The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies

2020

Sustainability

Self Cite

Global biodiversity declines at unprecedented rates, mainly due to human-induced environmental change. Biodiversity conservation is, thus, highly dependent on responsible and sustainable citizenship. Educational efforts are regarded as an important means to foster awareness and pro-environmental behavior. The present study monitors two factors considered to be particularly relevant for promoting sustainable behavior: cognitive knowledge and environmental values. 205 students (Mage = 15.3) participated in a biodiversity education module including a citizen science (CS) activity on DNA barcoding. With a pre-post-retention design, we measured cognitive achievement and environmental values, which are expressed by environmental utilization (UTL) and preservation (PRE) as well as the appreciation for nature (APR). Overall, we found positive relations between knowledge and PRE as well as APR, whereas UTL was negatively related to knowledge. In the whole module and the sub-modules, cognitive achievement followed the usual pattern, with a substantial short-term knowledge increase from pre-test (T0) to post-test (T1) following a moderate decrease in the retention test (T2). Unexpectedly, a considerable sub-sample (n = 103) deviated from the assumed knowledge drop at T2 and showed an additional knowledge gain in a sub-module directly focusing on the CS activity. Students in this sub-sample revealed significantly higher PRE and APR scores compared to the rest of the students. We discuss these findings in relation to the implications for educational CS.

Section: Discussionmentioning

confidence: 99%

The Relation between Knowledge Acquisition and Environmental Values within the Scope of a Biodiversity Learning Module

Schneiderhan-Opel

2020

Sustainability

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“…A three-lesson module (135 minutes) about the use of fossil fuels and alternative energy sources was applied [5]. The intention of our didactic materials was to support interdisciplinary learning on different topics (e.g., global warming: chemistry of burning fossil fuels, physics of the greenhouse effect, and ecological effects of the latter).…”

Section: Science-based Environmental Education Modulementioning

confidence: 99%

“…Cognitive Achievement. The potential of educational modules has repeatedly been demonstrated: usually, students learn cognitively during an intervention and, despite a decrease some weeks after, achievement gains persist (see, e.g., [5]). However, not all participants in those programs perform equally well in knowledge tests, since many variables may interact with achievement successes ( [6,7]).…”

Section: Introductionmentioning

confidence: 99%

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

Schumm

Education Research International

2016

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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.

“…Motivation toward science is regarded as a key element in science education and in acquiring scientific literacy [9]. Empirical studies have already proved the link between science motivation and academic performance [19][20][21]. While motivation toward science may affect learning processes, single factors of motivation in this context are related to individual characteristics such as personality traits [17], cognitive style [22], and interest [23], to name but a few.…”

Section: Science Motivationmentioning

confidence: 99%

“…Considering the results from another perspective (model A), students' science motivation acts as a predictor for positive environmental values (appreciation and preservation). Being motivated to learn science is known to intervene with cognitive achievement [13,20], also in the environmental context [19]. Dealing intensively with environmental topics and, thus, high performance may lead to positive environmental attitudes [25].…”

Section: Relationship Between Science Motivation and Environmental Vamentioning

confidence: 99%

Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values

Schönfelder

2020

Sustainability

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Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.