Teaching modules for estimating climate change impacts in economics courses using computational guided inquiry

Fortmann, Lea; Beaudoin, Justin; Rajbhandari, Isha; Wright, Aedin; Neshyba, Steven; Rowe, Penny M.

doi:10.1080/00220485.2020.1731383

Cited by 9 publications

(7 citation statements)

References 18 publications

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“…Additionally, 71% of the students agreed or strongly agreed that 'the simulation helped me understand economic interactions in the Global South.' These relatively high declared perception about the usefulness of the methodology to positively affect cognitive learning outcomes is in line with similar previous findings [80,81]. Overall, the students recognized the educational value of the simulation regarding cognitive learning objectives, as the following excerpt captures:…”

Section: Resultssupporting

confidence: 89%

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

Sierra

Suárez-Collado

2021

Sustainability

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In an increasingly complex world, students of economics, business, and management must learn how to combine financial objectives with social and environmental aims. To that end, institutions, teachers, and curricula have a growing need for multidisciplinary approaches to reinforce education for sustainable development. This study presents a pilot project consisting of an innovative online simulation designed to help students understand the challenges that countries and companies from the Global South are facing to balance economic, social, and environmental objectives under sustainability criteria. This research uses quantitative and qualitative data provided by the students to assess the effectiveness of the methodology. The results indicate the usefulness of the methodology in helping students comprehend economic complexities in the Global South, as well as to assist them in acquiring key cognitive, skill-based, and affective educational outcomes. The combination of three active-learning methodologies (role-play, collaborative-learning, and inquiry-based learning) proved to be of high value to address sustainability-related issues in higher education and help students develop 21st-century skills.

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Section: Resultssupporting

confidence: 89%

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

Sierra

Suárez-Collado

2021

Sustainability

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“…Courses can better integrate not only the scientific principles behind climate change by exposing students to case studies (Cook et al , 2014) and climate models (Fortmann et al , 2020) but also discussing why it is important for informed citizens to take action. Linking student identity with being part of the solution can be enhanced by using civic engagement pedagogies to create environments of connectedness to their local, state, national and global communities.…”

Section: Discussionmentioning

confidence: 99%

Climate change advocacy: exploring links between student empowerment and civic engagement

Wodika

Middleton

2020

IJSHE

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Purpose This study identified the attitudes and behaviors of college students regarding their advocacy for climate change adaptation and mitigation. Specifically, perceptions of climate change were assessed and advocacy activities were identified for climate change and/or other topics. Design/methodology/approach Using convenience sampling, students (n = 440) from three universities in the Midwest, the USA, completed surveys assessing their level of agreement with activities related to civic engagement, climate change and policy. Semantic differential scales focused on “learning about climate change,” “advocating for climate change mitigation” and “advocating for climate change adaptation.” Three open-ended questions were used to identify student experiences with civic engagement and/or service-learning, as well as topics in which they advocate and how they advocate. Findings Regarding advocacy in general, over 50% of the sample did not advocate for any topic, with 24.5% of students stating they advocated for the environment/climate change. Students who identified as female, democratic and 1st or 2nd year in school were more likely to be engaged with environmental advocacy. Regarding civic engagement, seniors were more actively engaged with their communities and also more likely to vote in local, state and national elections. Research limitations/implications Time of data collection was a potential limitation with schools conducting data collection at different time periods. Students who identified more progressive politically were also more likely to participate in the study. Originality/value While research exists regarding student civic engagement levels, this research project identified ways in which students engaged in advocacy, identifying potential links with civic engagement and enhanced participation in climate change adaptation and mitigation strategies.

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“…In this present study, Computational Inquirybased Teaching (CIbT) is needed as a teaching strategy to guide Bioinformatics Module in senior high schools. In this study, the CIbT was developed by combining the previous work of Pedaste et al (2015) and Fortmann et al (2020). Pedaste et al (2015) developed a computational-based teaching that consists of research, recording, observing, organizing data in the investigation phase, finding a relationship and drawing conclusions in the conclusion phase, and communicating results that reflected in the discussion phase.…”

Section: The Effect Of Bioinformatics Module On Molecular Genetics Co...mentioning

confidence: 99%

“…Pedaste et al (2015) developed a computational-based teaching that consists of research, recording, observing, organizing data in the investigation phase, finding a relationship and drawing conclusions in the conclusion phase, and communicating results that reflected in the discussion phase. Meanwhile, Fortmann et al (2020) developed computational guided inquiry (CGI) to enhance students' skills on manipulating and analyzing the data and enhancing the student learning experience through active learning methods using modules. CGI combined active-learning strategies, guided inquiry, and computational platforms using Excel.…”

Section: The Effect Of Bioinformatics Module On Molecular Genetics Co...mentioning

confidence: 99%

“…CGI combined active-learning strategies, guided inquiry, and computational platforms using Excel. Then, we adopted five steps; orientation, conceptualization, investigation, conclusion, and discussion from Pedaste et al (2015) and combined with the idea from Fortmann et al (2020) that the CGI used modules to support real life problem in the learning.…”

Section: The Effect Of Bioinformatics Module On Molecular Genetics Co...mentioning

confidence: 99%

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The Effect of Bioinformatics Module on Molecular Genetics Concepts on Senior High School Students’ Computational Thinking Skills

2022

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This study aimed to investigate senior high school students’ computational thinking skills after implementing the Bioinformatics Module on molecular genetics concepts. The instructional approach used in the module is Computational Inquiry-based Teaching (CIbT). This study used a quasi-experiment method with a pretest-posttest control group design. The subjects in this study consist of 24 students in the control group and 38 students in the experimental group from a senior high school in Indonesia. The instrument used in this study is six items of computational thinking test. This module had four themes; Genetics Disease, Cancer, Forensic Science, and Evolution, conducted in 8 sessions. Each session lasted 90 minutes. The Bioinformatics Module consists of programming and databases, including unplugged computational activities and unplugged activities including coding using Python, searching in Uniprot, and using BLAST in NCBI. The CIbT has five steps: orientation, conceptualization, investigation, conclusion, and discussion. The Mann-Whitney test results showed that the p-value from N-Gain data is < 0.01. So, Bioinformatics Module on molecular genetics concepts using CIbT can improve computational thinking skills of senior high school students. For further implementation, biology teachers must prepare to use the Bioinformatics Module, including biology teachers’ understanding of molecular genetics and bioinformatics practices to enrich the learning experience in the Bioinformatics Module.

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Teaching modules for estimating climate change impacts in economics courses using computational guided inquiry

Cited by 9 publications

References 18 publications

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South

Climate change advocacy: exploring links between student empowerment and civic engagement

The Effect of Bioinformatics Module on Molecular Genetics Concepts on Senior High School Students’ Computational Thinking Skills

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