Education for Sustainable Development in High School through Inquiry-Type Socio-Scientific Issues

The goal of education for sustainable development, that is, the development of awareness and responsibility towards the environment, the adoption of values and principles such as justice, equality, peace, democracy, and encouraging students to change their personal lifestyle and adhere to the principles of sustainable development in their daily behavior cannot be achieved only through the education “about” sustainable development – there is a need for the education “for” sustainable development, whose main carriers are the teachers of the modern school. Given that the teachers are the role models, the source of information and knowledge, educators, that is, someone who is in direct contact with the students, i.e. present generations, whose attitudes and behavior should be shaped in accordance with the sustainable development, it is of great importance to explore their attitudes towards sustainable development and education for sustainable development. Accordingly, the research is focused on the sustainable development from the high school teachers’ perspective, with the aim of finding out whether the teachers are familiar with the concept of sustainable development, whether their daily behavior is sustainable, how they perceive the education for sustainable development, the position of sustainable development within the educational system, and their personal competence for working in this area.

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DEVELOPMENT OF EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD) BASED CHEMSDRO MOBILE BASED LEARNING FOR INDONESIAN JUNIOR HIGH SCHOOL: RATE OF REACTION

Jurnal Tadris Kimiya ◽

10.15575/jtk.v5i1.5908 ◽

2020 ◽

Vol 5 (1) ◽

pp. 26-34

Author(s):

Anita Fibonacci ◽

Zidni Azizati ◽

Tomi Wahyudi

Keyword(s):

High School ◽

Sustainable Development ◽

Mobile Phones ◽

Junior High School ◽

Student Assessment ◽

Education For Sustainable Development ◽

Development Model ◽

Sustainable Living ◽

Rate Of Reaction ◽

Reaction Characteristic

ICT learning media mostly emphasize students content and motivation. The emphasis on protecting the environment as a form of development of sustainable living awareness is often considered not significant. Accordingly, many youth students begin to lose development of sustainable living awareness. This study aimed to produce and evaluate a learning media based on games in Android mobile learning- Chemsdro (Chemistry in Android) oriented to Education for Sustainable Development (ESD) on the topic rate of reaction. Characteristic of Chemsdro Learning Media was the topic of rate of reaction created in the form of games that embedded in android mobile phones with game characters who have a mission to protect the environment. This learning tool was designed to give motivation for students to care about the environment. This research was Research and Development model, it was adopted the steps from Thiagarajaan including define, design, develop, and dissemination steps. The subjects of this study were students grade XI of SMA 1 Kendal. The product validation showed that the Chemsdro learning media was a very appropriate category to use with the Aiken V coefficient of 0.9. Student assessment of Chemsdro learning media also showed a good category.

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Relevance of Education for Sustainable Development to Zambian High School Geography: A Survey of High Schools in Lusaka City

Journal of Law and Social Sciences ◽

10.53974/unza.jlss.1.1.369 ◽

2012 ◽

Vol 1 (1) ◽

pp. 67-85

Author(s):

Timothy Kamuzu Phiri

Keyword(s):

High School ◽

Sustainable Development ◽

High Schools ◽

Education For Sustainable Development ◽

School Level ◽

Personal Hygiene ◽

High School Level ◽

Transmission Of Knowledge ◽

Local Environments ◽

Descriptive Survey

Geography is one of the subjects offered in all high schools in Zambia. At the time this study was conducted in the year 2010, five years after the declaration of the Decade of Education for Sustainable Development (ESD) (2005-2014), ESD had not yet been incorporated at high school level. The study hence sought to determine the aspects of Geography that were compatible with ESD to ascertain the attitude of high school pupils towards Geography and determine ways in which the Geography syllabus could be improved vis-à-vis the need for pupils to be empowered to thrive in their local environments. A descriptive survey research design was used and information was gathered through group discussions (for the pupils) and questionnaires (for the pupils and Geography Heads of Section). The study found that ESD could make a contribution to Geography in the areas of field projects, personal hygiene and health, sexual education, intergenerational transmission of knowledge, use of indigenous knowledge and localisation of the Geography syllabus. The study found that though pupils were interested in Geography as reflected by their general good performance in examinations, nonetheless negative attitudes existed towards Geography because of its detachment from pupils’ personal environments, excessive use of teacher-centred methods and the bulky nature of the Geography syllabus.

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