Journal of Advances in Education Research

8

Authors: Stathis Stivaktakis, Eva Krevetzakis

The primary purpose of this paper is to highlight the crucial importance of integrating art with science. To do so the paper provides a justification of the inclusion of the arts in the science curriculum, by drawing extensively on both theoretical and empirical work. Thus the paper discusses both the epistemological rationale and the pedagogical rationale behind the integration of art and science. It then provides concrete examples as teaching/learning possibilities with regard to the teaching and learning of science through the arts. The paper makes it quite clear that the inclusion of the arts in the science curriculum can be justified on both epistemological and pedagogical grounds and not simply because the inclusion of the arts makes science learning interesting.

10

Authors: Nicola Dunham

The aim of this paper is to explore theoretical frameworks that align with critical pedagogy to inform critical analysis of issues within early childhood education (ECE). This paper is particularly aimed at early childhood student teachers engaging in analysis of discourse and policy associated with ECE in Aotearoa New Zealand, but may hold relevance to other fields and disciplines. The paper begins by defining the concept of critical pedagogy and a theoretical framework, and then proceeds to outline examples of theoretical frameworks relevant to critical pedagogy and ECE. Attention is given to key concepts associated with Freire, Foucault, Bourdieu, and kaupapa Māori. Banking education is the central theme within the framework of Freire; mapping discourse for Foucault, social order and forms of capital for Bourdieu and finally the concepts of ako, poutama and tuakana/teina associated with kaupapa Māori. The paper concludes by highlighting the value of using a theoretical framework informed by critical pedagogy to probe the social landscape for points of inclusion, exclusion and marginalisation. It is concluded that without such a theoretical framework the analysis of educational policy and discourse is likely to verge on a mere stating of current positions, rather than challenging and seeking to reposition issues in support of social justice: a restating as it were.

13

Authors: Mei-Shiu Chiu, Jan DeWaters

This study aims to develop the Energy-Issue Attitude Questionnaire (EIAQ). The EIAQ focuses on student responses to energy issues in society and includes ten constructs, organized pairwise with tension: energy-saving vs. carbon-reducing knowledge, having vs. being lifestyles, questioning vs. conforming to authorities, technology vs. nature approaches, and future vs. present goals. The EIAQ was validated with a criterion questionnaire on energy literacy, including knowledge, affect and behavior. Research participants were 4,689 Taiwanese secondary students. The results show that the EIAQ has desirable construct validity and reliability. Significant differences occur between the two attitudes in each pair. Energy attitudes have medium correlations with energy affect and behavior but low correlations with energy knowledge. The results of structural equation modeling show that energy behavior is directly predicted by 'being' lifestyles and conformity to authorities, and indirectly predicted by energy-saving knowledge, mediated by energy affect.