Students’ task-solving regarding ecosystem services : A comparison between students with and without Autism Spectrum Disorders

DSpace Repository

Students’ task-solving regarding ecosystem services : A comparison between students with and without Autism Spectrum Disorders

Details

Files for download Overview of item record
Publication Conference Poster
Title Students’ task-solving regarding ecosystem services : A comparison between students with and without Autism Spectrum Disorders
Author Holmqvist, Mona
Date 2016
English abstract
There has been an increasing interest for ecosystem services in society recently, and this interest has also influenced education. In this study, the aim is to develop knowledge about how this new school-phenomenon can be understood by students in grades 7 to 9, with and without Autism Spectrum Disorder (ASD). Ecosystem services literacy aims to help inform decision-makers for a sustainable environment in the future, and by that developing students’ knowledge in the field becomes crucial as the students are tomorrow’s decision makers. Participants were students with ASD in grades 7 to 9 (N=11) and controls (25 in grade 7 and 25 in grade 9). The 11 adolescents with ASD (4 female and 7 male) were aged 13-16 years (M=15, 18 years) who met DSM-IV (American Psychiatric Association, 2000) criteria for ASD. The school is an ordinary compulsory secondary school (grades 7 to 9). The data consisted answers of 4 tasks in both groups (ASD N=44 and controls N=200). The data material consists of answers form four questions, related to two core contents in the Swedish Biology syllabus, namely: (A) Animals, plants and other organisms’ life. Photosynthesis, combustion and ecological relationships and the importance of knowledge of this has, for example, Agriculture and Fisheries, and (B) Ecosystems in the environment, relationships between different organisms and names of common occurring species. Relationships between organisms and the inanimate million.Task (1) four sentences including needed information in to solve the task; (2) cartoon with one person asking a question and four alternative answers, (3) 8 sentences describing the foods way from to the kitchen and the difference between animal and vegetable food-production. A statement was made before the question was given: ‘school serves vegetarian food twice a week. How will this affect our environment?’ The qualitative analysis of the data shows different difficulties students in the two groups have in understanding the meaning of the tasks. The students with ASD had difficulties in finding the global overview of the content of the task to create an overall understanding of the intention of the task and how to answer the given question. On the other hand, the students without ASD make assumptions grounded in their own everyday ideas which made them end up with an incorrect answer as they did not relay on the information given in the tasks.
Conference
ERIDOB 2016 (5-9 September : Karlstad, Sweden)
Link https://www5.kau.se/sites/default/files/Dokument/subpage/2015/01/conference_programme_and_abstracts_for_eridob_2016_13339.pdf .Icon
Pages 93
Language eng (iso)
Subject Humanities/Social Sciences
Research Subject Categories::NATURAL SCIENCES
Handle http://hdl.handle.net/2043/21911 Permalink to this page
Link https://www5.kau.se/eridob-2016... (external link to related web page)
Facebook

This item appears in the following Collection(s)

Details

Search


Browse

My Account

Statistics