Inquiry Approaches to Integrating
Environmental Literacy and
21st Century Skills
Ourendgoal
Change the World!
One person at a time
Ourendgoal
YOUTH ACTIVE
Whatdoes“active”means?
ECOMANAGEMENT
PERSUASSION
CONSUMER
POLITICALLEGAL
BEHAVIOURS
Howwedoit?
"In the end, we will conserve only what we love,
we will love only what we understand, and we
will understand o...
Howwedoit?
+
EcologicalKnowledge
Competencies(skills)
Dispositions Behaviors
Environmental Literate
=Active in Conservatio...
Howwedoit?
Based on
NAAEE, 2011
Framework for the New K-12
Science Education Standards,
National Academy of Sciences,
2012...
Epiand21st centuryskills
We facilitate a practical application framework
for the 21st century skills to be applied into
sc...
Howweactuallydoit?
The target population
The educational approach
The experience
9-12
GRADE
Howweactuallydoit?
The target population
The educational approach
The experience
INQUIRY BASED LEARNING
5e Learning cycle ...
TypesofResearch
Questions
DescriptiveField
Investigations
ComparativeField
Investigations
CorrelativeField
Investigations
...
TEAM2
TEAM1
CROCODILE
TURTLES
ENGAGE -CROCODILE RIVER
OBJECTIVES
1.PREVIOUSKNOWLEDGE
2.TEAMBUILDING
HYPOTESIS
METHODOLOGY
...
Howweactuallydoit?
The target population
The educational approach
The experience
Outside the classroom
Unique places
Hands...
Howweactuallydoit?
The target population
The educational approach
The experience
Visiting students
turtles forest 9-12 day...
VIDEO
Wherewework?
belize Costa rica
Mexico yellostone Galapagos (Ecuador)
Eric Angel Ramos, 2012
Howweevaluateourresults?
The hypothesis
The timeline
The Instruments
The Results
EPI’s alumni demonstrates GREATER knowled...
Howweevaluateourresults?
The hypothesis
The timeline
The Instruments
The Results
KNOWLEDGE
COMPETENCIES
BEHAVIOURS
DISPOSI...
Howweevaluateourresults?
The hypothesis
The timeline
The Instruments
The Results
Reliability
validity
Test-retest
Content ...
Howweevaluateourresults?
The hypothesis
The timeline
The Instruments
The Results
AGEBREAKDOWN
GRADEBREAKDOWN
GENDER BREAKD...
EFFECT SIZE DEFINITION: In each Cohen’s d test, the mean of the population
(PRE) was subtracted from the mean of the sampl...
Expectationsvsresults
EXPECTED:
INCREASE IN MEANS FOR EACH SECTION
DECREASE ON STANDARD DEVIATION
SMALL TO LARGE EFFECT SI...
Expectationsvsresults
EXPECTED:
INCREASE IN MEANS FOR EACH SECTION
DECREASE ON STANDARD DEVIATION
SMALL TO LARGE EFFECT SI...
Expectationsvsresults
EXPECTED:
INCREASE IN MEANS FOR EACH SECTION
DECREASE ON STANDARD DEVIATION
SMALL TO LARGE EFFECT SI...
Expectationsvsresults
EXPECTED:
INCREASE IN MEANS FOR EACH SECTION
DECREASE ON STANDARD DEVIATION
SMALL TO LARGE EFFECT SI...
Howweevaluateourresults?
The hypothesis
The timeline
The Instruments
The Results
Otherresults
SaysthatEPIsprogram…
Improved myscientific skills
Betterunderstand science concepts
relatedtotheirsciencecurr...
Studylimitations
Language-tropicalization
Lackof“control group” tocomparedispositions ANDBEHAVIOURS
self-percepction asses...
Miguelfuentes
Curriculum and evaluation director
miguel@ecologyproject.org @mgfuentes
Eylenzuñiga
Curriculum coordinator
e...
14 OR LESS
15
16
17
18+
14 OR LESS
15
FEMALE
MALE 7TH – 9TH
10TH
11TH
12TH
Inquiry Approaches to Integrating Environmental Literacy and 21st Century Skills
of 32

Inquiry Approaches to Integrating Environmental Literacy and 21st Century Skills

NAAEE Conference Presentation
Published on: Mar 3, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Inquiry Approaches to Integrating Environmental Literacy and 21st Century Skills

  • 1. Inquiry Approaches to Integrating Environmental Literacy and 21st Century Skills
  • 2. Ourendgoal Change the World! One person at a time
  • 3. Ourendgoal YOUTH ACTIVE
  • 4. Whatdoes“active”means? ECOMANAGEMENT PERSUASSION CONSUMER POLITICALLEGAL BEHAVIOURS
  • 5. Howwedoit? "In the end, we will conserve only what we love, we will love only what we understand, and we will understand only what we are taught.“ Baba Dioum +
  • 6. Howwedoit? + EcologicalKnowledge Competencies(skills) Dispositions Behaviors Environmental Literate =Active in Conservation Adapted from NAAEE, 2011 Developing a framework for assessing environmental literacy. http://www.naaee.net/framework
  • 7. Howwedoit? Based on NAAEE, 2011 Framework for the New K-12 Science Education Standards, National Academy of Sciences, 2012 http://www.nextgenscience.org/fra mework-k%E2%80%9312-science- education PRAC 11
  • 8. Epiand21st centuryskills We facilitate a practical application framework for the 21st century skills to be applied into science and conservation education.
  • 9. Howweactuallydoit? The target population The educational approach The experience 9-12 GRADE
  • 10. Howweactuallydoit? The target population The educational approach The experience INQUIRY BASED LEARNING 5e Learning cycle (2) Constructivism (1) ENGAGE EXPLORE EXPLAIN ELABORATE-EXPAND EVALUATE (2) Biological Science Curriculum Study (BSCS), a team led by Principal Investigator Roger Bybee (1978) (1) Jean Piaget / Howard Garner Informed by best practices including lessons from Pacific Education Institute (PEI)
  • 11. TypesofResearch Questions DescriptiveField Investigations ComparativeField Investigations CorrelativeField Investigations Curriculum example competencies core-track Identifyandask Designandcollects Analyzes& Interprets Constructs Explanations Arguments–fromevidence Presents&Articulates Lessons competencies Based on Pacific Education Institute, 2007 Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific Processes http://www.fishwildlife.org/files/ConEd-Field-Investigations- Guide.pdf
  • 12. TEAM2 TEAM1 CROCODILE TURTLES ENGAGE -CROCODILE RIVER OBJECTIVES 1.PREVIOUSKNOWLEDGE 2.TEAMBUILDING HYPOTESIS METHODOLOGY VARIABLES COMPARATIVEINVESTIGATIONS EXPLORE –COLLECT DIFFERENT TIMES-POPULATIONS EXPLAIN - CONCEPTS EXPAND – DESIGN ANOTHER COMPARATIVE INV. EVALUATE – PRESENTATION
  • 13. Howweactuallydoit? The target population The educational approach The experience Outside the classroom Unique places Hands-on science experiences Working on real conservation projects With endangered species or habitats Real contribution to long-term research projects
  • 14. Howweactuallydoit? The target population The educational approach The experience Visiting students turtles forest 9-12 days Local students turtlesPreparation Follow-up 1 Semester Researchproject mentorship Eco-club arts
  • 15. VIDEO
  • 16. Wherewework? belize Costa rica Mexico yellostone Galapagos (Ecuador) Eric Angel Ramos, 2012
  • 17. Howweevaluateourresults? The hypothesis The timeline The Instruments The Results EPI’s alumni demonstrates GREATER knowledge, dispositions, competencies and behavior to actively engage, individually or as a group, in addressing environmental challenges EPI’sEnvironmentalLiteracyIndex=100points Knowledge =20 dispositions =25 competencies =25 behaviours =30
  • 18. Howweevaluateourresults? The hypothesis The timeline The Instruments The Results KNOWLEDGE COMPETENCIES BEHAVIOURS DISPOSITIONS PRE POST POST- POST ALUMNI SURVEY OUTREACH EVENTS AT EVENT ONLYSELFEVALUATION SUBJECTSPECIFIC BASELINE
  • 19. Howweevaluateourresults? The hypothesis The timeline The Instruments The Results Reliability validity Test-retest Content – 2 experts Informed by: MSELS – MSELI - cheaks spsi Margin error 3 percent sample 245 students 380 total Middle School Environmental Literacy Survey Secondary School Environmental Literacy Instrument Children's Environmental Attitudes and Knowledge Scale Science Process Skills Inventory
  • 20. Howweevaluateourresults? The hypothesis The timeline The Instruments The Results AGEBREAKDOWN GRADEBREAKDOWN GENDER BREAKDOWN EVALUATION PARTICIPANTS 245
  • 21. EFFECT SIZE DEFINITION: In each Cohen’s d test, the mean of the population (PRE) was subtracted from the mean of the sample (POST), and then divided by the standard deviation of the population. The results of Cohen’s d are commonly referred to as effect size. Cohen indicated that d = 20% was considered a small effect size, d = 50% was a medium effect size, and d = 80% was considered a large effect size Expectationsvsresults EXPECTED: INCREASE IN MEANS FOR EACH SECTION DECREASE ON STANDARD DEVIATION SMALL TO LARGE EFFECT SIZE FOR EACH SECTION RESULTS ON EFFECT SIZE: ECOLOGICALKNOWLEDGE DISPOSITIONS COMPETENCIES BEHAVIOURS POSITIVE SMALLEFFECT POSITIVE MEDIUMEFFECT POSITIVE LARGEEFFECT 0.22 0.36 0.86 1.18
  • 22. Expectationsvsresults EXPECTED: INCREASE IN MEANS FOR EACH SECTION DECREASE ON STANDARD DEVIATION SMALL TO LARGE EFFECT SIZE FOR EACH SECTION RESULTS: POSITIVE MEDIUMEFFECT KnowledgeaboutstrategiesIcanusetoexpress behaviors Onlysectionwithanincrease onstandarddeviation
  • 23. Expectationsvsresults EXPECTED: INCREASE IN MEANS FOR EACH SECTION DECREASE ON STANDARD DEVIATION SMALL TO LARGE EFFECT SIZE FOR EACH SECTION RESULTS: While there is a positive effect, this is small. Participants expressed before the intervention a high level of dispositions towards the environment. (20,9 points out of 25) .
  • 24. Expectationsvsresults EXPECTED: INCREASE IN MEANS FOR EACH SECTION DECREASE ON STANDARD DEVIATION SMALL TO LARGE EFFECT SIZE FOR EACH SECTION RESULTS: […] relatively few environmental education programs have contributed significantly to the development, application, and transfer of cognitive skills. North American association of environmental education (NAAEE) Framework for assessing environmental literacy,2011 POSITIVE LARGEEFFECT
  • 25. Expectationsvsresults EXPECTED: INCREASE IN MEANS FOR EACH SECTION DECREASE ON STANDARD DEVIATION SMALL TO LARGE EFFECT SIZE FOR EACH SECTION RESULTS: This variable was evaluated on a post-post test implemented on sept 28th., five months later from first intervention. 157 random participants from 2013 filled the test which gave us 90per cent confidence and 5 per cent margin error. POSITIVE LARGEEFFECT
  • 26. Howweevaluateourresults? The hypothesis The timeline The Instruments The Results
  • 27. Otherresults SaysthatEPIsprogram… Improved myscientific skills Betterunderstand science concepts relatedtotheirsciencecurriculum
  • 28. Studylimitations Language-tropicalization Lackof“control group” tocomparedispositions ANDBEHAVIOURS self-percepction assessmentvsmoreobjective assessment
  • 29. Miguelfuentes Curriculum and evaluation director miguel@ecologyproject.org @mgfuentes Eylenzuñiga Curriculum coordinator eylen@ecologyproject.org
  • 30. 14 OR LESS 15 16 17 18+ 14 OR LESS 15 FEMALE MALE 7TH – 9TH 10TH 11TH 12TH