首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 651 毫秒
1.
Biodiversity is a key resource as it provides both goods and services to society. However, humans value these resources differently, especially when biodiversity is exploited for its economic potential; a destruction on a scale rarely seen before. In order to decrease the threats that biodiversity is facing due to human activity, globally (climate change) and locally (economic development), individuals must have fundamental knowledge and exhibit appropriate behaviour towards biodiversity and its values.

Nevertheless, the effect of human's knowledge, policies and attitudes towards biodiversity's protection are often limited by insufficient education and public support. A balance between the use of resources and technology, reconciling economic development and the need to maintain biodiversity is a challenge.

The current paper looks into the knowledge level, attitudes and behaviour of university students of the Department of Environmental Science and Technology at the Cyprus University of Technology towards biodiversity. The investigation was carried out using a closed format questionnaire on a sample of first- and second-year university students (n?=?44), in order to access their perceptions and attitudes towards environmental issues regarding biodiversity. The questionnaire was derived from relevant literature. The test results showed that there are significant differences with regard to the level of knowledge about biodiversity between the two groups. However, no significant differences were found on attitudes and behaviour towards biodiversity. The results have also shown that all students have a positive attitude towards biodiversity, while on the other hand, they find themselves, most of the time, unwilling to engage in environmental behaviour.  相似文献   

2.
This paper explores the relationship between students' interests in environmental issues, attitudes to environmental responsibility and biocentric values in school science education. The factors were investigated within the framework of three moderators: gender, school and residential area of the school. The survey was carried out using the international ROSE questionnaire with ninth‐grade students (N = 3626) from 68 schools. Likert‐type items were categorised with explorative factor analysis, and multivariate analysis of variance was used to study the importance of the moderators. There were significant correlations between the attitude and value factors. Interest and attitude were also significantly correlated, but the correlation between interest and value was negligible. Girls' attitude was significantly more positive and their biocentric value stronger than those of the boys, while in terms of interest, the gender difference was small. The effect of residential area was negligible, but there were significant differences between schools in all the factors studied. A school's own environmental projects and participation in programmes linked to environmental education or education for sustainable development was suggested to enhance students' interest in environmental issues. The role of interests, attitudes and values in teaching environmental issues are important fields for future research in science, environmental and sustainability education.  相似文献   

3.

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

  相似文献   

4.
The purpose of this study is to investigate the effect of school type (private and public) and gender on sixth, seventh, eighth and tenth grade students’ attitudes toward the environment. A total of 1497 students (n?=?765 girls; n?=?715 boys; and n?=?17 gender not provided) attending public (n?=?603) and private schools (n?=?892) located in Ankara participated in the study. A 45‐item Likert‐type questionnaire consisting of four dimensions, namely, awareness of environmental problems, national environmental problems, solutions to the problems and awareness of individual responsibility, was used to measure students’ environmental attitudes. A two‐way multivariate analysis of variance (MANOVA) was conducted to determine the effect of school type and gender on four dimensions of the environmental attitude questionnaire. Results showed that school type and gender had a significant effect on the collective dependent variables. Univariate ANOVAs indicated that mean scores on each dimension of the questionnaire were significantly different for students in public and private schools. Moreover, there was statistically significant mean difference between boys and girls with respect to scores on each dimension of the questionnaire. It is concluded as a result of the study that, although there are differences between categories of individuals, there is a widespread support for conservation of the environment among young people living in Ankara/Turkey.  相似文献   

5.
Research has found that computer attitudes not only play an influential role in determining the extent to which students accept the computer as a learning tool but also future behaviours towards the computer such as using it for further study and vocational purposes. A sample of 183 post-secondary students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales, Computer Importance, Computer Enjoyment, and Computer Anxiety. Additionally, the effects of gender and computer ownership at home were also examined. One-way MANOVA revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards the computer than female students. Significant differences in computer attitudes were found between students who own computers at home and those who do not. Students who own a computer at home also reported a lower level of computer anxiety compared to those who do not.  相似文献   

6.
  相似文献   

7.
The attitudes toward science of nonscience college students were investigated using quantitative and qualitative forms of inquiry. Quantitative methods were used to determine (a) how attitudes toward science of nonscience college students compare with attitudes of science majors, and (b) whether attitudes toward science change with instruction. Qualitative assessment was used to investigate attitude development as it relates to science. The subjects were 102 nonscience students and 81 science students. Six attitudinal variables were investigated using the Attitudes Toward Science Inventory (ATSI) as the quantitative instrument. Hotelling's T2 showed a significant difference (p = 0.0001) in attitudes between the two groups. T tests revealed significant differences between the two groups for all six variables. A significant difference (p = 0.0001) was found between pretest and posttest results for the nonscience students. T tests showed significant differences between the two sets of scores for all six variables, indicating a favorable change in attitudes. An interview questionnaire was used to investigate factors contributing to attitude development. The interview results suggested that attitudes toward science are formed by interactions of both school and nonschool variables.  相似文献   

8.

The responses from 33 A level biology teachers to a questionnaire were analysed to test for association between attitude to the philosophy of science and academic qualification professional training. The teachers in Harare, Zimbabwe, also self-reported on their school contexts. From the school context data the teachers were clustered to give two different clusters - richer and poorer schools. Teachers in the poorer school context cluster showed statistically significant differences from those in the richer school context cluster in their attitudes to the philosophy of science. Teachers in the richer schools had more relativist and deductivist attitudes while teachers in the poorer context clusters were more positivist and inductivist. Richer schools are able to employ teachers who are academically and professionally better qualified. This evidence suggests the differential distribution of facilities and resources across school contexts reinforces the differential distribution of attitudes to the philosophy of science.  相似文献   

9.
This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pre-test and post-test control group. In all, 51 junior preservice science teachers participated in the study. The study was carried out over 10 weeks within the scope of an environmental science course. During the study, lessons in the experimental group were processed using a PBL approach while lessons in the control group were processed using a traditional teaching approach. Data were collected through a personal information form and environmental attitudes inventory. Data were then analysed using PASW Statistics 18 (SPSS Inc.). The findings of the study revealed a statistically significant increase in favour of the experimental group preservice science teachers’ environmental attitudes. An increase in environmental attitudes was also found in the control group; however, this increase was not statistically significant. As a result, PBL was found to be more effective than the traditional teaching approach in the development of environmental attitudes in preservice science teachers.  相似文献   

10.
A questionnaire regarding attitudes toward science and scientific knowledge (Yager & Yager, 1985b) was administered to 143 intellectually gifted (IQ > 130) and intellectually average third-, seventh-, and eleventh-grade students. Measures of internal reliability on four attitude subscales and a content knowledge subscale are reported. Three-way ANOVAs comparing grade, sex, and ability revealed significant differences between average and gifted students in attitudes toward being a scientist, usefulness of science, and, as might be expected, in knowledge of science. Similarly, there were significant differences between grades on attitudes toward teachers and toward science classes, with the most favorable attitudes expressed in third grade, next most favorable in eleventh grade, and clearly more negative attitudes expressed by students in seventh grade. There also was a significant interaction between grade level and ability regarding attitudes toward science classes. In contrast to what might be expected from reported differences between males and females in attitudes toward science, gender as a separate variable did not have a significant main effect in any of the comparisons.  相似文献   

11.
This article presents a range of findbigs from a qualitative study of the environmental attitudes of young people across their final 2 years of secondary school in the two Australian cities of Melbourne and Brisbane. Focus groups comprising the same 16‐ to 17‐year‐old students in 12 schools were interviewed twice, 12 months apart. Several minor differences were found in the attitudes of students between the two cities, but these pale alongside the common, indeed, overwhelming feelings of environmental concern mixed with frustration, cynicism and action paralysis that were reported. The ambivalence towards the environment that results, together with the individualistic frameworks for explaining environmental issues that were displayed, point to areas for renewed curriculum attention in secondary schools and directions for future research.  相似文献   

12.
This study investigated the knowledge and attitudes of Jordanian school counselors toward diabetes mellitus. A sample of 295 counselors completed a questionnaire consisting of two parts concerning knowledge and attitudes. The face validity of the questionnaire was assessed using an informed panel of judges, and its reliability was established using the test- re-test method. Results showed that counselors as a whole had a moderate level of knowledge about diabetes. This level of knowledge was related to counselor gender (females were more knowledgeable than males) and to knowing a person with diabetes, but not to counselor age. Results also showed that counselors showed favorable attitudes toward students with diabetes. Knowing a student with diabetes had no influence on attitudes.  相似文献   

13.
The purpose of this study was to assess differences in demographic variables, mean attitude score, reliability of response, variability of response, and level of item completion among respondents to an initial survey mailing, to the first follow-up, to the second follow-up, and to a telephone interview. The survey requested information regarding classroom teachers’ use of research and attitudes toward research. Subjects were 600 inservice teachers from Wyoming and Nebraska. The final response rate to the mail questionnaire was 71.2%; 25 nonrespondents were interviewed by telephone. Results suggest that small differences exist across waves, with reluctant respondents having less positive attitudes toward the topic and less favorable views of themselves as researchers and teachers.  相似文献   

14.
A closed‐form questionnaire was used to explore the ideas of school students about the composition of air, the causes and consequences of air pollution and the extent to which the students would accept various courses of action to reduce air pollution. Items for the questionnaire were derived from the results of interviews and an earlier open‐form questionnaire. More than 3000 students aged 11 to 17 years and from Australia, Hong Kong and the UK were surveyed. There was a degree of similarity between students from the different countries in their knowledge about air composition and air pollution. In terms of attitudes, however, there were differences in students' opinions about the acceptability of actions to improve air quality. Path analysis of the data appeared to show that Hong Kong students are more amenable to education as an instrument to influence their attitudes. For the other countries, the acceptability of actions for environmental protection was related to the degree of concern about air quality  相似文献   

15.
Abstract

This study investigated the effects of instruction in environmental education on the attitudes of elementary school children toward the environment. One class of third graders was provided with two hours of environmental education instruction. A comparable class of third graders served as a control group. Both classes were pre- and posttested using an author-designed environmental attitude questionnaire. Analyses of these data showed that 1) the experimental group had significantly improved attitudes on a pre-post basis and 2) this same group had significantly more positive attitudes toward the environment when compared with the control group. When tested again as fifth graders, the experimental group remained significantly more positive toward the environment than the fifth grade control group.  相似文献   

16.
Teachers’ attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers’ Attitudes Towards Inclusion (Amended) questionnaire, 465 pre-service teachers (located in Victoria, Australia) from primary school and preschool streams were examined to determine the effect of a number of independent factors on Total Inclusion Score; a measure of attitudes towards inclusion. Two-way ANOVAs revealed module (unit) and year of study to be significant factors. A multiple regression showed the factors combined accounted for 10% of the variance in Total Inclusion Score. Participants who had studied a module (unit) on inclusive education or were in later years of study were more positive towards inclusive education based on Total Inclusion Score from the questionnaire. No significant differences for Total Inclusion Score were found between pre-service teachers that study primary school teaching or preschool teaching. It is concluded that studying a module on inclusive education is a particularly important factor in the development of pre-service teacher attitudes towards inclusion.  相似文献   

17.
This study investigated Jamaican 9th graders' attitudes towards science and if there were statistically significant differences in their conceptual knowledge of matter linked to their gender, attitudes towards science, school-type, and socio-economic background (SEB). The 216 participating students comprised 109 males and 107 females; 65, 98 and 53 (25%) students had highly favourable, moderate and low attitudes towards science respectively; 73 boys were from two all-boys' schools, 71 girls from two all-girls' schools, 36 boys and 36 girls were from two coeducational schools; 108 students each were from a high and a low SEB, all in Kingston. Attitudes to science questionnaire and the knowledge of matter test were used to collect data. The results showed that most of the students exhibited favourable attitudes to science; there were statistically significant differences in the students' knowledge of matter linked to attitudes to science, and school-type in favour of the boys, students with highly favourable attitudes to science, and students in all-boys' schools respectively. There was a positive, statistically significant but weak relationship between the students' (a) attitudes to science, and (b) school-type and their knowledge of matter, while there was no relationship between their (c) gender, and (d) SEB and their knowledge of matter.  相似文献   

18.
Emerging fathers experience a variety of stressors, including identity and role transitions, changes in their relationships, and challenges in developing caregiving skills. Increasing expectations for father involvement in childcare are emphasizing the importance of the father role, but social supports for new fathers remain scarce. Nineteen expectant and new fathers participated in a pilot 5-week group intervention aimed at improving stress coping and involvement attitudes using a combination of mindfulness practices and skill-building for parenting and partner communication. We administered surveys pre- and postintervention to assess efficacy in the areas of stress, depressive symptoms, father involvement attitudes, and mindfulness. Within-participant differences were compared across participants as well as examining individual reliable change. Results indicated initial reductions in stress and depressive symptoms and increases in the mindfulness constructs of nonjudgment and nonreactivity. No significant changes were found in father involvement attitudes. Perinatal intervention specific to fathers holds promise as an underexplored avenue for supporting families across the transition to parenthood.  相似文献   

19.
Over 500 British adolescents aged between 12 and 20 completed a questionnaire concerning their attitudes to the role of women. Relatively few of the 27 items yielded high consensus among the subjects. There were numerous sex differences which showed males to be more traditional and conservative in their attitudes to women than females. About half the items yielded significant age differences, but almost none class differences, with older children being more liberal and egalitarian in their attitude. By and large, these findings are in accordance with previous studies in the area. The results are discussed in terms of the socialisation of sex differences.  相似文献   

20.
通过对中国某大学学生性观念的调查研究,得以较真实地了解当前中国大学生的性观念和性心理现状及特征,为中国大学生性心理健康教育提供依据,以协助学校开展学生工作。采取随机抽样的方式对该校的415名大学生进行不记名的自填式问卷调查,并分析调查结果。调查显示,性别、家乡、年级、父母受教育程度、父母婚姻状况、婚前性行为状况等各方面在一些有关性行为的态度问题上都有显著性的差异。研究认为大学生的性行为问题日益普遍,学校应根据学生性观念和性心理现状所显示出的特征进行有针对性的引导和教育。  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号