An Assignment to Save the World (only less dramatic)

REASEARCH DESIGN An Assignment to Save the World (only less dramatic)

SELF-REPORTING: Students in Social Studies 11 will complete the following Environmental Attitudes Survey via google docs in order to establish baseline for comparison. Questions 1-15 involve the use of the Likert Scale while #16-19 asks the student to make a selection from the range of percentages offered. Question 2021 are a combination of multiple choice and open-ended questions but throughout the survey spaces will be given to allow the student to elaborate if they wish. An Environmental Attitudes Survey
Directions: Select a single response that best reflects your attitude. You are free to elaborate in the space provided if you wish.
1. 2. Environment issues are the most important topic affecting high school students today. My individual efforts within environmental protection each day can directly improve our environment. Stricter laws should be enacted to change behavior toward environmental protection. A personal concern for the environment is necessary for improvements in the environment. Collective effort (all members of society) is the only solution to environmental problems. High school students have little control over environmental problems that exist in the world. Incentives/reward would help me want to change my behavior to positively affect the environment. It s too late for our efforts to save the environment. Environmental problems are the result of the habits or behavior of everyone who lives in our society.
Strongly agree agree neither agree or disagree disagree strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

3.

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

4. 5.

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

6.

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

7. 8. 9.

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

10. Environmental extremists (tree huggers) turn me off and make me unwilling to make a commitment to protect the environment. 11. Solutions about the environment come from society, not from me. 12. I am willing to be more environmentally responsible even if it takes some effort and sacrifice on my part. 13. I know I could do more to protect the environment but it s just such a big problem that it feels like it will take forever before we actually see any positive results.

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Nina Pagtakhan 1

An Assignment to Save the World (only less dramatic)

14. I am only willing to be more environmentally responsible if it doesn t inconvenience me or change my lifestyle too drastically. 15. Sometimes it requires so much effort to be mindful of the environment and conservation. You just get into a pattern of doing something (like driving when you could walk, or not bringing a reusable bag because stores give you plastic ones anyways) and changing that pattern is really hard. 16. What percent of your environmental awareness has come from your elementary and secondary school education? 17. What percentage of your environmental awareness has come from your parents? 18. What percentage of your environmental awareness has come from TV programs, movies and the media? 19. What percentage of your environmental awareness has come from your peers?

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

Strongly agree

agree

neither agree or disagree

disagree

strongly disagree

<10% <10% <10% <10%

10-25% 25-50% 50-75% 75%-100% 10-25% 25-50% 50-75% 75%-100% 10-25% 25-50% 50-75% 75%-100% 10-25% 25-50% 50-75% 75%-100%

20. Which viewpoint best expresses your views on our relationship with the planet? Choose one only. a. The earth is here for our maximum benefit. We only have obligations to people, not plants or animals. b. It doesn t really matter what we do as individuals because the planet is too big and complex for people to have an impact. c. It s nice to take care of the planet if it doesn t inconvenience me or cost me more. d. As a society we have done enough to harm the planet and its ecosystems. We need to stop what we are doing immediately even if it means a large scale economic collapse. e. Other: explain

21. Which viewpoint best expresses the role of technology in solving our environmental problems? a. Technological advancements and developments in science will save the earth. So someone should get on that and pronto from what I hear b. Technological advancements are only part of the solution. Humans must also make conscious efforts to reduce, reuse, and recycle. So about 50% technology and 50% society. c. Technology has only gotten us so far and it is rare that this same technology does not create further problems. So about 25% rests on technology to solve environmental problems and the remaining 75% requires a shift in personal and societal attitudes. d. We have plenty of technology and still have environmental problems. Technology is not the answer. Only human beings making major changes in consumption will solve the earth s problems. It s 100% the individuals within a larger society who are responsible for solving environmental problems. e. Other: explain. 22. What do you do now to help protect/conserve the environment that you either didn t do before or just do more of? (For instance: turning the tap off while you brush your teeth or bringing a reusable bag to the grocery store). Why do you do it?

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An Assignment to Save the World (only less dramatic)

Interviews: I will ask the Social Studies department head, Jennifer Hobson to conduct interviews with my students in both blocks that I teach. I will likely include all of my students (18 in A block and 9 in E block depending on attendance that day). Answers will be voice recorded or transcribed by the interviewer. The mode of data collection is really dependent on whether I receive permission to record the students voices.
Interview Questions 1. Why do you think Ms. Pagtakhan has introduced this plant-project into this course? What do you think you are supposed to learn? 2. 3. 4. 5. What does it have to do with what you have been studying in the course (curriculum)? What do you think sense of place means? What do you think loyalty means? Does loyalty only pertain to certain things or people? Explain? Do you think if you knew more about environmental issues, you would do more? (Meaning, if Ms. Pagtakhan spent more time teaching you about it, (identifying issues, giving you possible solutions, allowing you to brainstorm solutions) then you would in turn, be more inclined to conserve or protect your environment? Explain.

OBSERVATION: Observations from me: Students know that Friday is plant journaling day and many may choose only this day to water and maintain. But I will be looking to see if students look in on and water plants on other days. Will students take home their plants on extended holidays? Will they ask another student to look after it when they are away? How will other students and teachers react to the plant project? Observations from others: Since the room is shared with the AP Psychology teacher and 2 other teachers from the Social Studies department, I will also ask them about other students behaviours around the plants. These observations and informal conversations I have with others will be recorded in a research journal.

PERFORMANCE: Student Journals: Students will also be given journal prompts, tying in what they have been learning to their plant. They will be asked what metaphors their plant represents in the topics they have learned each week.

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An Assignment to Save the World (only less dramatic)

Students already know some background behind their plant s history, origin and function and therefore they should be fairly equipped in drawing out connections. Regardless, I still expect to do a lot of mediation during this time as students often have a hard time writing their thoughts. Prompts will be something along the lines of: If this plant is a metaphor for history, you, what does the metaphor tell you? What is your deeper understanding of this plant now? (Robinson, K., personal communication January 28, 2012)

Student Socials 11 Concepts/ History

Spider plant

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An Assignment to Save the World (only less dramatic)

References Resources for rethinking. (2011). Retrieved February 3, 2012, from http://r4r.ca/en/resource/historyorigins

Wojtowicz, G. G. (1995). Health and environmental protection: A survey of student attitudes Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED386447&site=ehost-live

Young, K. (April 23, 2010). Environmental attitudes survey 2010. Retrieved February 3, 2012, from http://www.slideshare.net/flattail/environmental-attitudes-survey-2010

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