Does experiencing fieldwork strengthen or dampen ındonesian preservice biology teachers’ attitude and self-reported behavior towards environment?

Arif  Rachmatullah; Minsu  Ha

doi:10.36681/

Authors

Arif Rachmatullah Kangwon National University, Chuncheon- KOREA
Minsu Ha Kangwon National University, Chuncheon - KOREA

DOI:

https://doi.org/10.36681/

Keywords:

environmental attitudes, fieldwork, ppreservice biology teachers

Abstract

The current study examines the impact of fieldwork activities on Indonesian preservice biology teachers’ attitudes towards the environment and self-reported conservation behavior. A total of 283 Indonesian preservice biology teachers (16% male and 84% female) participated in the study and four different instruments were used to explore the research questions. Validity and reliability of the research instruments were tested by performing Rasch model analysis. To explore the moderation effect of fieldwork on correlated variables, multiple-regressions test was conducted. The findings showed that fieldwork acted as a moderating factor in creating the relationships between Ecocentric Concern and Personal Conservation Behavior and between Human Utilization attitude and Personal Conservation Behavior. The correlation between findings and the Indonesian preservice biology teachers’ curriculum are discussed.

Downloads

Download data is not yet available.

References

Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.

Anderson, D., Kisiel, J., and Storksdieck, M. (2006). Understanding teachers' perspectives on field trips: Discovering common ground in three countries. Curator: The Museum Journal, 49(3), 365-386.

Aslan, S. (2017). The effect of learning by teaching on pre-service science teachers’ attitudes towards chemistry. Journal of Turkish Science Education, 14(3), 1-15.

Ballantyne, R., Packer, J., Hughes, K., and Dierking, L. (2007). Conservation learning in wildlife tourism settings: Lessons from research in zoos and aquariums. Environmental Education Research, 13(3), 367-383.

Barr, S. (2007). Factors influencing environmental attitudes and behaviors a UK case study of household waste management. Environment and Behavior, 39(4), 435-473.

Bechtel, R. B., Corral‐Verdugo, V., Asai, M., and Riesle, A. G. (2006). A cross‐cultural study of environmental belief structures in USA, Japan, Mexico, and Peru. International Journal of Psychology, 41(2), 145-151.

Bell, P., Lewenstein, B., Shouse, A. W., and Feder, M. A. (2009). Learning science in informal environments: People, places, and pursuits. National Academies Press.

Boeve-de Pauw, J., and Van Petegem, P. (2013). A cross-cultural study of environmental values and their effect on the environmental behavior of children. Environment and Behavior, 45(5), 551-583.

Bratanova, B., Loughnan, S., and Gatersleben, B. (2012). The moral circle as a common motivational cause of cross‐situational pro‐environmentalism. European Journal of Social Psychology, 42(5), 539-545.

Chekima, B., Chekima, S., Syed Khalid Wafa, S. A. W., Igau, O. A., and Sondoh Jr, S. L. (2016). Sustainable consumption: the effects of knowledge, cultural values, environmental advertising, and demographics. International Journal of Sustainable Development and World Ecology, 23(2), 210-220.

DeVellis, R. F. (2003). Scale development: Theory and applications (2nd edn). Thousand Oaks, CA: Sage.

Dunlap, R. E. (2008). The new environmental paradigm scale: From marginality to worldwide use. The Journal of Environmental Education, 40(1), 3-18.

Dunlap, R., and Jones, R. (2002). Environmental concern: Conceptual and measurement issues. In Handbook of Environmental Sociology, ed. R. Dunlap and W. Michelson. London: Greenwood.

Esra, Ö. Z. A. Y. (2010). The factors that affect attitudes towards environment of secondary school students. Journal of Turkish Science Education, 7(3), 198.

Fernández‐Manzanal, R., Rodríguez‐Barreiro, L., and Carrasquer, J. (2007). Evaluation of environmental attitudes: analysis and results of a scale applied to university students. Science Education, 91(6), 988-1009. Güzel, H. (2004). The relationship between students' success in physics and mathematics lessons and their attitudes towards mathematics. Journal of Turkish Science Education, 1(1), 28-29.

Harraway, J., Broughton-Ansin, F., Deaker, L., Jowett, T., and Shephard, K. (2012). Exploring the use of the revised new ecological paradigm scale (NEP) to monitor the development of students’ ecological worldviews. The Journal of Environmental Education, 43(3), 177-191.

Hayes, A. F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-based Approach. Guilford Press.

Kaiser, F. G., Ranney, M., Hartig, T., and Bowler, P. A. (1999). Ecological behavior, environmental attitude, and feelings of responsibility for the environment. European Psychologist, 4(2), 59-74.

Kisiel, J. (2006). Making field trips work. Science Teacher, 73(1), 46–48.

Knapp, D., and Barrie, E. (2001). Content evaluation of an environmental science field trip. Journal of Science Education and Technology, 10(4), 351-357.

Kollmuss, A., and Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental Education Research, 8(3), 239-260.

Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.

Leung, C., and Rice, J. (2002). Comparison of Chinese-Australian and Anglo-Australian environmental attitudes and behavior. Social Behavior and Personality: An International Journal, 30(3), 251-262.

Linacre, J. M. (2012). A user’s guide to Winsteps Ministeps Rasch-model computer programs [version 3.74.0]. Retrieved from http://www.winsteps.com/winsteps.htm.

Milfont, T. L., and Duckitt, J. (2010). The environmental attitudes inventory: A valid and reliable measure to assess the structure of environmental attitudes. Journal of Environmental Psychology, 30(1), 80-94.

Morag, O., and Tal, T. (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5), 745-777.

Mudilarto & Pamulasari, H. E. (2017). Outdoor learning model through fieldwork to improve physics achievement in dynamic fluid. Journal of Turkish Science Education, 14(3), 73-86.

Tal, T., and Morag, O. (2013). A longitudinal study of environmental and outdoor education: A cultural change. Journal of Research in Science Teaching, 50(9), 1019-1046.

Vining, J., Ebreo, A., Bechtel, R. B., and Churchman, A. (2002). Emerging theoretical and methodological perspectives on conservation behaviour. Urbana, 51, 61801.

Wright, B. D., Linacre, J. M., Gustafson, J. E., and Martin-Lof, P. (1994). Reasonable mean-square fit values. Rasch Measurement Transactions, 8(3),