Vicky's Q's

Question 1

What are 3 definitions of “attitude”?

Answer 1

1. A learned predisposition for a response
2. An enduring organisation of value, feelings, and behavioural tendencies
3. A particular tendency expressed by evaluating something with (dis)favour

Question 2

Can attitudes be observed?

Answer 2

No, not directly

Question 3

How can we investigate attitudes in research?

Answer 3

By considering the ABC elements:
Affective (how they feel - also known as evaluative by Osgood)
Behavioural (how they act)
Cognitive (their perceptions or beliefs (or values?))

Together these 3 make up an attitude

Question 4

What are 4 types of attitude?

Answer 4

Flexible stability (consistent but adaptable to change)
Evaluative (Osgood - their likes and dislikes)
Learned (in which case it can be taught)
Predisposition (which is a tendency towards a behaviour, but not a behaviour itself)

(FELP)

Question 5

Are beliefs the same as attitudes?

Answer 5

No, but they are connected. They are considered in the “cognitive” elements of attitudes (see the ABCs)

Question 6

What are three types of beliefs? (DII)

Answer 6

Descriptive (which can be factual)
Inferential (can’t directly be observed)
Informational (can come from external sources)

Question 7

How can we define values?

Answer 7

As an internalised cognitive structure,
reflecting the regard something is held to deserve,
providing us with standards and principles which guide our everyday behaviour and outlook.

Question 8

Pajares says that beliefs are difficult to untangle from what?

Answer 8

Knowledge, attitudes, opinions, and theory.

Question 9

What are Rokeach’s 5 levels of belief?

Answer 9

Primitive A (of the self/ constructional, foundational)
Primitive B (security, experience, can be influence by the media)
Authority C (from sources we trust or have faith in)
Derived D (which come from influence from politics, authority, etc)
Insignificant E (taste, easily changeable)

Question 10

How can we define a belief system?

Answer 10

As a set of principles which guide our reality

Question 11

How much of learning is done in formal environments

Less than 10%
Around 30%
About 50%
60% or more

Answer 11

Less than 10%

Question 12

How much of learning is done in informal environments?

Less than 10%
Around 30%
About 50%
60% or more

Answer 12

60% or more

Question 13

How much of learning is done in non-formal environments?

Less than 10%
Around 30%
About 50%
60% or more

Answer 13

About 50%

Question 14

Name three significant EE movements

Answer 14

Nature Conservation Education
Nature as Teacher movement
Education for Sustainable Development

Question 15

What are some characteristics of the Nature as Teacher movement?

Answer 15

Connections and relationships are paramount
Encourages a circular economy
Resilience
Ecological intelligence
Consideration of management of complex adaptive systems

Question 16

How can we define resilience (as seen in the Nature as Teacher movement)?

Answer 16

As preparedness to cope with adversity
As an ability to positively adapt to stress or adversity
As a two-sided notion: 1) exposure to adversity 2) a positive adjustment to adversity

Question 17

How can we define emotional intelligence?

Answer 17

As an ability to recognise emotions and label them appropriately

Question 18

What are some characteristics of Education for Sustainable Development?

Answer 18

It can be seen as “learning to change the world” (formation)
It considers what and how to learn
It aims to stimulate agency and empowerment for choices and actions
It includes all elements of the interconnected 17 SDGs

Question 19

What are some characteristics of Nature Conservation Education?

Answer 19

One of the oldest forms of EE; pre-industrial era
It engaged socioeconomically advantaged people (not necessarily intentionally)
There are differences in its approaches around the world, connected to cultural perspectives of “nature” and “conservation”
It moved into schools via science education

Question 20

What are ideologies?

Answer 20

A set of belief systems which help guide us in everyday reality.

Question 21

What are 5 sources of beliefs?

MECEF

Answer 21

Mentors
Experience
Culture
Education
Faith

Question 22

How can we define a value?

Answer 22

As a stable, long-lasting belief. Values help us to make choices.

Question 23

Considering beliefs and truth, how can we define knowledge?

Answer 23

Knowledge is the subset of truth that overlaps with our beliefs.
Absolute truth doesn’t change if we have knowledge of it or not.

Question 24

How can we define ‘bias’?

Answer 24

Biases are distortions that people make in their assessments of facts and events. There are at least 3 types:
Cognitive bias is a subjective view that doesn’t accurately reflect reality
Confirmation bias is when we select affirmations to existing beliefs.
Cultural bias is when assumptions are based through a cultural lens

Question 25

What are some examples of respondent bias? | SASH

Answer 25

Social desirability bias Agreeable bias Sponsor bias Habituation bias

Question 26

What are some examples of researcher bias? | COMCH

Answer 26

``` Confirmation bias Order of questions Misleading questions Cultural bias Halo effect ```

Question 27

What are three ways we can define terms in the RQ? And which is the best?

Answer 27

Constitutive (dictionary) Clarification by example Operational definitions (explaining way to measure it)** **Operational are the best

Question 28

What are four broad stages of a literature review?

Answer 28

1. problem formation 2. literature search 3. data evaluation 4. analysis & interpretation

Question 29

What are 5 reasons to do a literature review?

Answer 29

1. Provide a description, summary, and critical evaluation of existing works 2. to provide an overview of existing research and where yours fits in 3. provide a summary and synthesis, organised in conceptual categories 4. to find new ways of interpreting existing research 5. to identify or resolve existing conflicts in literature

Question 30

Today's kids are digital | natives and have developed multitasking skills T/F

Answer 30

False Our working memory has a limited capacity If a certain threshold of information is exceeded, our mind is no longer able to process it The same happens when we are watching a film in a foreign language and reading subtitles at the same time

Question 31

If I study under pressure, I learn better T/F

Answer 31

FALSE You may have thought so after successfully completing a deadline that seemed insurmountable But the fact of having succeeded in the enterprise does not mean that you have done a quality job Stress is an effective punch to speed things up and stop procrastinating But hormones released in hectic moments are only effective in short emergency situations: in the long run, they end up interfering with the brain's ability to assimilate knowledge Under pressure, it is easier to make mistakes of omission and complete the task quickly Not to mention that great ideas come when the mind is left free to ramble

Question 32

Some of us develop the left brain and others develop the right brain, and this helps explain the differences in the way we learn T/F

Answer 32

FALSE | The right and left hemispheres work together

Question 33

Brain development is over when children reach puberty T/F

Answer 33

FALSE The development of the brain continues into adolescence and adulthood, in particular the development of the frontal lobes, which are important for decision-making

Question 34

Memory must be trained

Answer 34

FALSE / it depends... Puzzle games do not make people "more intelligent" Memory is not a "muscle" However, maintaining an active lifestyle, curious and interested in external stimuli, can help protect against cognitive decline in old age.

Question 35

What are Rokeach's three assumptions for his analysis of belied systems?

Answer 35

1. Beliefs differ in intensity and power 2. They vary along a central-peripheral dimension 3. The more central a belief, the more resistant it is to change.

Question 36

Select the category of Rokeach's belief system for the following statement and explain: "I'm a woman"

Answer 36

A, it's a central construct relating to a foundational belief about ourselves, true both internally and externally. Therefore we hold it entirely as true and unmovable.

Question 37

Select the category of Rokeach's belief system for the following statement and explain: "I'm intelligent"

Answer 37

B | it's a fact we consider about the self, internally.

Question 38

Select the category of Rokeach's belief system for the following statement and explain: "I'm not good at Maths"

Answer 38

B It's a fact held internally about ourselves, but which may not be objectively known by others outside of ourselves. Nonetheless it is perceived as true and others can confirm it.

Question 39

Select the category of Rokeach's belief system for the following statement and explain: "I believe that Greta is fighting for a just environmental cause"

Answer 39

D It's an ideological (derived) belief, but derived from secondhand sources rather than direct encounters with the object of the belief (Greta). It can be changed by persuasion, but none the less is held as true.

Question 40

Select the category of Rokeach's belief system for the following statement and explain: "My parents have my interests in mind"

Answer 40

C (Authority) | It refers to people of faith or figures of authority, and relates to how we trust them.

Question 41

"What is the absolute best way to teach environmental education to students?" Is this a good research question?

Answer 41

There are some ways to improve it: - what does "the absolute best way" mean? - for which students? - how can it be investigated?

Question 42

What are the purposes of a problem statement?

Answer 42

1. Introduce the importance and significance of the study and RQ 2. Contextualise the problem and define parameters 3. provide framework include what and how to collect and present the findings.

Question 43

Discuss this research problem: | "The problem in this community is that it has no hospital"

Answer 43

It's an example of circular reasoning. Research problems shouldn't just be a statement of absence. It's missing the relevance or "so what" statement, and also the significance or "why" of the study.

Question 44

Which of these questions is researchable? 1. Is God good? 2. Are children more involved if the teacher is of the same gender? 3. Do the results obtained during secondary school influence the performance of university students? 4. What is the best way to teach grammar or linguistics? 5. What would schools be like today if the Second World War had not happened?

Answer 44

2, 3 are researchable. 1 is metaphysical (not empirical) 4 "best" is difficult to measure 5 can't recreate impossible conditions

Question 45

What's the problem with these research questions? 1. Should philosophy be included in the school curriculum from primary school? 2. What is the meaning of life?

Answer 45

Neither of them have collectable data.