International Journal of Environmental and Science Education

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  • ISSN
    1306-3065

Publications in this journal

  • International Journal of Environmental and Science Education 01/2014; 9:97-110.
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    ABSTRACT: This study examined preservice science teachers’ understandings of the structure and function of the human gastrointestinal and endocrine systems through drawings and interviews. Moreover, the preservice science teachers described where they thought they learned about the systems. The 142 preservice teachers were asked to draw the human gastrointestinal and endocrine systems and label the organs. Following the in class drawings, the preservice science teachers were interviewed by a classmate about the drawing, the function of the system, and where they believed they learned about the system. The study provided evidence that (1) preservice science teachers had more knowledge of the gastrointestinal system than the endocrine system; (2) the interviews yielded more information about the systems than did the drawings; (3) food was described as moving from the mouth to the anus, but absorption was not often mentioned; and (4) the prior social interactions that influenced the knowledge of the preservice science teachers were different for the gastrointestinal and endocrine systems.
    International Journal of Environmental and Science Education 01/2014; 9(2):159-175.
  • International Journal of Environmental and Science Education 07/2013; 8(3):405-426.
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    ABSTRACT: Abstract: School is assumed to equip students with subject knowledge and contribute to their development as human beings and democratic citizens as well. In this article, the democratic dimension of the teaching assignment is brought to the fore, and an analysis tool for investigating students’ conversations on socioscientific issues that emphasises democratic aspects is presented. The DEQUAL-tool, where the acronyms stand for DEliberative QUALities, comprises both the content-related and formal aspects of the conversations, with a specific emphasis on the collective expressions of democratic qualities like questioning, consideration for others and conveying different dimensions and arguments. DEQUAL is based on an intersubjective and communicative understanding of democracy and meaning-making, and is theoretically inspired by John Dewey’s and Jürgen Habermas’ views on these matters. The development and function of DEQUAL is clarified using excerpts from upper secondary school students talking about how living in a certain place influences the greenhouse effect. By pointing out characteristics, strengths and weaknesses of students’ group-conversations, this methodological proposal can provide further guidance for an integrative understanding of the teacher’s assignment in science education.
    International Journal of Environmental and Science Education 04/2013; 8(2):319–338.
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    ABSTRACT: The purpose of the present study was to collect and analyze the research on environmental education in non-traditional settings in Turkey undertaken with various subjects (e.g. students, graduates and teachers) and published over the years of 2000-2011. For systematic analysis, selected data-bases and journals were scrutinized across five pre-determined criteria. The close examination resulted in 11 studies reporting the effects of the interventions (e.g. hands-on practices, field trip activities) and 4 studies reporting participants' views on the effects of the interventions in general. Field trips, ecology-based nature education programs, nature camps and science education instruction in non-traditional settings were used as educational intervention in the selected studies. Later, these studies were subjected to content analysis to present the trends and to synthesize the common findings of the selected studies. The techniques and instructions used as the intervention in these selected studies were observed to contribute to development of participants' gains associated with knowledge of the environment and nature, perception of nature, environmental affect, responsible environment behaviors and conception and understanding of science
    International Journal of Environmental and Science Education 02/2013; 8(1):37-57.
  • International Journal of Environmental and Science Education 01/2013; 8(1):199-215.