Young People's Conceptions of Environment: A phenomenographic analysis

Loughland, Tony; Reid, Anna; Petocz, Peter

doi:10.1080/13504620220128248

Cited by 161 publications

(130 citation statements)

References 12 publications

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“…Çevre eğitiminde asıl amaç ise, çevre problemleriyle ilgili bilgi sahibi olan, bu problemleri çözmede nasıl bir katkısı sağlayabileceğinin ve çevre kavramlarının farkında olan bireyler yetiştirmektir (Xuehua, 2004;Waktola, 2009;. Çevre problemlerinin çözülmesi, insanların problemleri algılaması ve risklerinin farkında olması ile aşılabilecektir (Vaizoğlu ve Altıntaş, 2005).Yapılan çalışmalar çevre problemleriyle ilgili kavramlarla öğrencilerin çevrelerinde karşılaştıkları gerçek problemler arasında çelişki yaşadıklarını göstermiştir (Dove, 1996;Summers, Kruger ve Childs, 2000;Boyes ve Chambers, 1995;Loughland, 2002;Shin, 2000). Bu durumun çevre kavramları ile ilgili geliştirilecek olan farkındalık ölçeğinin önemli bir boyut kazandığını göstermektedir.…”

Section: Makalenin Bilimdeki öZgünlüğüunclassified

Ortaokul Öğrencilerine Yönelik Çevre Eğitimi Kavramları Farkındalık Ölçeği: Geçerlik Ve Güvenirlik Çalışması

Ötün¹,

Artun²,

Temur³

et al. 2017

efdyyu

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Öz: Bu çalışmanın amacı; ortaokul öğrencilerinin çevre eğitimi kavramlarına yönelik farkındalık düzeylerini belirlemek için bir ölçek geliştirmektir. Çalışmada nicel yöntemlerden yararlanılmıştır. Çalışmanın örneklemini; Bitlis ili merkez ortaokullarının 6., 7. ve 8. sınıflarında öğrenim gören toplamda 1140 öğrenci oluşturmaktadır. Çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen 22 maddelik "Çevre Eğitimi Kavramları Farkındalık Ölçeği (ÇEKFÖ)" kullanılmıştır. Ölçeğin faktör yapısı Açımlayıcı Faktör Analizi (AFA) ile belirlenmiş ardından Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. Ölçeğin Cronbach Alfa iç tutarlılık katsayısı 0.75 olarak hesaplanmıştır. Sonuç olarak, 22 maddeden oluşan 6 faktörlü geçerli ve güvenilir bir ölçek geliştirilmiştir.

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Section: Makalenin Bilimdeki öZgünlüğüunclassified

Ortaokul Öğrencilerine Yönelik Çevre Eğitimi Kavramları Farkındalık Ölçeği: Geçerlik Ve Güvenirlik Çalışması

Ötün¹,

Artun²,

Temur³

et al. 2017

efdyyu

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“…This method was considered particularly suitable because the data could be collected in a relatively short period of time. Although this approach provides little or no opportunity to interrogate the responses for further meaning, it has been successfully applied in a number of previous phenomenographic studies (e.g., Crawford, Gordon, Nicholas, & Prosser, 1994;Tynjälä, 1997;Loughland, Reid, & Petocz, 2002;Stokes, Magnier, & Weaver, 2011). …”

Section: Data Collectionmentioning

confidence: 99%

European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies related to national guidance policies

Kettunen

Vuorinen

Ruusuvirta

2015

Int J Educ Vocat Guidance

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Over recent decades, the role of information and communication technologies (ICT) related to lifelong guidance services has attracted increasing attention from policy-makers and other stakeholders. Lifelong guidance has been recognised as a crucial dimension of lifelong learning, promoting both social and economic goals: in particular, improving the efficiency and effectiveness of education, training, and the labour market through its contribution to reducing drop-out, preventing skill mismatches, and boosting productivity (ELGPN, 2012b). A number of European case studies and reviews strongly indicate that the demand for guidance far exceeds the supply of services, and citizens' needs cannot be met by relying exclusively on the traditional forms of guidance (e.g., ELGPN, 2010;Sultana, 2004;Sultana & Watts, 2006;Zelloth, 2009;Watts & Sultana, 2004). Moreover, consistency exists in various policy documents (e.g., Cedefop, 2011;Eurobarometer, 2014;European Council 2004, 2008 OECD, 2004a OECD, , 2004b) reflecting a growing consensus that the role of ICT in the guidance service sector is both important and becoming increasingly essential.Within the European Union (EU), extending the use of ICT is one of the main initiatives put forward to strengthen lifelong guidance services. A particular focus on the theme has appeared regularly since the mid-1980s, and six European conferences on the use of ICT in guidance have been held since that time (Watts, 2010). The focus of attention in these conferences has changed due to the evolution of technology, but the core underlying issue has remained much the same. Information and communication technology is continuously viewed as a tool, as an alternative, and as an agent of change in guidance (e.g., Watts, 1986Watts, , 1996Watts, , 2010. While policy-makers have sometimes tended to view new technology in the first two of these guises (e.g., Hooley, Hutchinson & Watts, 2010;Watts, 2002Watts, , 2010, recent research (Kettunen, Vuorinen, & Sampson, 2013, in press) indicates that 2 new technology is not only a tool or an alternative, but an interactive working space where collaboration-with and without practitioners-increasingly occurs and where new technology is being recognised for its significance. This technology is enabling countries to provide a cohesive and co-ordinated approach to delivering integrated guidance services. In addition, ICT acts as a powerful agent of change that illustrates the interconnectedness of education, employment, and social policies. It can be used in promoting accountability and transforming separate lifelong guidance services into a coherent, integrated guidance system and connecting them to wider national eGovernance structures (ELGPN, 2010).According to Watts (1996) three factors have fuelled the growth of policy-makers´ interest in the use of ICT in lifelong guidance: the potential to increase cost-effectiveness, an interest in enhancing the effectiveness of the guidance process, and the recognition that individuals increasingly expect guida...

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“…The strength of the interviews lies in the opportunity to investigate students' ideas in detail, while the strength of the questionnaire is the large number of respondents from diverse locations and backgrounds. Previous investigations using this methodology have revealed useful findings about students' ideas (Loughland et al, 2002) despite numbers of missing or unclassifiable responses.…”

Section: Implications For Teaching and Learningmentioning

confidence: 99%

University Students’ Views of the Role of Mathematics in Their Future

Wood

Mather

Petocz

et al. 2011

Int J of Sci and Math Educ

Self Cite

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ABSTRACT. We report on an international study about mathematics students' ideas of how they will use mathematics in their future study and careers. This builds on our previous research into students' conceptions of mathematics. In this paper we use data from two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended questionnaire. Using a content analysis, we found that their responses could be grouped into four categories: don't know; procedural skills; conceptual skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able to articulate how it would be used in their future. This has implications for their approach to learning and our approach to teaching.

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Young People's Conceptions of Environment: A phenomenographic analysis

Cited by 161 publications

References 12 publications

Ortaokul Öğrencilerine Yönelik Çevre Eğitimi Kavramları Farkındalık Ölçeği: Geçerlik Ve Güvenirlik Çalışması

Ortaokul Öğrencilerine Yönelik Çevre Eğitimi Kavramları Farkındalık Ölçeği: Geçerlik Ve Güvenirlik Çalışması

European Lifelong Guidance Policy Network representatives’ conceptions of the role of information and communication technologies related to national guidance policies

University Students’ Views of the Role of Mathematics in Their Future

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