Manifestation A Meaningful and Sustainable Value of Research Skills: Study of Biodiversity Learning (original) (raw)
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Erten, S. (2015). Sample course material for biodiversity and sustainable education.
This study was done in a period when there are attempts to develop a framework for the sustainable development and sustainable education in order to emphasize the universal significance of biodiversity, sustainable development, and sustainable education. The research reported here is a case study carried out in the spring semester of 2012-2013 academic year. The participants of the study were student teachers enrolled in a general biology course in a preservice science teacher education program at a major research university in central Turkey. The study was designed as a qualitative study and the data of the study were collected through semi- structured interviews and observation forms. The aim of the study was to develop teaching materials about the sustainable education and the sustainability of biodiversity. In parallel to this aim, an experiment of frog breeding was designed and the experiment was carried out by the participants under the supervision of the author. More specifically, the participants were involved in feeding the frogs and cleaning the aquarium. They recorded their observations together with the author. The whole process was shared in the biology co urse. In short, the participants observed how larvas come out from frog spawn that were put in the aquarium and how larvas became adult frogs. Adult frogs were transferred to the nearest creek after the completion of the observations. At the end of the process the attitudes of the participants towards living beings changed positively as their reports indicated. Key words: Sustainability, Sustainable education, Biodiversity, Loss of biodiversity, Agenda 21
promote the translation of their work into meaningful conservation actions. Graduate students face the same problems and must contend with obstacles such as limited opportunities for relevant interdisciplinary training and a lack of institutional support for application of research results. However, students also have a crucial set of opportunities (e.g., access to academic resources outside their degree programs and opportunities to design research projects promoting collaboration with stakeholders) at their disposal to address these problems. On the basis of results of breakout discussions at a symposium on the human dimensions of the ocean, a review of the literature, and our own experiences, we devised recommendations on how graduate students can create resources within their academic institutions, institutionalize resources, and engage with stakeholders to promote real-world conservation outcomes. Within their academic institutions, graduate students should foster links to practitioners and promote knowledge and skill sharing among students. To institutionalize resources, students should cultivate student leaders and faculty sponsors, systematically document their program activities, and engage in strategic planning to promote the sustainability of their efforts. While conducting research, students should create connections to and engage actively with stakeholders in their relevant study areas and disseminate research results both to stakeholders and the broader public. Our recommendations can serve as a template for graduate students wishing to bridge the research-implementation gap, both during their current studies and in their future careers as conservation researchers and practitioners.
IJIERT-BIODIVERSITY LITERACY IN SCIENCE EDUCATION FOR BIODIVERSITY CONSERVATION
NOVATEUR PUBLICATIONS , 2020
Teaching the concept of biodiversity in learning activities especially science education is an important urgency to bring up biodiversity literacy competence. This article aims to examine the concept of biodiversity and ecosystems in science education activities, the level of student literacy on biodiversity, and several learning models in science education that can be applied in increasing the biodiversity literacy of students. The method used in this study is Knowledge mapping that begins with mapping students' knowledge about biodiversity, covering the breadth of knowledge and depth of knowledge; Focus Group Discussion (FGD) involving students and lecturers; Experiments applying three learning models in lecture activities for biodiversity materials and comparing the three models tested. Results obtained from the study is that literacy competence biodiversity is a form that can be grown on the p Education science. The existence of biodiversity literacy capabilities will further have a positive impact in efforts to maintain, protect, increase awareness of the importance of biodiversity. The application of biodiversity literacy can be built into several models, techniques or learning patterns that are appropriate to aspects of the surrounding environment, environmental issues that occur, and the ability of students. Participant's learners who have literacy skills biodiversity is good, will have a character of sensitivity to any changes that exist in the surrounding environment. The presence of this character in the later stages can me n make learners make efforts to establish, maintain and preserve biodiversity and ecosystems.
Teaching Methods in Biology Promoting Biodiversity Education.
Sustainability, 2018
The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.
Qualitative methods for ecologists and conservation scientists
Methods in Ecology and Evolution, 2018
1. Conservation of biodiversity involves dealing with problems caused by humans, by applying solutions that comprise actions by humans. Understanding human attitudes, knowledge and behaviour are thus central to conservation research and practice. 2. The special feature brings together authors from a range of disciplines (ecology, human geography, political science, land economy, management) to examine a set of qualitative techniques used in conservation research: Interviews, Focus group discussion, The Nominal Group Technique and multi-criteria decision analysis.
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Qualitative research methodology courses become a provision for postgraduate students to carry out research, as one of the three obligations of college. The course is a new subject and most students had never practiced it and had never been familiar with the concepts. The aims of the study is to analyzed the causes of learning difficulties and solutions carried out by students and by lecturers in qualitative research methodology courses. This study used a qualitative research approach with a case study design. Data were obtained from questionnaires and interviews with 20 postgraduate students of biology education, Universitas Negeri Malang. Data processing consists of: data reduction, data presentation, and making conclusions. The students experienced main problems in understanding the teaching materials used because it was written in English and the methods in various qualitative studies tend to be similar so causing confusion. Various solutions are carried out by students, for ex...
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Problem-solving skills and the ability to live sustainably by maintaining the harmonization of the environment/biodiversity are some of the characteristics of Society 5.0. Efforts to apply these characteristics need to be realized in biodiversity studies at universities. Currently, information about these efforts needs to be reviewed to develop efforts to equip skills which directly useful to solve problems in society. The study's aim described various efforts to equip problem-solving skills in biodiversity learning to realize learning of Society 5.0. The research method was descriptive and the respondents were lecturers who teach biodiversity subjects (n = 82) at various colleges in Indonesia (n = 38). The instrument was a questionnaire in Google form that contained questions about problem-solving skills. The data were analysed descriptively using Microsoft Excel version 2019. The results showed 98.8% of respondents had equipped problem-solving skills to their students. Regardi...
Rich biodiversity is one of the Philippines’ greatest assets. Unfortunately, there is a continuous decline in the diversity of flora and fauna across the world. This calls for the need to educate people, especially younger generations, to value and protect biodiversity and natural resources. The study aimed to assess the students’ extent of knowledge and identify their perspectives towards biodiversity and its protection and conservation. A total of 268 randomly selected students at Aurora State College of Technology Zabali Campus were involved in the study. Survey questionnaires were used to obtain data and information which were subjected to statistical tests. The students had a moderate knowledge level on biodiversity with a mean score of 6.65 out of 10 items (SD = 1.50). Their perspective on biodiversity was leaning toward its protection and conservation, with a mean score of 7.2 out of 10 items (SD = 1.29). Factors affecting the students’ knowledge were gender (p = .003) and ac...
How to Implement Biodiversity Research in the Classroom?
Climate change and dramatic loss of biodiversity are essential subjects for EU research. However, little of current knowledge is reaching the young generation. In order to implement biodiversity research into the reality of school education educational software has been developed which combines desktop work with field experiences. The software PRONAS shows how scientists handle questions about the impact of climate change on species' habitats. It makes core results of research projects available for students from 12 to 19 and is freely accessible on www.ufz.de/pronas-lernsoftware. Three basic scenarios characterize "possible future worlds". Components are the storyline with "Tom and Tina", the "Science" entry with detailed information, four virtual excursions, the "Species gallery" with more than 30 plant and animal species and a number of interactive projects. A special book for teacherswhich was written in close cooperation with teachersshows how to apply PRONAS in the in-and out-ofclassroom learning.