Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample

Badri, Masood; Yang, Guang; Almazroui, Karima; Mohaidat, Jihad M.; Rashedi, Asma Al; Housani, Najwa Al

doi:10.1080/00219266.2016.1177576

Cited by 10 publications

(5 citation statements)

References 55 publications

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“…The literature shows that out-of-school experiences with nature positively correlate with an interest in biology [3]. To foster this interest in learning about biology, and, also, about the living environment in general, out-of-school experiences should be given a higher weighting [4]. Moreover, it is important to explore processes at out-of-school learning sites so that the results obtained from this empirical research can contribute to the optimization of appropriate educational interventions.…”

Section: Introductionmentioning

confidence: 99%

Out-of-School Learning in the Wadden Sea: The Influence of a Mudflat Hiking Tour on the Environmental Attitudes and Environmental Knowledge of Secondary School Students

Schmäing

Grotjohann

2022

IJERPH

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In this study, the Wadden Sea, as an out-of-school learning site, is considered from an empirical-research perspective of environmental education. The Wadden Sea in Germany is part of the largest contiguous mudflat area in the world. Although much evidence is already available on different teaching and learning processes at various out-of-school learning sites, this is not yet the case for the Wadden Sea. This research gap was taken up. In this paper, 427 students (mean age: 11.74 years) participated in a mudflat hiking tour. A pre–post-test design followed by a retention test was used to determine the impact of this on participants’ environmental attitudes and environmental knowledge. The single factor analyses of variance with repeated measures demonstrated that the mudflat hiking tour had both a positive short-term and a positive long-term impact on environmental attitudes, as well as on environmental knowledge. All three constructs could, therefore, be positively influenced by the intervention. Correlation analyses revealed a positive relationship between environmental attitudes and environmental knowledge at three measurement time points. These results empirically confirm the potential of the Wadden Sea as an out-of-school learning site for environmental education with students from secondary schools. The effectiveness of non-formal education in this ecological environment can be proven.

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Section: Introductionmentioning

confidence: 99%

Out-of-School Learning in the Wadden Sea: The Influence of a Mudflat Hiking Tour on the Environmental Attitudes and Environmental Knowledge of Secondary School Students

Schmäing

Grotjohann

2022

IJERPH

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“…The findings confirm the great effectiveness of the in-class use of station work to teach students about the UNESCO World Heritage Wadden Sea . However, as indicated by didactics research, learning and teaching processes in biology are still equally dependent on processes at out-of-school learning sites (Badri et al, 2017;Mierdel & Bogner, 2021;Uitto et al, 2006). The present study has contributed to incorporating Wadden Sea content into classroom instruction.…”

Section: Discussionmentioning

confidence: 83%

A classroom station work on the Wadden Sea and its influence on the motivation and interest

Schmäing

Grotjohann

2023

Eur J Psychol Educ

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Modern, student-oriented teaching can be characterized by the promotion of autonomy and interest. In the school subject of biology, it is necessary to focus on different ecosystems from different aspects. One ecosystem that has hardly been considered in biology didactics so far is the UNESCO World Heritage Wadden Sea. Therefore, this study implemented station work in a biology class as a method of teaching educational content on the Wadden Sea to determine the effects on the learners’ intrinsic motivation as well as on their situational and individual interest. A total of 157 students from secondary schools (age: M = 14.4 years, SD = 0.5) participated in the study. The results indicate that station work has a statistically significant positive effect on the aforementioned constructs. To clarify the relationship between the two constructs from the literature, the scales used were related to each other in a correlation analysis, revealing a significant correlation between interest and motivation. The findings of this study lay an important foundation for the school-based consideration of the Wadden Sea in biology education research and also provide important implications for related studies.

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“…The difference in average between the two sexes is in favor of females, but the effect size is negligible (p<0,05). Many studies report that females are more attracted (more positive attitudes) to Biology than males (Badri & al., 2016;Baram-Tsabari & Yarden, 2008;Prokop & al., 2007;Trumper, 2006;Uitto & al., 2006;Uitto, 2014;Zeidan, 2010). • LES school subject occupies an advanced ranking (2nd place) in terms of preference for students with high grades in LES (14 to 20) and a delayed ranking for those with moderate and low grades.…”

Section: Observations On the Perceived Preference For Les School Subjectmentioning

confidence: 99%

Exploring the Status of Life and Earth Sciences to Other School Subjects in Middle School: Effect of Gender and Grades Obtained

Boukayoua,

Kaddari,

Bennis

et al. 2024

JESR

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This study examines the status that students attribute to the school subject of Life and Earth Sciences (LES) in terms of importance and preference compared to other school subjects. The study questionnaire was administered to a sample of 970 students (15±1,04 years) in the third year of middle school in the Provincial Directorate of the Ministry of Education in Taza (Morocco). The data collected are analyzed quantitatively. The results show that the LES school subject occupies an intermediate position in terms of importance and a late place in terms of preference compared to other school subjects. Furthermore, the gender difference in the importance of this school subject is not significant, whereas in terms of preference, the difference is significant in favor of females (p?0,05, negligible effect size). According to the grades obtained in LES, the differences are significant in terms of importance (p?0,05, small effect size) and preference (p?0,001, medium effect size) favoring the students with the highest grades in this school subject. To improve the status of LES, the study suggests showing students the importance of this school subject in their daily lives and their academic and career paths, reinforcing experiences that bring them more emotional gain, and adopting innovative and engaging approaches that facilitate their learning. Received: 1 October 2023 / Accepted: 29 February 2024 / Published: 5 March 2024

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Out-of-school experience categories influencing interest in biology of secondary school students by gender: exploration on an Abu Dhabi sample

Cited by 10 publications

References 55 publications

Out-of-School Learning in the Wadden Sea: The Influence of a Mudflat Hiking Tour on the Environmental Attitudes and Environmental Knowledge of Secondary School Students

Out-of-School Learning in the Wadden Sea: The Influence of a Mudflat Hiking Tour on the Environmental Attitudes and Environmental Knowledge of Secondary School Students

A classroom station work on the Wadden Sea and its influence on the motivation and interest

Exploring the Status of Life and Earth Sciences to Other School Subjects in Middle School: Effect of Gender and Grades Obtained

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