young students’ views on this socio-scientific issue are largely unexplored. Therefore, our current analysis focussed on perceptions of Bavarian tenth graders (N = 572) with regard to their hopes and fears in the context of plant genetic engineering. By applying a mixed-methods approach, students rated their individual hopes and fears on a 4-point Likert scale (quantitative part) and gave a written statement about their individual associations (qualitative part): Hereby, hopes scored much higher than fears (medium effect). The subsequent categorisation of qualitative data resulted in five categories for hopes and four categories for fears. Hopes were mainly associated with economic or ecological aspects as well as with the overall fight against world hunger. Fears dealt mainly with negative consequences on human health and the fate of the environment. Additionally, subjective and objective knowledge were analysed for their influence on students’ perceptions. Subjective knowledge had a significant influence on hopes, objective knowledge did not. This background information is relevant for the age-appropriate preparation of biology lessons: Hopes and fears need to be specifically addressed in order to optimise educational efforts and to support students to become responsible citizens

Simply InGEN(E)ious! How Creative DNA Modeling Can Enrich Classic Hands-On Experimentation

Innovative 21st-century methods for teaching biology should provide both content knowledge and diverse scientific competencies. The Curriculum Guidelines of the American Society for Microbiology highlight the importance of developing scientific thinking skills, which include the abilities to formulate hypotheses, to communicate fundamental concepts effectively, and to analyze and interpret experimental results. Additionally, contemporary science education should enhance creativity and collaboration as key student assets in its bid to overcome negative perceptions and learning difficulties. In recent years, the expanding movement for so-called “STEAM” approaches (science, technology, engineering, arts, and math) has increased in STEM curricula. The movement seeks to integrate the arts into science classes to transfer enthusiasm, support individual self-sufficiency, and encourage creative solutions. To meet all these demands, we developed an inquiry-based approach that actively engages students in hands- and minds-on activities on the topic of “decoding the DNA structure” in an outreach laboratory. Since teaching abstract molecular phenomena is a challenge in biology classes, we combine classical experimental tasks (DNA isolation, gel electrophoresis) with creative modeling. The experiments are linked by the modeling phase: immersed in the story of the discovery of the DNA structure, our participants independently construct a DNA model from a box filled with inexpensive craft supplies (e.g., glue, straws, pipe cleaners, beads). After initial pilot testing, the implementation of our approach clearly produced short- and mid-term learning effects among the students, providing a successful example of a STEAM-based approach in a laboratory setting

Conceptions of university students on microplastics in Germany

Microplastics are a global challenge and a frequently studied environmental issue. Hence, the knowledge body about microplastics within the scientific community is growing fast and challenges an elaborated knowledge transfer from science to the general public. Just as well-informed people are the basis for reducing microplastics’ impact on the environment, knowledge of the audience’s conceptions is the basis for an accurate and successful dissemination of scientific findings. However, insights into the publics’ perceptions of microplastics are still rare. The present study aimed to capture students’ conceptions about microplastics based on their individual experiences following qualitative inductive, exploratory research. Therefore, 267 students of a state university in Germany responded to a paper-and-pencil questionnaire containing open and closed questions on microplastic-related conceptual understanding, risk perception, information behavior, sources, and sinks. The inductive classifying of all responses by a qualitative content analysis revealed six basic concepts: 1) Microplastics are mainly understood as small plastic particles. 2) Microplastics are closely associated with its negative consequences. 3) The most labeled source in households is plastic packaging. 4) Compared to other water bodies, microplastics are rarely suspected in groundwater. 5) A high threat awareness exists in classifying microplastics as very dangerous and dangerous. 6) Media such as TV or the Internet are the most crucial information sources while the school has less importance in acquiring information. It is precisely this pattern that indicates the need for profound science communication to establish a joint and scientifically sound knowledge base in society. Knowledge about conceptions of potential “customers” allows tailor-made scientific knowledge transfers to shape public awareness, initiate changes in thoughts and prepare the field for collaborative behavior

First steps towards sustainability? University freshmen perceptions on nature versus environment

The Global Earth Overshoot Day, the date when all annually available natural resources are consumed, is set for July this year. For densely populated European countries like Germany or Switzerland, that specific day is due even earlier (May). To overcome such an unsustainable lifestyle, immediate actions are required, which includes substantial educational efforts. As the model of "Sustainable Development" is complex, appropriate pedagogical actions need to support cognitive learning, critical thinking and behavioural actions. Knowledge about individual conceptions in relation to the Environment, Nature and Ecological Footprints contributes to pre-conditions to succeed. To what extent present teaching methods influenced individual conceptions during the first UN-decade regarding those terms is illustrated by 464 Swiss-German university freshmen who participated in our paper-pencil test, which is based on four open questions. The term of Environment was perceived as the sum of biocentric, ecocentric and anthropocentric views. The participants often equated the term to Nature and associated it with positive feelings or emotions. Therefore, calm, joy and aesthetic appreciation were predominantly named. Regardless of the concept, humans were perceived as the Greatest Environmental Threat. In contrast, recommendations to reduce Environmental Footprints regarding mobility & transport, waste avoidance and consumption differ. Following a binary logistic regression analysis, the involvement of the Inclusion of Self Scale (INS) was used as an explanatory variable to detect patterns of those conceptions. Relating sustainable concepts, natural resources were frequently named exceeding saving water and energy or other association dealt with second-hand issues or regional/ seasonal usages. Such ideas are shaped by experiences and scientific expertise

Measuring Students' School Motivation

Education is supposed to lay the foundation for vocational maturity. However, young people lose their motivation to learn at school instead. Adequate teaching concepts to promote school motivation need to be developed, but efficient tools to evaluate them at the level of school motivation are lacking. For this purpose, we built upon the established Science Motivation measure (SMOT) by reformulating items for a general school motivation scale (SchMOT) and applying it to 281 fifth graders. Since children are active creators and not consumers of knowledge, we consider learning motivation correlated with creativity, as demonstrated by the original motivation questionnaire. A principal component factor analysis with varimax rotation confirmed the hypothetical four-factor structure: self-efficacy, self-determination, intrinsic motivation and grade motivation. Factor loadings ranged from 0.556 to 0.746; cross-loadings never exceeded 0.4. The SEM model of motivation confirmed the factor structure with self-efficacy as the strongest predictor of motivation. The correlation of motivation and creativity revealed the particular importance of self-efficacy. This study has shown its appropriateness in measuring adolescent school motivation. Results emphasised the need for self-efficacy, both as an indicator of conducive teaching and an essential pedagogical goal. Suggestions for creativity-based teaching initiatives that promote school motivation by incorporating self-efficacy are discussed