What Is Most Desirable for Nature? An Analysis of Azorean Pupils’ Biodiversity Perspectives When Deciding on Ecological Scenarios

Understanding pupils’ biodiversity perspectives is essential to developing educators’ sensitivity to students’ multi-faceted views of the world, thus increasing teaching effectiveness. In this study, we asked 1528 school pupils in the Azores to choose between alternative schemes in three ecological scenarios and to justify their decisions. The study’s objectives were to understand biodiversity perspectives underlying pupils´ choice of the most desirable schemes for nature and to examine whether gender and school level (middle school/high school) influenced their choices. Quantitative (frequency analysis and Chi-square statistics) and qualitative (thematic analysis) methods were applied for data analysis. The majority of pupils made appropriate choices, arguing from different biodiversity perspectives, which were classified in 10 categories and 24 subcategories. High school pupils did not exhibit significant differences among the main arguments employed, and mostly referred to ecological concepts, while middle school pupils exhibited different choices according to gender, emphasizing richness over the threats posed by introduced species. Biodiversity education should thus be strengthened, especially at the middle school level, where different complex issues would benefit from classroom discussion and systematization. The chosen methodological strategy proved to be effective in assessing pupils’ biodiversity perspectives, which may be useful to deal with other ill-structured problems.

Learning to Frame Complex Sustainability Challenges in Place: Explorations Into a Transdisciplinary “Challenge Lab” Curriculum

Complex sustainability challenges may never be fully solved, rather requiring continuous, adaptive, and reflexive responses over time. Engagement of this nature departs from well-structured problems that entail expected solutions; here, focus shifts toward ill-structured or ill-defined issues characterized by wickedness. In the context of complex challenges, inadequate or absent framing has performative implications on action. By overlooking the value of framing, eventual responses may not only fall short; they may even displace, prolong, or exacerbate situations by further entrenching unsustainability. In educational settings, we know little about how curriculum designs support challenge framing, and how students experience and learn framing processes. In this paper we explore a transdisciplinary “Challenge Lab” (C-Lab) curriculum from a perspective of challenge framing. When considering framing in higher education, we turn to the agenda in education for, as and with sustainable development to be problem-solving, solutions-seeking or challenge-driven. We introduce framing as a boundary object for transformative praxis, where sustainability is held to be complex and contextual. This study is qualitative and case-based, designed to illuminate processes of and experiences into sustainability challenge framing in a transdisciplinary learning setting. Methodologically, we draw from student reflective diaries that span the duration of a curriculum design. We structure our results with the support of three consecutive lenses for understanding “curriculum”: intended, enacted, and experienced curriculum. First, we present and describe a C-Lab approach at the level of ambition and design. Here it is positioned as a student-centered space, process, and institutional configuration, working with framing and re-framing complex sustainability challenges in context. Second, we present a particular C-Lab curriculum design that unfolded in 2020. Third, we illustrate the lived experiences and practical realities of participating in C-Lab as students and as teachers. We reflect upon dilemmas that accompany challenge framing in C-Lab and discuss the methodological implications of this study. Finally, we point toward fruitful research avenues that may extend understandings of challenge framing in higher education.

How K-12 Teachers Adapt Problem-Based Learning Over Time

Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt their usage of PBL over time. Some adaptations include a refined approach to teaching strategies, while others include significant diversions from the original PBL model. A better understanding of the changes teachers enact provides important insight as to fidelity and thus the expected learning outcomes of PBL. To address this gap, this research conducted semi-structured interviews with experienced K-12 educators who employed PBL over multiple years. In terms of preparing for PBL, themes that emerged from the interviews included more emphasis on reimagining the problem scope and design thinking. During classroom time, teachers described shifting perspectives in terms of the following: problem-solving skills over content knowledge, student control and teacher facilitation, and embracing failure. Relating to technology, teachers described more adoption trends towards collaborative tools, while also describing opportunities and challenges with digital literacy. Finally, teachers described strategic approaches to assessment in light of the ill-structured problems posed by PBL. Implications for practice and theory are discussed.

Sistem Pendukung Keputusan Pembelian Mobil Baru Dengan Menggunakan Metode Multi Attribute Utility Theory (Maut)

Abstrak: Mobil adalah salah satu alat transportasi darat yang penting pada saat sekarang ini. Memiliki mobil bagi sebagian besar kalangan masyarakat pada saat ini bagaikan suatu hal yang pokok dimana dapat membantu mereka dalam beraktivitas khususnya dalam bekerja.Sistem Pendukung Keputusan membantu mengambil keputusan memanfaatkan data dan model keputusan untuk menyelesaikan masalah-masalah yang tidak terstruktur dan semi terstruktur. SPK dirancang untuk menunjang keseluruhan tahapan pembuatan keputusan, yang dimulai dari tahapan identifikasi masalah. Penelitian ini bertujuan untuk membangun sebuah sistem pendukung keputusan dengan menggunkan metode Multi Attribute Utility Theory (Maut), dan dapat memberi manfaat bagi calon pembeli mobil baru. Metode Maut merupakan suatu skema yang evaluasi akhir, v (x) dari suatu objek x didefinisikan sebagai bobot yang dijumlahkan dengan suatu nilai yang relevan terhadap nilai dimensinya. Kelebihan dari metode ini adalah dapat mengetahui dengan cepat tentang status akhir atau hasil. Penerapan metode ini mampu memberikan hasil rekomendasi sesuai dengan kriteria yang diinginkan.Kata Kunci: Mobil, Sistem Pendukung Keputusan, Multi Attribute Utility Theory (Maut).Abstract: Cars are one of the essential means of land transportation today. Having a car for most of the community is like a thing that can help them in their activities, especially at work. Decision Support Systems help make decisions using data and decision models to solve unstructured and semi-structured problems. DSS is designed to support all stages of decision-making, starting from the problem identification stage. This study aims to build a decision support system using the Multi-Attribute Utility Theory (Death) method to benefit prospective new car buyers. The Death Method is a scheme in which the final evaluation, v (x) of an object x, is defined as the weight added to a value relevant to its dimension value. The advantage of this method is that it can quickly find out about the final status or result. Moreover, the application of this method can provide recommendations according to the desired criteria.Keywords: Cars, Decision Support Systems, Multi-Attribute Utility Theory (Death)

Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education

Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students’ CPS activities, but their effects have not been comprehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scaffoldings to promote Chinese university students’ online CPS activities and use a multi-method approach to analyze the effects of three scaffolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scaffoldings. It is initially shown that the idea-centered scaffolding strengthens students’ connections between idea contribution, metacognitive regulation, and knowledge artifact behaviors, which are critical factors for improving the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices.

Scenario cognitive modeling of development trends of the complexity system “youth, labor market, quality of life”

Conducting research on the quality of life of young people and the impact on it of such a significant factor as the youth labor market, as well as related research on the problems of state support for young people, require the use of simulation methods due to the incompleteness of information and poorly structured problems of such complex systems as the quality of life of young people and the labor market. The article gives a brief overview of the categories “labor market”, “quality of life”, “youth”, which is necessary to determine the content of cognitive modeling of the complex system “youth, labor market, quality of life”. The technology of cognitive modeling is briefly presented. The results of the application of cognitive simulation modeling to the study of the quality of life of young people in relation to the labor market are presented. An example of modeling is presented in the form of a corresponding cognitive map and a number of scenarios for the possible development of situations on it, which may arise under the assumed influence of various social and economic factors, as well as under the influence of regulatory and control systems.

Designing and Learning by Technological Mediation

In this article, an instrumental case study of a practical course in assistive technologies in cooperation between Norway and Brazil shows how patients, design students, and therapists participate in designing and learning. The study reveals how conception and reception of design play out through mediation processes between stakeholders and artifacts. The study was framed in light of Alain Findeli’s writings to challenge and inform current developments in design studio educational practices. To explain the solving of complex, ill-structured problems through design, Findeli proposed systems theory as a holistic philosophical perspective of the design process and design education. By asking what design is and how to teach it, I reiterate Findeli’s ideas on design and design education. This article emphasizes the ubiquitous effects of technology through relationalist ontology and postphenomenological perspectives.

SELECTION OF THE RIGHT MARKETPLACE FOR SALE OF ORNAMENTAL PLANTS USING ANALYTICAL HIERARCHY PROCESS (AHP) METHOD

Basically, each marketplace has its own market, therefore as a seller who will start an online business, especially those who use the marketplace, they must know which marketplace is right to start their online business according to what category of goods to sell. This research is needed to help business people, in this case ornamental plant traders, choose the right marketplace for their online business activities. Decision Support System (DSS) is a computer-based system used to help make decisions from structured and semi-structured problems. Analytical Hierarchy Process (AHP) is a method that can be used to select from the specified criteria. This method can simplify the criteria that are considered in making decisions for marketplace selection to be simpler and easier to understand. The results of the study show that the decisions made using the AHP method are very effective, and are expected to help make objective decisions. After processing data and analyzing respondent data, with the criteria for the number of visitors, transaction system, features, and searc engine optimization (SEO), it was found that Lazada (0.428) has the highest priority, Tokopedia (0.235) with second priority, Shopee (0.204) with priority third, and Bukalapak (0.133) with the fourth priority

Mathematical Modeling as a Catalyst for Equitable Mathematics Instruction: Preparing Teachers and Young Learners with 21st Century Skills

This case study focuses on a team of teachers and students in a Lesson Study, focused on using mathematical modeling (MM) to make significant decisions to design and plan for a sustainable edible garden in their community. We examined (a) how teachers develop students’ capacity to engage in mathematical modeling, while attending to equitable teaching practices; and (b) how teachers’ view of teaching through mathematics modeling changed after unit implementation. We found that teachers were deliberate in employing specific structures, routines, and tools to attend to equitable participation, when eliciting student thinking in the modeling process. We found that teachers’ view of mathematics modeling changed as they recognized how MM allowed for (a) integration of important mathematics concepts while giving students ownership of the mathematics; (b) opportunity to assess both content and 21st century process skills; and (c) positive energy that came from both students and teachers when teaching through the use of mathematical modeling. A promising strategy for preparing our youth for rigorous mathematics and skills to solve ill-structured problems is by integrating mathematical modeling in early elementary grades to develop critical 21st century skills and a productive disposition towards problem posing and problem solving.