Inquiry Approaches to IntegratingEnvironmental Literacy and 21st Century Skills
Our end goal
Change the World!One person at a time
Our end goal
YOUTH ACTIVE
What does “active” means?
ECOMANAGEMENT
PERSUASSION
CONSUMER
POLITICALLEGAL
B E H A V I O U R S
How we do it?
"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
+
How we do it?
+Ecological Knowledge
Competencies (skills)
Dispositions Behaviors
Environmental Literate= Active in ConservationAdapted from
NAAEE, 2011Developing a framework for
assessing environmental literacy.http://www.naaee.net/framework
How we do it?
Based on
NAAEE, 2011
Framework for the New K-12 Science Education Standards, National Academy of Sciences, 2012http://www.nextgenscience.org/framework-k%E2%80%9312-science-education
PRAC 11
Epi and 21st century skills
We facilitate a practical application framework for the 21st century skills to be applied into science and conservation education.
How we actually do it?
The target population
The educational approach
The experience
9-12GRADE
How we actually do it?
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)
Types of Research
Questions
Descriptive Field
Investigations
Comparative Field
Investigations
Correlative Field
Investigations
Curriculum example
competencies core-track
Identify and ask
Design and collects
Analyzes & Interprets
Constructs
Explanations
Arguments – from evidence
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
TEAM 2
TEAM 1
CROCODILE
TURTLES
ENGAGE - CROCODILE RIVER
OBJECTIVES
1. PREVIOUS KNOWLEDGE
2. TEAM BUILDING
HYPOTESIS
METHODOLOGY
VARIABLES
COMPARATIVE INVESTIGATIONS
EXPLORE – COLLECT DIFFERENT TIMES-POPULATIONS
EXPLAIN - CONCEPTS
EXPAND – DESIGN ANOTHER COMPARATIVE INV.
EVALUATE – PRESENTATION
How we actually do it?
The target population
The educational approach
The experience
Outside the classroom
Unique places
Hands-on science experiences
Working on real conservation projectsWith endangered species or habitats
Real contribution to long-term research projects
How we actually do it?
The target population
The educational approach
The experience
Visiting students
turtles forest 9-12 days
Local students
turtlesPreparation Follow-up
1 Semester
Research project
mentorshipEco -club arts
Where we work?
belize Costa rica
Mexico yellostone Galapagos (Ecuador)
Eric Angel Ramos, 2012
How we evaluate our results?
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’s Environmental Literacy Index = 100 points
Knowledge = 20 dispositions = 25 competencies = 25 behaviours = 30
How we evaluate our results?
The hypothesis
The timeline
The Instruments
The Results
KNOWLEDGE
COMPETENCIES
BEHAVIOURS
DISPOSITIONS
PRE POST POST-POST
ALUMNI SURVEY
OUTREACH EVENTSAT EVENT
ON
LY S
ELF
EVA
LUA
TIO
N
SUBJ
ECT
SPEC
IFIC
BASE
LIN
E
How we evaluate our results?
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 students380 total
Middle School Environmental Literacy SurveySecondary School Environmental Literacy Instrument
Children's Environmental Attitudes and Knowledge ScaleScience Process Skills Inventory
How we evaluate our results?
The hypothesis
The timeline
The Instruments
The Results
AGE BREAKDOWN
GRADE BREAKDOWN
GENDER BREAKDOWN
EVALUATION
PARTICIPANTS
245
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
Expectations vs results
EXPECTED:INCREASE IN MEANS FOR EACH SECTION
DECREASE ON STANDARD DEVIATION
SMALL TO LARGE EFFECT SIZE FOR EACH SECTION
RESULTS ON EFFECT SIZE:
ECOLOGICAL KNOWLEDGE
DISPOSITIONS
COMPETENCIES
BEHAVIOURS
POSITIVE
SMALL EFFECT
POSITIVE
MEDIUM EFFECT
POSITIVE
LARGE EFFECT
0.22
0.36
0.86
1.18
Expectations vs results
EXPECTED:INCREASE IN MEANS FOR EACH SECTION
DECREASE ON STANDARD DEVIATION
SMALL TO LARGE EFFECT SIZE FOR EACH SECTION
RESULTS:
POSITIVE
MEDIUM EFFECT
Knowledge about strategies I can use to express behaviors
Only section with an increase
on standard deviation
Expectations vs results
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) .
Expectations vs results
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
LARGE EFFECT
Expectations vs results
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
LARGE EFFECT
How we evaluate our results?
The hypothesis
The timeline
The Instruments
The Results
Other results
Says that EPIs program…
Improved my scientific skills
Better understand science concepts
related to their science curriculum
Study limitations
Language - tropicalization
Lack of “control group” to compare dispositions AND BEHAVIOURS
self-percepction assessment vs more objective assessment
Miguel fuentesCurriculum and evaluation [email protected] @mgfuentes
Eylen zuñigaCurriculum [email protected]
www.epicr.org/naaeePresentation available at
14 OR LESS151617
18+
14 OR LESS15
FEMALE
MALE 7TH – 9TH
10TH
11TH
12TH