scholarly journals Kindergarten Teacher Students’ Knowledge Regarding Crucial Environmental Challenges

2021 ◽  
Vol 17 (3) ◽  
pp. 265-276
Author(s):  
Claudia Melis ◽  
Per-Arvid Wold
Keyword(s):  
Greenhouse Effect ◽  
Scientific Literacy ◽  
Global Climate ◽  
Ozone Layer ◽  
Kindergarten Teacher ◽  
Teacher Students ◽  
Pollinating Insects ◽  
Sufficient Degree ◽  
Life On Earth ◽  
Academic Year

Global warming and a decline in pollinating insects are among the most crucial challenges today and a sufficient degree of scientific literacy is required for citizens in order to understand these issues and take action for sustainable development in general. Several studies have investigated knowledge associated with the greenhouse effect and the effect of the ozone layer. These have deduced that despite improvement in teaching tools, a high proportion of pupils and students still confuse these two phenomena. Previous research has also shown that plant biology is a neglected subject and students struggle to differentiate between pollination and seed dispersal. This study investigates the understanding regarding the mechanisms underlying global climate change and pollination by conducting a survey with four classes of Norwegian kindergarten teacher students, at the beginning of the academic year (n = 103), and by asking follow-up questions after completed teaching (n = 111). It was observed that approximately 40 percent of the students confused the greenhouse effect with the effect of the hole in the ozone layer. One fifth of the students mentioned photosynthesis while describing the importance of the Sun for life on Earth. About one third of them connected pollen to plant reproduction and two thirds believed that pollen is seeds. A survey at the end of the academic year showed that a substantial proportion of the students displayed teaching resilience. These results can be interpreted in the light of constructivist learning theory and might partly be explained by the role mass media play in influencing scientific literacy. For future citizens to make informed decisions, ecological issues should be prioritised in education.

scholarly journals Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

2016 ◽  
Vol 12 ◽  
Author(s):  
Kristin Holte HAUG
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Creative Process ◽  
Personal Narratives ◽  
Learning Processes ◽  
Kindergarten Teacher ◽  
Learning Cycle ◽  
Research Focus ◽  
Teacher Students ◽  
Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

scholarly journals TEACHING MADURA LOCAL CONTENT LITERACY ON PRESERVICE SCIENCE TEACHER USING LWIS MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 103-112
Author(s):  
Mochammad Yasir ◽  
Ana Yuniasti Retno Wulandari
Keyword(s):  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Self Awareness ◽  
Learning Context ◽  
Integrated Science ◽  
Before And After ◽  
The Impact ◽  
Academic Year

Several previous studies have shown that students have difficulty integrating ethnoscience into science learning. Students are more likely to be introduced to the basic concepts of ethnoscience without involving how to integrate ethnoscience into science learning. The impact is that students’ scientific literacy is low. This is what underlies researchers to apply the Local Wisdom Integrated Science (LWIS) learning model by using local Madurese content to train students’ scientific literacy. The aim of this study was to evaluate differences in student scientific literacy after implementing the LWIS learning model in ethnoscience learning with local Madurese content. The method used was pre-experimental study with one group pretest-posttest design. When the study was carried out in the even semester of the 2019/2020 academic year by taking 22 students via purposive sampling technique as a sample of all students in class 6A of science education, Trunojoyo University, Madura. Analysis of data using descriptive statistics and paired sample t test. The results showed that there were different in the scientific literacy of the students using the LWIS learning model before and after studying ethnoscience with local Madurese material. The entire LWIS syntax helps train students' scientific literacy by including self-awareness of the importance of local Madurese content as a learning context. Ethnoscience can be integrated into science learning through the STEAM approach. The contribution of STEAM to the LWIS learning model and self-awareness is very significant in developing ethnoscience learning for local Madurese content from elementary, middle, and tertiary level. 

scholarly journals Curriculum Alignment with Vision and Change Improves Student Scientific Literacy

2017 ◽  
Vol 16 (2) ◽  
pp. ar29 ◽  
Author(s):  
Anna Jo Auerbach ◽  
Elisabeth E. Schussler
Keyword(s):  
Active Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Curriculum Alignment ◽  
Final Report ◽  
Process Skills ◽  
Student Collaboration ◽  
Undergraduate Biology ◽  
Learning Techniques ◽  
Academic Year

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

Pengaruh Model Contextual Teaching and Learning Oleh Guru Terhadap Hasil Belajar Pendidikan Agama Kristen Siswa Kelas IX SMP Negeri 1 Laguboti Kabupaten Toba Samosir Tahun Pembelajaran 2019/2020.

2020 ◽  
Vol 18 (2) ◽  
pp. 19-27
Author(s):  
Ade Irma Meliana Pangaribuan
Keyword(s):  
Learning Outcomes ◽  
Random Sampling ◽  
Teaching And Learning ◽  
Total Population ◽  
Sampling Technique ◽  
Christian Religion ◽  
Christian Students ◽  
Teacher Students ◽  
Contextual Teaching ◽  
Academic Year

This study aims to determine the positive and significant influence of the CTL model by the teacher on the students’ learning outcomes of Christian Religion Education lesson of grade IX of SMP Negeri 1 Laguboti Academic Year 2019/2020.                This research is a correlational study using descriptive and inferential statistical techniques. The population is all class grade IX Christian students totaling 174 people. The sampling was determined by using Random Sampling technique with 29% of the total population of 50 people. The instrument of this study was a closed questionnaire for variable X and a test for variable Y.                This study concludes that there is a positive and significant effect of the CTL model on student’s Christian Religion Education Learning Outcomes of class IX of SMP Negeri 1 Laguboti 2019/2020 Academic Year, which is 29.59%. Keywords        : Contextual Teaching and Learning Model by the Teacher, Students’ Learning Outcomes.

scholarly journals The Computing Methods for CO2 Emissions in Maritime Transports

2016 ◽  
Vol 22 (3) ◽  
pp. 622-627
Author(s):  
Doru Coşofreţ ◽  
Marian Bunea ◽  
Cătălin Popa
Keyword(s):  
Energy Efficiency ◽  
Diesel Engines ◽  
Greenhouse Effect ◽  
Global Climate ◽  
Computing Methods ◽  
Point Of View ◽  
Maritime Transportation ◽  
Exhaust Gases ◽  
Global Climate Changes ◽  
Marine Diesel

Abstract Nowadays the global climate changes have determined the international bodies to take measures in order to reduce emissions that contribute to the greenhouse effect. The main component of the exhausting gases produced by diesel engines is the CO2 emissions, considered responsible for the greenhouse effect appearance. The CO2 occurrence is largely dependent on the fuel carbon content as used in the diesel engines and further on the fuel consumption. In this context, it is worthwhile considering the maritime transportation activities taking place since 2011 when IMO took steps to reduce the emissions of CO2 from the exhaust gases of marine diesel engines on ships, enforcing their energy efficiency standards. This paper presents a summary of the main methods for determining the CO2 masses from the exhaust gases of marine diesel engines. These computation methods highlight usage opportunities from the sustainable management principles point of view, promoting the concept of energy efficiency onboard the ships. The undertaken researches open new perspectives in regulation framework, offering new tools for GHG ship emissions’ monitoring and evidence.

scholarly journals COSMIC-RAY-DRIVEN REACTION AND GREENHOUSE EFFECT OF HALOGENATED MOLECULES: CULPRITS FOR ATMOSPHERIC OZONE DEPLETION AND GLOBAL CLIMATE CHANGE

2013 ◽  
Vol 27 (17) ◽  
pp. 1350073 ◽  
Author(s):  
Q.-B. LU
Keyword(s):  
Climate Change ◽  
Surface Temperature ◽  
Global Climate Change ◽  
Greenhouse Effect ◽  
Ozone Depletion ◽  
Global Climate ◽  
Cosmic Ray ◽  
Atmospheric Ozone ◽  
Global Surface Temperature ◽  
Global Surface

This study is focused on the effects of cosmic rays (solar activity) and halogen-containing molecules (mainly chlorofluorocarbons — CFCs) on atmospheric ozone depletion and global climate change. Brief reviews are first given on the cosmic-ray-driven electron-induced-reaction (CRE) theory for O 3 depletion and the warming theory of halogenated molecules for climate change. Then natural and anthropogenic contributions to these phenomena are examined in detail and separated well through in-depth statistical analyses of comprehensive measured datasets of quantities, including cosmic rays (CRs), total solar irradiance, sunspot number, halogenated gases (CFCs, CCl 4 and HCFCs), CO 2, total O 3, lower stratospheric temperatures and global surface temperatures. For O 3 depletion, it is shown that an analytical equation derived from the CRE theory reproduces well 11-year cyclic variations of both polar O 3 loss and stratospheric cooling, and new statistical analyses of the CRE equation with observed data of total O 3 and stratospheric temperature give high linear correlation coefficients ≥ 0.92. After the removal of the CR effect, a pronounced recovery by 20 ~ 25 % of the Antarctic O 3 hole is found, while no recovery of O 3 loss in mid-latitudes has been observed. These results show both the correctness and dominance of the CRE mechanism and the success of the Montreal Protocol. For global climate change, in-depth analyses of the observed data clearly show that the solar effect and human-made halogenated gases played the dominant role in Earth's climate change prior to and after 1970, respectively. Remarkably, a statistical analysis gives a nearly zero correlation coefficient (R = -0.05) between corrected global surface temperature data by removing the solar effect and CO 2 concentration during 1850–1970. In striking contrast, a nearly perfect linear correlation with coefficients as high as 0.96–0.97 is found between corrected or uncorrected global surface temperature and total amount of stratospheric halogenated gases during 1970–2012. Furthermore, a new theoretical calculation on the greenhouse effect of halogenated gases shows that they (mainly CFCs) could alone result in the global surface temperature rise of ~0.6°C in 1970–2002. These results provide solid evidence that recent global warming was indeed caused by the greenhouse effect of anthropogenic halogenated gases. Thus, a slow reversal of global temperature to the 1950 value is predicted for coming 5 ~ 7 decades. It is also expected that the global sea level will continue to rise in coming 1 ~ 2 decades until the effect of the global temperature recovery dominates over that of the polar O 3 hole recovery; after that, both will drop concurrently. All the observed, analytical and theoretical results presented lead to a convincing conclusion that both the CRE mechanism and the CFC-warming mechanism not only provide new fundamental understandings of the O 3 hole and global climate change but have superior predictive capabilities, compared with the conventional models.

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