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TREE > Vicky's Q's > Flashcards

Vicky's Q's Flashcards

1
Q

What are 3 definitions of “attitude”?

A
  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
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2
Q

Can attitudes be observed?

A

No, not directly

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3
Q

How can we investigate attitudes in research?

A

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

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4
Q

What are 4 types of attitude?

A

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)

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5
Q

Are beliefs the same as attitudes?

A

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

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6
Q

What are three types of beliefs? (DII)

A

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

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7
Q

How can we define values?

A

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.

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8
Q

Pajares says that beliefs are difficult to untangle from what?

A

Knowledge, attitudes, opinions, and theory.

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9
Q

What are Rokeach’s 5 levels of belief?

A 
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)
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10
Q

How can we define a belief system?

A

As a set of principles which guide our reality

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11
Q

How much of learning is done in formal environments

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

A

Less than 10%

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12
Q

How much of learning is done in informal environments?

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

A

60% or more

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13
Q

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

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

A

About 50%

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14
Q

Name three significant EE movements

A

Nature Conservation Education
Nature as Teacher movement
Education for Sustainable Development

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15
Q

What are some characteristics of the Nature as Teacher movement?

A

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

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16
Q

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

A

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

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17
Q

How can we define emotional intelligence?

A

As an ability to recognise emotions and label them appropriately

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18
Q

What are some characteristics of Education for Sustainable Development?

A

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

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19
Q

What are some characteristics of Nature Conservation Education?

A

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

20
Q

What are ideologies?

A

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

21
Q

What are 5 sources of beliefs?

MECEF

A 
Mentors
Experience
Culture
Education
Faith
22
Q

How can we define a value?

A

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

23
Q

Considering beliefs and truth, how can we define knowledge?

A

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

24
Q

How can we define ‘bias’?

A

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

25
Q

What are some examples of respondent bias?

SASH

A

Social desirability bias
Agreeable bias
Sponsor bias
Habituation bias

26
Q

What are some examples of researcher bias?

COMCH

A 
Confirmation bias
Order of questions
Misleading questions
Cultural bias
Halo effect
27
Q

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

A

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

**Operational are the best

28
Q

What are four broad stages of a literature review?

A
  1. problem formation
  2. literature search
  3. data evaluation
  4. analysis & interpretation
29
Q

What are 5 reasons to do a literature review?

A
  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
30
Q

Today’s kids are digital

natives and have developed multitasking skills T/F

A

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

31
Q

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

A

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

32
Q

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

A

FALSE

The right and left hemispheres work together

33
Q

Brain development is over when children reach puberty T/F

A

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

34
Q

Memory must be trained

A

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.

35
Q

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

A
  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.
36
Q

Select the category of Rokeach’s belief system for the following statement and explain:
“I’m a woman”

A

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.

37
Q

Select the category of Rokeach’s belief system for the following statement and explain:
“I’m intelligent”

A

B

it’s a fact we consider about the self, internally.

38
Q

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

A

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.

39
Q

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”

A

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.

40
Q

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

A

C (Authority)

It refers to people of faith or figures of authority, and relates to how we trust them.

41
Q

“What is the absolute best way to teach environmental education to students?”

Is this a good research question?

A

There are some ways to improve it:

  • what does “the absolute best way” mean?
  • for which students?
  • how can it be investigated?
42
Q

What are the purposes of a problem statement?

A
  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.
43
Q

Discuss this research problem:

“The problem in this community is that it has no hospital”

A

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.

44
Q

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?
A

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

45
Q

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?
A

Neither of them have collectable data.

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