Thesis (M.E.S.)--Evergreen State College, 1995. / "June, 1995." Title from title screen (viewed 2/23/2010). Includes bibliographical references (p. 69-72).

Thesis (M.E.S.)--Evergreen State College, 1995. / "June, 1995." Title from title screen (viewed 4/8/2010). Includes bibliographical references (leaf 39).

<p> The problem of food insecurity among students in higher education, specifically students who belong to historically marginalized populations, is a serious national problem that is under researched. While data are not being collected universally, higher education institutions are beginning to report on this issue. Research reflects that 1 in 5 California State University students is experiencing chronic food insecurity and 1 in 10 is reporting experiences of homelessness. Higher education colleges are beginning to address this problem by casting a net of resources like food pantries, meal donations on student cards from other students, emergency funds through grants, CalFresh outreach and enrollment (federally funded program known as Supplemental Nutrition Assistance Program), and other campus-unique programming to serve hard-to-reach, vulnerable students. This study explores such services at a public California State University-Hispanic Serving Institution with the goal of understanding students&rsquo; lived experiences related to accessibility of food programming and resources in higher education. By exploring the perceptions of four students that are female who were food insecure related to their utilization of food programs directed at ensuring student food security, this study intends: (1) to explore students&rsquo; satisfaction with campus food programming, (2) to describe the participants&rsquo; knowledge of campus food programs and healthy food options, and (3) to explore the relationship between food programming and policies and the lived experiences of students. This study is important because oftentimes research is missing the unheard voices of students. By embracing students&rsquo; stories, researchers can learn of their real-life experiences. This allows for a greater understanding of the significance of food insecurity and its impact on students using food programs in higher education settings. </p><p>

<p> With the increasing human population, it is critical to develop informed citizens with ecological perspectives and motivation to make positive contributions to the biosphere. This study investigates the impact of a place-based science elective on the development of students&rsquo; ecological identities, motivation for environmental action, and ecojustice self-efficacy. Targeted curriculum was implemented, including a campus habitat design project. Pre and post tests for three instruments were used to assess 25 high school freshmen, half of whom are members of a STEM program. There was an increase in nature relatedness, motivation and self-efficacy for STEM students but not for non-STEM students. The research study demonstrated the effectivity of using place-based curriculum within classes to encourage student connection, empowerment and involvement. Support for teachers to develop targeted mentoring of students&rsquo; abilities and interests are needed and can help develop informed, involved global citizens. </p><p>

<p> This dissertation characterized trainings designed to prepare citizen scientists to collect ecological data in natural outdoor settings. Citizen scientists are volunteers who participate in scientific activities under the guidance of professional scientists and organizations. The work of citizen scientists greatly expands the data collection possibilities in natural resource management and increases science literacy among participants and their social communities. The general problem is that some scientists and land managers view the data collected by citizen scientists as unreliable. The specific problem is the absence of educational training measurement in citizen science program design and analysis with which to ascertain the learning gains of trained citizen scientists. </p><p> Through a sequenced methodology of data analysis, survey, and semi-structured interviews, deductive descriptors and codes guided a directed content analysis of data collected. The analysis indicated strong alignment between citizen science, andragogy, and social learning theory. The sample revealed a bimodal distribution related to the type of data collected and the subsequent training design. Little training existed when data collection involved photography only. Citizen scientists brought prior skills to the task but did not need to gain new procedural learning to complete their data collection task. When citizen scientists collected more complex measurements, classroom and field mentoring facilitated learning. </p><p> Citizen science leaders described their perception of the reliability of their citizen scientists&rsquo; data collection efforts. Computer technologies validated photo and water quality data. Therefore, quantitative data analysis supported the perception of data reliability. Terrestrial data had a range of reliability qualifications including video and paper quizzing, field observation of methods implemented, periodic data checks, and follow-up mentoring when data quality was poor. Managers of terrestrial citizen science programs were confident in the reliability of the data for the land management, policy, and research applications required.</p><p>

Thesis (M.S.)--Ohio State University, 1986. / Includes bibliographical references (leaves 91-97). Available online via OhioLINK's ETD Center

Thesis (M. Sc.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 53-54).

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-08T12:47:16Z No. of bitstreams: 2 Lucia _Rech2015.pdf: 10595396 bytes, checksum: 751f609cc0b75a80203bc5e68d2e3fba (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-08T12:47:16Z (GMT). No. of bitstreams: 2 Lucia _Rech2015.pdf: 10595396 bytes, checksum: 751f609cc0b75a80203bc5e68d2e3fba (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-05-25 / This study included an analysis of the process of teaching and learning in ecology teaching for research use by an educational space called living laboratory - a construction made up of plants, small animals and decomposers - with high school students. Teaching by research is a methodological approach of constructive character that allows the student to understand the collective and dynamic way of scientific literature, develop logical thinking, develop causal explanations and expand the investigative skills. Thus, to develop a teaching meaningful and contextualized ecology we used the approach to education research for this research. The research took place with students of the third year of high school of a State School in the city of Toledo, a city located in the western region of Paraná. We aimed to investigate the role of a teaching module guided in teaching research for teaching and learning in ecology. The research is qualitative type, where there is concern to understand in depth the complex relationships of a particular situation. We started the research with the implementation of the initial questionnaire for students in the class of 3rd year in order to verify which ecological concepts have been learned, perceived and understood during their school career and how did the learning process of these ecological concepts. At the end of the study the final questionnaire in order to evaluate which were the conceptual rupture occurred during the ecology of educational process research was applied. During the research was the recording of classes, in order to verify the perception and the construction of knowledge of the participants. Also portfolios and other materials produced during the teaching module were analyzed. In addition to field research, a literature review was carried out in books and journal articles with the aim of rescuing the discussions made by theorists on the subject. By studying these documents alongside established research data it was revealed that the ecology of education by research is a methodology that promotes teaching and learning. Data analysis showed that students have prior knowledge, but with great difficulty to relate them with scientific knowledge, needing the constant mediation of the teacher and the school for research facilitates interaction between teachers, students and teaching contents. / A presente pesquisa contemplou uma análise sobre o processo de ensino e aprendizagem no ensino de ecologia por investigação, mediante utilização de um espaço educativo denominado laboratório vivo - um espaço constituído por plantas, pequenos animais e decompositores - com alunos do Ensino Médio. O ensino por investigação é uma abordagem metodológica de caráter construtivista, que permite ao aluno compreender o modo coletivo e dinâmico da produção científica, desenvolver o raciocínio lógico, elaborar explicações causais e ampliar as habilidades investigativas. Dessa forma, para desenvolver um ensino de ecologia significativo e contextualizado, foi utilizada a abordagem do ensino por investigação para esta pesquisa. A pesquisa ocorreu com alunos do terceiro ano do Ensino Médio de um Colégio Estadual do município de Toledo, cidade localizada na região oeste do Paraná. O objetivo foi investigar o papel de um módulo didático pautado no ensino por investigação para o ensino e aprendizagem em ecologia. A pesquisa é do tipo qualitativa, em que há preocupação em entender com profundidade as complexas relações de uma situação particular. Iniciamos a pesquisa com a aplicação do questionário inicial aos alunos que frequentam a turma do 3º ano, a fim de verificar quais conceitos ecológicos foram aprendidos, percebidos e compreendidos durante o seu percurso escolar e como ocorreu o processo de aprendizagem desses conceitos ecológicos. No final da pesquisa, foi aplicado um questionário com o objetivo de avaliar quais foram as rupturas conceituais ocorridas durante o processo de ensino de ecologia por investigação. No decorrer da pesquisa, ocorreu a gravação das aulas, com o intuito de verificar a percepção e a construção do conhecimento dos participantes. Também foram analisados os portfólios e demais materiais produzidos ao longo do módulo didático. Além da pesquisa de campo, foi realizada uma revisão bibliográfica em livros e em artigos de revistas científicas com o objetivo de resgatar as discussões feitas por teóricos no assunto. Com o estudo destes documentos paralelamente aos dados de pesquisas constituídos, foi possível perceber que o ensino de ecologia por investigação é uma metodologia que promove o processo de ensino e aprendizagem. A análise dos dados evidenciou que os alunos possuem conhecimentos prévios, mas com grande dificuldade em relacioná-los com os conhecimentos científicos, precisando da mediação constante do professor e que o ensino por investigação facilita a interação entre professor, alunos e conteúdos de ensino.

The thesis compares environmental awareness of conventional and alterna- tive lower secondary school students. The qualitative research was performed through a group interview, where participants expressed their opinion on par- ticular environmental topics and gave examples of their behaviour and expe- rience related to those fields, which showed a true level of their environmental protection awareness. The concept of the interviews was chosen to disclose an individual factors that can affect environmental awareness (school, family, af- ter school activity etc.). The schools, which students were selected from, were sorted out not only by the criterion of conventionality but by approach to en- vironmental protection as well. Following findings are, for example, included among these criteria: If the school has an environmental coordinator, whether students are motivated in compliance with the proactive environmental po- licy, if and in what extent is waste separated in the particular school and the like. The main factors, that can, according to the survey results, partake in the affection of the students' environmental awareness, are described in the thesis (family, school, internet and other media, hobbies, relationship to nature and more). The comparison of school approach to environmental...

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