Basic Needs of Students in Ecology Courses: Main Factor Analysis
DOI:
https://doi.org/10.47750/pegegog.14.04.05Keywords:
ecology courses, inquiry skills, self-efficacy, environmental literacyAbstract
This study aims to analyze the main factors that become the basic needs of students attending ecology courses. The participants in this study consisted of 75 students enrolled in the Biology Education program at the State Islamic University of Sulthan Thaha Saifuddin Jambi. The data were collected by a questionnaire of 13 statements from four categories, which encompassed the content of the material, having strong feelings of learning community, thinking skills, and environmental awareness. Data were analyzed using exploratory factor analysis with the assistance of the SPSS application, version 23. Based on the score of initial eigenvalues from the results of exploratory factor analysis, it shows that there are two main factors formed based on the 13 original factors. The construction of statements that form factor one is closely related to inquiry and self-efficacy, while the construction of statements that form factor two is closely related to environmental awareness. Based on this construction structure, factor one is labeled inquiry skills to support self-efficacy, and factor two is labeled environmental literacy. The results obtained in this study can be used as recommendations for choosing various learning techniques that can accommodate the development of inquiry skills, self-efficacy, and environmental literacy in students in ecology courses.
Downloads
References
AlKhaza’leh, M. S. (2023). Students’ perceptions at Al Ain University about the ethics of the teaching profession practiced by their professors and possible ways of enhancing them. Pegem Journal of Education and Instruction, 13(3), 1–8. https://doi.org/10.47750/pegegog.13.03.01
Ambrose, S. A., Bridges, M. W., Lovett, M. C., DiPietro, M., & Norman, M. K. (2010). How learning works: seven research-based principles for smart teaching. (1st ed.). John Wiley & Sons. https://firstliteracy.org/wp-content/uploads/2015/07/How-Learning-Works.pdf
Beck, C. W., & Blumer, L. S. (2016). Alternative realities: Faculty and student perceptions of instructional practices in laboratory courses. CBE Life Sciences Education, 15(4), 1–10. https://doi.org/10.1187/cbe.16-03-0139
Becker-Klein, R., Peterman, K., & Stylinski, C. (2016). Embedded assessment as an essential method for understanding public engagement in citizen science. Citizen Science: Theory and Practice, 1(1), 8. https://doi.org/10.5334/cstp.15
Biggs, J. B., & Tang, C. (2011). Teaching for Quality Learning at University:What the Student Does. McGraw-Hill Education.
Burrow, A. K. (2018). Teaching introductory ecology with problem-based learning. The Bulletin of the Ecological Society of America, 99(1), 137–150. https://doi.org/https://doi.org/10.1002/bes2.1364
Derri, V., Papamitrou, E., Vernadakis, N., Koufou, N., & Zetou, E. (2014). Early professional development of physical education teachers: Effects on lesson planning. Procedia - Social and Behavioral Sciences, 152(C), 778–783. https://doi.org/10.1016/j.sbspro.2014.09.320
Elliott, E. R., Reason, R. D., Coffman, C. R., Gangloff, E. J., Raker, J. R., Powell-Coffman, J. A., & Ogilvie, C. A. (2016). Improved student learning through a faculty learning community: How faculty collaboration transformed a large-enrollment course from lecture to student centered. CBE Life Sciences Education, 15(2), 1–14. https://doi.org/10.1187/cbe.14-07-0112
Gormally, C., Brickman, P., & Lutz, M. (2012). Developing a Test of Scientific Literacy Skills (TOSLS): Measuring undergraduates’ evaluation of scientific information and arguments. CBE Life Sciences Education, 11, 364–377. https://doi.org/10.1187/cbe.12-03-0026
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2019). Multivariate Data Analysis, Multivariate Data Analysis. In Book (Vol. 87, Issue 4).
Human-Vogel, S., & Vogel, F. (2015). Academic commitment and self-efficacy as predictors of academic achievement in additional materials science. In Higher Education Research & Development (Vol. 35). https://doi.org/10.1080/07294360.2016.1144574
Jakositz, S., Ghasemi, R., McGreavy, B., & Wang, H. (2022). Tap-Water Lead Monitoring through Citizen Science: Influence of Socioeconomics and Participation on Environmental Literacy, Behavior, and Communication. Journal of Environmental Engineering, 148(10). https://doi.org/https://doi.org/10.1061/(ASCE)EE.1943-7870.0002055
Kaya, V. H., & Elster, D. (2019). Dimensions affecting environmental literacy, and environmental perceptions influencing science literacy. International E-Journal of Educational Studies, 3(6), 70–77. https://doi.org/10.31458/iejes.512201
Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson Plan Analysis Protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1), 2005–2010. https://doi.org/10.1016/j.heliyon.2022.e08730
Nesari, A. J., & Heidari, M. (2014). The important role of lesson plan on educational achievement of Iranian EFL teachers’ attitudes. International Journal of Foreign Language Teaching & Research, 2(5), 27–34. http://jfl.iaun.ac.ir/article_557178.html
Nordlund, L. M. (2016). Teaching ecology at university-Inspiration for change. Global Ecology and Conservation, 7, 174–182. https://doi.org/10.1016/j.gecco.2016.06.008
Perrin-Stowe, T. I. N., Horner, M., Coon, J. J., Lynch, L. R., de Flamingh, A., Alexander, N. B., Golebie, E., Swartz, T. M., Bader, A. C., & Halsey, S. J. (2023). “Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences. Ecology and Evolution, 13(1), e9719. https://doi.org/https://doi.org/10.1002/ece3.9719
Phillips, T., Porticella, N., Constas, M., & Bonney, R. (2018). A framework for articulating and measuring individual learning outcomes from participation in citizen science. Citizen Science: Theory and Practice, 3(2), 3. https://doi.org/10.5334/cstp.126
Piñeiro Ruiz, M. (2009). Principles of lesson planning: a guide for student teachers. Revista Káñina, XXXIII(2), 201–209. https://www.redalyc.org/pdf/442/44248785013.pdf
Sahin-Taskin, C. (2017). Exploring pre-service teachers’ perceptions of lesson planning in primary education. Journal of Education and Practice, 8(12), 57–63. www.iiste.org
Santoso, S. (2015). Menguasai Statistik Multivariat. PT. Elex Media Kumputindo.
Singleton, R., & Straits, B. (2009). Approaches to Social Research (5th ed.). Oxford University Press. https://books.google.co.id/books/about/Approaches_to_Social_Research.html?id=GxemQgAACAAJ&redir_esc=y
Slingsby, D., & Barker, S. (2003). Making connections: biology, environmental education and education for sustainable development. Journal of Biological Education, 38(1), 4–6. https://doi.org/10.1080/00219266.2003.9655888
Sujarweni, V. W. (2014). SPSS Untuk Penelitian. Pustaka Baru Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.