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2 pages, 173 KiB

Open AccessEditorial

Engaging Students in Sustainable Science Education

by Larry J. Grabau

Sustainability 2022, 14(10), 6127; https://doi.org/10.3390/su14106127 - 18 May 2022

Viewed by 932

Abstract

Students who find science to be enjoyable are more likely to engage in their science classes [...] Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

Research

Jump to: Editorial

15 pages, 337 KiB

Open AccessArticle

Multinomial Cross-Sectional Regression Models to Estimate and Predict the Determinants of Academic Performance: The Case of Auditor Accountant of the Pontifical Catholic University of Valparaíso

by Hanns de la Fuente-Mella, Ricardo Campos-Espinoza, Nelson Lay-Raby, Omar Lamelés-Corvalán, Mario Pino-Moya and Reynier Ramírez-Molina

Sustainability 2022, 14(15), 9232; https://doi.org/10.3390/su14159232 - 28 Jul 2022

Cited by 4 | Viewed by 1996

Abstract

The debate on the primary cross-curricular skills or fundamental competencies that must be improved in higher education has increased in the last few years. This is especially important in the new distant learning environments, which bring new challenges to the educational process. Econometric [...] Read more.

The debate on the primary cross-curricular skills or fundamental competencies that must be improved in higher education has increased in the last few years. This is especially important in the new distant learning environments, which bring new challenges to the educational process. Econometric models have been designed to explain the students’ academic performance, which has been measured using their qualifications average, the number of failed subjects, passed subjects, and withdrawn subjects, and the level of progress, among other indicators, to try to understand the influence of variables such as students’ self-esteem, reading comprehension, English proficiency level, and performance in a mathematics-related subject on the students of accountant auditor program from Pontificia Universidad Católica de Valparaiso. Students were asked to fill in a questionnaire to collect data on the psychological and pedagogical variables, while the socio-economic and socio-demographic data were collected from the university. The results have shown that the most significant variables in the development level of this skill type are socio-demographic and socio-economic characteristics. Some of the psychological and pedagogical variables that have, to a lesser degree, some influences are self-regulation in the learning process and the self-perception of anxiety levels. Lastly, some recommendations to intervene in the students’ learning process are presented with the objective of achieving a higher level of development in this type of competences. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

15 pages, 402 KiB

Open AccessArticle

Engaging Environmental Sciences Students in Statistics through an Inclusive Experience in a Spanish University

by Nieves Aquino-Llinares and Pilar Moreno-Navarro

Sustainability 2022, 14(14), 8352; https://doi.org/10.3390/su14148352 - 07 Jul 2022

Cited by 2 | Viewed by 1094

Abstract

In Spain, the issue of people with disability’s access to adapted educational material is still unresolved in the university context. Other insufficiently addressed issues comprise actions to include students with intellectual disability in university classrooms, and the awareness-raising and sensitisation of undergraduate students [...] Read more.

In Spain, the issue of people with disability’s access to adapted educational material is still unresolved in the university context. Other insufficiently addressed issues comprise actions to include students with intellectual disability in university classrooms, and the awareness-raising and sensitisation of undergraduate students regarding disability. These deficiencies persist despite the known benefits of these types of initiatives for all the agents involved. For this reason, we carried out an inclusive experience at the Pablo de Olavide University, specifically in the statistics subject. Educational resources were adapted, inclusion activities were conducted with students with intellectual disability, and we were in charge of awareness-raising and sensitisation of undergraduate students. The present paper describes the experience as well as its evaluation, which was performed using a survey. Furthermore, the work compares the achievement of students with a more engaging system that incorporates inclusive teaching versus one that does not. The results, which were statistically analysed, report high levels of satisfaction for all the involved agents, as well as improvements in the academic performance of the students. Recommendations directed towards both teaching staff and educational authorities are also provided on how to promote inclusion in universities and more specifically inclusion in science. These suggested educational policies aim to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, based on the Sustainable Development Goal 4 of the 2030 Agenda for Sustainable Development. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

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17 pages, 3814 KiB

Open AccessArticle

A Progressive Three-Stage Teaching Method Using Interactive Classroom Activities to Improve Learning Motivation in Computer Networking Courses

by Chih-Hao Lin and Yao-Yun Chang

Sustainability 2022, 14(9), 5191; https://doi.org/10.3390/su14095191 - 25 Apr 2022

Cited by 5 | Viewed by 6045

Abstract

Generation Z students have their learning preferences. They like to learn independently, advocate for what they believe in, and work hard to achieve their goals. However, there are significant gaps between Generation Z students’ expectations for learning and prior experiences, especially for three [...] Read more.

Generation Z students have their learning preferences. They like to learn independently, advocate for what they believe in, and work hard to achieve their goals. However, there are significant gaps between Generation Z students’ expectations for learning and prior experiences, especially for three domains of motivation in online learning environments: relatability, affirmation, and opportunity. This study aims at exploring the effectiveness of a progressive teaching method designed for Generation Z students in computer networking courses. This study proposes a progressive three-stage teaching method that gradually implements traditional lecture, individual flipped learning, and cooperative flipped learning methods over a semester. The design principle of this study differs from most existing studies that focus on the effectiveness of specific teaching methods. This study encourages each student to learn sequentially through three teaching stages. The purpose of this study is to investigate the changes in students’ learning experiences, particularly in terms of learning comprehension and learning motivation. The research results show that the proposed progressive teaching method can improve students’ understanding of computer networking courses and enhance their learning motivation. Participants agreed that the proposed progressive pedagogy can improve their teamwork skills and provide a different learning experience in the computer networking courses. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

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19 pages, 4112 KiB

Open AccessArticle

Lab-at-Home: Hands-On Green Analytical Chemistry Laboratory for New Normal Experimentation

by Chonnipa Yeerum, Piyanat Issarangkura Na Ayutthaya, Kullapon Kesonkan, Kanokwan Kiwfo, Siripat Suteerapataranon, Piyatida Panitsupakamol, Pathinan Paengnakorn, Dujrudee Chinwong, Surarong Chinwong, Chalermpong Saenjum, Monnapat Vongboot and Kate Grudpan

Sustainability 2022, 14(6), 3314; https://doi.org/10.3390/su14063314 - 11 Mar 2022

Cited by 10 | Viewed by 3451

Abstract

The COVID-19 pandemic has forced analytical chemistry educators in Thailand to change methods of teaching and learning to new normal ones. Higher education has faced additional challenges because of a lack of hands-on experiments and an increasing number of students in foundation chemistry [...] Read more.

The COVID-19 pandemic has forced analytical chemistry educators in Thailand to change methods of teaching and learning to new normal ones. Higher education has faced additional challenges because of a lack of hands-on experiments and an increasing number of students in foundation chemistry courses being hindered from practicing skills. This work aimed to develop a Lab-at-Home (LAH) for new normal, analytical chemistry experimentation. The LAH implemented a hands-on green chemistry experiment, i.e., colorimetric determination of iron using non-hazardous reagents (supporting Sustainable Development Goal (SDG) 12-responsible consumption and production). The LAH was sent to students at their location before the synchronous class, where the instructors were prompt to supervise. Thus, this supports SDG4-quality education and SDG10-reduced inequalities. The learning outcome achievements, i.e., the analytical characteristics and colorimetry principles comprehension, as well as the ability to perform data analysis, were evaluated by a quiz and laboratory report. LAH satisfaction was assessed by questionnaire and focus group discussion. The learning outcomes were successfully achieved, although students who performed the experiment individually received higher scores than those who did in groups. Students were very satisfied with the LAH as a tool for new normal experimentation, yet some students faced a poor Internet connection during the synchronous online class. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

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16 pages, 303 KiB

Open AccessArticle

Finland, A Package Deal: Disciplinary Climate in Science Classes, Science Dispositions and Science Literacy

by Larry J. Grabau, Jari Lavonen and Kalle Juuti

Sustainability 2021, 13(24), 13857; https://doi.org/10.3390/su132413857 - 15 Dec 2021

Cited by 7 | Viewed by 2291

Abstract

Finland’s educational prowess, though tempered by recent international assessments, has remained intact. This report focused on lessons that could be learned regarding secondary-level science education from the Program for International Student Assessment (PISA) 2015, science-focused assessment. That PISA iteration included not only science [...] Read more.

Finland’s educational prowess, though tempered by recent international assessments, has remained intact. This report focused on lessons that could be learned regarding secondary-level science education from the Program for International Student Assessment (PISA) 2015, science-focused assessment. That PISA iteration included not only science literacy but also students’ science dispositions (epistemology, enjoyment, interest, and self-efficacy) and the schools’ science climate measures (disciplinary climate and teaching support). Due to the hierarchical nature of the PISA data, multilevel models were employed in this Finnish study, involving 5582 students from 167 schools. Science dispositions (as outcome measures) were differently associated with teaching support and disciplinary climate (epistemology with neither; enjoyment and interest, with both). Science literacy (as an outcome measure) was associated with all four science dispositions, whether modeled with each science disposition separately or all four simultaneously. Science literacy was also associated with the disciplinary climate in science classes for all tested models. We concluded that, in the Finnish context, science dispositions and the disciplinary climate were predictive of science literacy. Furthermore, we presented evidence from the literature indicating that these conclusions may well extend to other international contexts. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

12 pages, 2066 KiB

Open AccessArticle

Sustainable Education with Local-Wisdom Based Natural Reagent for Green Chemical Analysis with a Smart Device: Experiences in Thailand

by Kanokwan Kiwfo, Chonnipa Yeerum, Piyanat Issarangkura Na Ayutthaya, Kullapon Kesonkan, Siripat Suteerapataranon, Piyatida Panitsupakamol, Dujrudee Chinwong, Pathinan Paengnakorn, Surarong Chinwong, Narong Kotchabhakdi, Chalermpong Saenjum, Monnapat Vongboot and Kate Grudpan

Sustainability 2021, 13(20), 11147; https://doi.org/10.3390/su132011147 - 09 Oct 2021

Cited by 10 | Viewed by 2454

Abstract

To minimize chemical waste and protect the environment, our team has used green analysis with natural reagents. In this work, we designed a natural-reagent assay kit for iron determination and implemented it in chemistry education in Thailand. The iron assay method was adapted [...] Read more.

To minimize chemical waste and protect the environment, our team has used green analysis with natural reagents. In this work, we designed a natural-reagent assay kit for iron determination and implemented it in chemistry education in Thailand. The iron assay method was adapted from Thai local wisdom of testing water quality using guava leaves. The guava leaf powder served as a natural reagent in the assay. The kit included equipment, standard and buffer solutions and a manual. A smart device with a built-in camera was used as a detector. Educators in six universities in Thailand implemented the kit in laboratories with modifications depending on their learning outcomes. The kit implementation was evaluated using a survey with questions in four aspects: usability, learning achievement, green chemistry and portability. The high average scores for all questions (> 4.00 of 5.00 points), with the average overall score of 4.53 ± 0.60, indicated satisfaction regarding in all aspects. Using a locally available bio-resource as a natural reagent for green analysis in chemistry education supported sustainable education in Thailand, in terms of quality education (SDG 4) and reduced inequalities (SDG 10) and environmental sustainability (SDG 6—Clean water and sanitation, 12—Responsible consumption and production and 14—Life be-low water). Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

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20 pages, 816 KiB

Open AccessArticle

Engaging ICT Engineering Undergraduates in a Management Subject through First Day of Class Activities: An Empirical Study

by Josep Petchamé, Ignasi Iriondo, Xavi Canaleta, David Riu and Silvia Necchi

Sustainability 2021, 13(13), 7440; https://doi.org/10.3390/su13137440 - 02 Jul 2021

Cited by 6 | Viewed by 2738

Abstract

The expectations, attitudes, engagement, and motivation of students are key elements when designing learning activities. Several studies have been implemented and different strategies and activities have been analyzed to improve the aforesaid aspects of learning content. In the context of the New Learning [...] Read more.

The expectations, attitudes, engagement, and motivation of students are key elements when designing learning activities. Several studies have been implemented and different strategies and activities have been analyzed to improve the aforesaid aspects of learning content. In the context of the New Learning Context (NLC), this paper presents the findings of two first day of class activities aimed at engaging engineering students in a business and management subject from the very first moment: an empirical study conducted by means of a survey answered by engineering students in Information and Communication Technologies (ICT), followed by an interactive activity between students and instructors carried out through a reciprocal interview activity. The survey was performed with the objective of identifying what they ‘liked’ and ‘disliked’ on their first day of class of a business subject. The findings are presented and compared with previous studies and have proven to be mostly consistent with previous academic work. Finally, a reciprocal interview activity was chosen to potentially enhance the students’ engagement and motivation. According to the feedback received, this activity was positively valued by the students. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

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26 pages, 5750 KiB

Open AccessArticle

A STEM Model to Engage Students in Sustainable Science Education through Sports: A Case Study in Qatar

by Ruba Ali, Jolly Bhadra, Nitha Siby, Zubair Ahmad and Noora Jabor Al-Thani

Sustainability 2021, 13(6), 3483; https://doi.org/10.3390/su13063483 - 21 Mar 2021

Cited by 6 | Viewed by 4668

Abstract

Sports has the potential to integrate with different scientific subjects, including materials science and engineering, making it an ideal approach to enhance the students’ affinity toward sustainable education in science, technology, engineering, and mathematics (STEM). Amid gradual educational reformations in the state of [...] Read more.

Sports has the potential to integrate with different scientific subjects, including materials science and engineering, making it an ideal approach to enhance the students’ affinity toward sustainable education in science, technology, engineering, and mathematics (STEM). Amid gradual educational reformations in the state of Qatar, a distinctive STEM program titled, “Science in Sports” (SIS) was launched to investigate STEM integrated learning in secondary school students. The participant students, 248 students (112 females and 136 males) from 15 different government-operated (public) secondary schools, from rural and urban areas, were given STEM workshops on one of the sports materials, during this pilot study, resultantly challenging them to engineer a sports product. The study employed a mixed-method study in which quantitative approaches were applied to analyze the program effectiveness, with a t-test statistical analysis performed over data collected from a period of five continuous years from 2012 to 2017 in five different cycles. A more dominant data collection included pre and post surveys, substantiating observations of the program facilitator and their schoolteachers were included in this research and development (R&D) study to review the student learning behavior for a qualitative approach. Moreover, the results of the strength, weakness, opportunities, and threats (SWOT) analysis provided an overview of the program’s effectiveness in implicating the engagement of the students in exhibiting their prototypical skills in engineering sports products along with STEM literacy. Apart from understanding the scientific concepts/principles applied in simple sports applications, student attitudes toward STEM fields augmented, as witnessed by the student productivity. Full article

(This article belongs to the Special Issue Engaging Students in Sustainable Science Education)

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