marine action to care

8/19/2019 marine action to care

1/19

MARINE P OP ULER SC IENC E EDUC AT ION

LEARNING EV ALUAT IONS


2/19

LEARNINGEVALUATIONS

Carl M. Stepath, Ph.D.

Sari Muthia Silalahi1049A020


3/19

IN TRODUC TION

Field visits are thought to be

important marine education learning

experiences, but outcome-based

research about this pedagog is

limited!


4/19

IN TRODUC TION

• "irect ree # experience, as $ell as

student changes in environmental

%no$ledge, attitudes, and ecological

intention to$ard #uture action $as

investigated!


5/19

IN TRODUC TION

• &he combination o # classroom and

outdoor experience had the most

impact on environmental %no$ledge,

$hile the outdoor ree #

experience

elicited the largest positive shi #t in

attitudes and ecological intention to act!


6/19

Queenslan Stu!es Auth"r!t# $%%&

An a!' "( 'ar!ne eu)at!"n, as state

!n the Mar!ne Stu!es S#lla*us !s t"

pr"+!e "pp"rtun!t!es ("r stuents

t" e+el"p an a-areness "( the +alue"( the sea an )"astal "ne ne)essar#

("r the susta!na*le 'ana/e'ent "( a

health# 'ar!ne en+!r"n'ent ("r

present an (uture /enerat!"ns0.

Is th!s a!' *e!n/ real!e, an h"-


7/19

2ruse an Car 3$%%45

ar/ue stuents6 att!tues an *eha+!"r

*e)a'e '"re

en+!r"n'entall# (r!enl# -!th !n)rease

"ut""r e7per!en)e, *ut the# als" n"te

a e)reas!n/ tren "( sel(8rep"rte

)"nser+at!"n *eha+!"r -!th !n)rease

e7per!en)e. E+en th"u/h e7per!ent!aleu)at!"n has 'an# p"s!t!+e "ut)"'es,

!ts +alues )"n)ern!n/ 9n"-le/e,

att!tue, an a)t!"ns are uner s)rut!n#.


8/19

M' &()"S

A :uas!8e 7per!'e

n tal 'e th""l"/ #

• *uan ti ta ti ve e xperimen tal design

i t $as decided to u ti

li +e pre- and pos t- tes t

sur ve s!

S tu # p"pula t!"n

&here $ere a to tal

o # ,9 par ticipan ts

in the

s tud !

Qual! ta t! +e Appr"a)h

.n ter vie $s


9/19

E;PERIMENTAL DESIGN


10/19

SURVE<QUESTIONAR

E

9/no$ledge or'nviromental

.ssues

&Att!tues

Actions


11/19

Research Orientation

Cronbach’s alpha co-effi cient computed the internal consisten

of the pre- and post-test. Pre- and post-test responses greater th

0.7 indicated reliability.The pre- and post-test responses were0.830 and 0.83.

Schedule of School Research

!ata collection at the fi "e high schools.The pro#ect started wit

$chool % in &arch and the data collection continued until

'o"ember (003 .

Quantitative Data Analysis

)nterrelationships were e"aluated with $P$$**.


12/19

Qual!tat!+e

Appr"a)h

The !nter+!e- :uest!"ns =$ere speci c and consistent andcreated a basic understanding o#meanings derived #rom ree#

experiences!

Qual!tat!+e !nter+!e-s =

are ver $idel used in thecontext o# 3uantitative

research proects5 andgenerated additionalperspectives and insightsabout students6 environmental

learning!


13/19

Structured intervie$s $ere conductedusing a standard set o# 3uestions andprovided the students6 personal vie$sabout ree#-learning!

&he structure helped the intervie$ processto be completed in less time and minimi+ed

disruptions #rom potential lac% o#concentration!

&hese intervie$s enable readers to

empatheticall share thoughts and

Interviews


14/19

&he classroom presentations $ere onl 0

minutes $ith a single 0-minute, ree#-

monitoring experience, so the interventions

$ere not #ull developed temporall!

7onsistenc $as a maor aim, but

presentations and ree# experiences di8ered

slightl #rom school to school! &hese

LIMITATIONSResearch Methodology


15/19

esearching students in outdoor learningsituations is di: cult; ho$ever, theexperimental design and sample si+eminimi+ed the e8ect o# extraneousvariables!


16/19

L!'!tat!"ns "( the Resear)hData C"lle)t!"n

+n large class trips, it was possible to eep only 0/.

The monitoring and organiational duties at the reef

re1uired total concentration and sometimes, the

researcher got distracted or tired, and the quality of

the interview data collection may have suffered. These

situations could ha"e affected research results.


17/19

L!'!tat!"ns "( the Resear)hData C"lle)t!"n

The inter"iew e2perience of the researcher was a

limitation, as was basing the 1ualitati"e research

on the same realist and ob#ecti"ist assumptions

as 1uantitati"e studies4


18/19

L!'!tat!"ns "( the Resear)hAnal#s!s

• =ariables are missing #rom the modeland un%no$n variables could beresponsible #or an e8ect, but this $as

out o# the control o# the researcher! &he experimental design attempts tocontrol #or this, but it is not possible

to incorporate ever variable!C"nse:uentl#, th!s -"r9 !s a*asel!ne stu# !n Austral!an ree(

eu)at!"n an !n+est!/at!"n "(


19/19

EVIEW OF SIGNIFICANT FINDINGS

IN LIGHT OF EXISTING ESEA CH

• Students6 environmental%no$ledge, attitudes, andecological intention to act $eresignicantl and directl correlatedto previous ree# experience!

• >revious experiences o# ree#s,

camping, and snor%eling correlatedstrongl to %no$ledge and intentionto act responses!

marine action to care

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