An Energy Education Curriculum for Children Based on Fostering Creativity in Elementary Schools

2014 ◽  
pp. 197-205
Author(s):  
Rasool Abdullah Mirzaie ◽  
Neda Zerafatdoost
Keyword(s):  
Elementary Schools ◽  
Education Curriculum ◽  
Energy Education ◽  
Fostering Creativity

scholarly journals From Teachers’ Views to Explore the Implementation of Energy Education in Taiwan’s Elementary Schools

2020 ◽  
Vol 5 (2) ◽  
pp. 115
Author(s):  
Mei-Ching Chen ◽  
Chin-Cheng Chou ◽  
Chao-Ti Hsiung
Keyword(s):  
Elementary Schools ◽  
Rural Areas ◽  
Primary Schools ◽  
Three Dimensions ◽  
Learning Performance ◽  
Positive Energy ◽  
Energy Awareness ◽  
Energy Education ◽  
Energy Behavior ◽  
Significant Difference

<p>This study intended to explore the implementation of promoting “energy education” in Taiwan’s elementary schools. The research adopted a questionnaire (Likert five-point scale) from teachers’ view in three dimensions to construct examination. The 45 participants come from 10 different primary schools distributed across Taiwan, which participate in <span style="text-decoration: line-through;">e</span>nergy education program in the second period (2015-2017). The data was analyzed by ANOVA, mean and standard deviations of the viewpoints of the participants in the energy education learning achievement of the primary schools. The first findings in this research is, the program of energy education was most effective in “energy attitude” (M=4.282, SD=0.814), followed by “energy awareness” (M=4.049, SD=0.720) and “energy behavior” (M=3.983, SD=0.875). It shows that students have positive energy attitude, but they were relatively weak at energy saving behavior. Secondly, there is statistically significant difference in overall students learning performance with urban areas are higher than rural areas. Finally, it is suggested that in addition to strengthen energy attitudes and energy awareness, we should encourage students to take action in save energy in their daily life. Furthermore, we should invest more resources to rural areas to balance the students’ performances between urban and rural areas.</p>

To include or not to include—This is the question: Attitudes of inclusive teachers toward the inclusion of pupils with intellectual disabilities in elementary schools

2017 ◽  
Vol 13 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Sharon Malki ◽  
Tomer Einat
Keyword(s):  
Elementary Schools ◽  
Intellectual Disabilities ◽  
Professional Collaboration ◽  
Education Curriculum ◽  
Structured Interviews ◽  
Mainstream Teachers ◽  
School Settings ◽  
Inclusion Process ◽  
Positive Attitudes ◽  
The Relationship

Numerous studies have emphasized the relationship between success of policies of inclusion and acceptance and accommodation of students with intellectual disabilities in mainstream settings and teachers’ positive attitudes toward them. Using semi-structured interviews and interpretive and constructivist strategies, the present study qualitatively analyzes the attitudes of 40 inclusive teachers regarding the inclusion of pupils with intellectual disabilities in mainstream elementary school settings in Israel. We find that most inclusive teachers assert that the inclusion policy has failed mainly, due to insufficient inclusion hours and limited abilities of mainstream teachers to assist pupils with intellectual disabilities, and that inclusive teachers unofficially employ various strategies in an attempt to improve the inclusion process. We conclude that more emphasis and resources should be invested in increasing the number of inclusive hours in mainstream elementary schools and improving mainstream and inclusive teachers’ education curriculum, and that an inclusive strategy that involves various education and special education techniques and is based on the professional collaboration between mainstream teachers, inclusive teachers, and experts in the field of inclusion, should be implemented.

scholarly journals Pendidikan KARAKTER MELALUI PENDIDIKAN AGAMA ISLAM di SEKOLAH DASAR ISLAM TERPADU DI KOTA YOGYAKARTA

2014 ◽  
Vol 12 (3) ◽  
Author(s):  
A.M. Wibowo
Keyword(s):  
Elementary Schools ◽  
Religious Education ◽  
Learning By Doing ◽  
Learning Activities ◽  
Islamic Education ◽  
Learning Approaches ◽  
Education Curriculum ◽  
Ideal Model ◽  
Model Curriculum ◽  
Cost Of Education

The study aims to (1) describe the model curriculum of religious education in Islamic integrated elementary schools (SDIT) at Yogyakarta, (2) described the implementation of religious education in Islamic Integrated Primary School in forming the religious character of the learner. (3) describe the support and constraints faced by Islamic integrated elementary schools in preparing and developing the religious education curriculum andits implementation in learning activities, (4) show the concept ideal model of Islamic religious education in Islamic integrated elementary schools. By using qualitative approach this research had found four things: (1) the model curriculum of Islamic education at SDIT is integrated in each unit subjects. (2) the implementation of religious education in and instilling religious character learners performed with variety of approaches like fullday school, habit forming, communicative stimulative, learning by doing, human approach, and leadership (3) The support factors to instilling of religious education curriculum character are factual and hidden curriculum, extra curriculum, programs habituation, and learning approaches used. While the obstacles are faced by infrastructure, cost of education, as well as the participation of parents who still feels less.

Informal Education of Energy Conservation

2012 ◽  
Vol 8 (4) ◽  
pp. 16-44 ◽  
Author(s):  
Wang-Kun Chen ◽  
Yih-Ruey Juang ◽  
Sheng-Hua Chang ◽  
Ping Wang
Keyword(s):  
Energy Conservation ◽  
Informal Education ◽  
Cost Benefit Analysis ◽  
Cost Benefit ◽  
Economic Cost ◽  
Benefit Analysis ◽  
Education Curriculum ◽  
Energy Education ◽  
School Based ◽  
Different Types

Since there is about seventy percent of population in Taiwan acquiring knowledge of energy conservation through informal education, the non-school based energy education is growing more important. In this paper a brief survey of informal education of energy conservation in Taiwan is conducted. First of all, a variety of instructional scenarios available for informal education are reviewed, including museums, communities, and many others. Secondly, the strategies to promote informal education, such as TV ads, print media advertising, network communication, speaking tour, leaflet distribution, workshop, demonstrations, eco-tour, community colleges, and prize events, are discussed based on cost-benefit analysis. Furthermore, the influence of each strategy on the population’s knowledge of energy conservation is estimated statistically. The effectiveness of different types of informal education is compared based on their economic cost, learning outcome, and acceptance rate. As a conclusion, a suggestion to improve the energy education policy is proposed. This study has been devoted to finding the curriculum theories and strategies applicable in designing curriculum for informal education, and to providing a theoretical basis on which environmental protection education curriculum can be developed.

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