scholarly journals A framework of integrating environmental science courses based to 21st century skills standards for prospective science teachers

2018 ◽  
Author(s):  
Afandi ◽  
Sajidan ◽  
Muhammad Akhyar ◽  
Nunuk Suryani
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Environmental Science ◽  
Science Courses ◽  
Prospective Science Teachers ◽  
Skills Standards

scholarly journals Examining of the non-routine problem-solving skills of prospective science teachers as part of the understand the problem and the solution plan

2017 ◽  
Vol 9 (4) ◽  
pp. 425-430
Author(s):  
Remziye Ergul
Keyword(s):  
Problem Solving ◽  
Best Practices ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Prospective Science Teachers

Today, looking at the goals of the training programs, we are faced with a set of skills called the 21st Century skills. These skills are critically important to success in today’s world. One of these skills is to solve the problem and one of the best practices for implementing 21st Century Skills is Problem-Based Learning. However, types of problems referred to here are non-routine problem. In this study, problem-solving skills of the teachers were investigated. For this purpose, a total of 56 prospective science teachers studying in Uludag University have been included in the study. Students were given two different non-routine science problems. The first of the problems has two variables and the second has three variables. Evaluations were made according to Polya’s first two steps. Students were asked to write clearly, what they understand from the problem and what should be done in order to find the solution. The data gathered from students was coded and interpreted using descriptive analysis. The findings showed that they were partially successful to solve the two-variables problem, but they failed to solve the three-variables problem. Keywords: Non routine problem, problem-solving skills, prospective science teachers.  

scholarly journals Comprehension of in-service primary-science teachers toward 21st century skills: A case study on Purwakarta

2019 ◽  
Vol 1157 ◽  
pp. 042130 ◽  
Author(s):  
H Handayani ◽  
W Sopandi ◽  
E Syaodih ◽  
A Suhandi ◽  
B Maftuh ◽  
...  
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Primary Science

scholarly journals Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 120
Author(s):  
Asrizal Asrizal
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Industrial Revolution ◽  
Learning Material ◽  
Assistance Program ◽  
New Literacy ◽  
Average Value ◽  
Thematic Learning

The 4.0 industrial revolution requires humans to possess 21st century skills. Education should be able to prepare students to have 21st century skills to be successful in their life. In addition, the geographical condition of Indonesia is a disaster-prone region. For this reason, teaching should be able to develop student literacy to face the challenges of the industrial revolution 4.0 and the geographical condition of the Indonesian region. The thematic science teaching is relevant to 21st century skills, essential principles of 21st century learning, and the geographical condition of Indonesia. But the real conditions show that the integration of literacy in science teaching is still lacking and limited. A solution to solve this problem is the assistance program the development of thematic learning material by integrating new literacy and disaster literacy for science teachers in junior high school. The objective of the research is to investigate the results of the assistance program the development of thematic learning material. Participants of program assistance were 30 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest and questionnaire sheet. The data were analyzed by descriptive statistics analysis and wilcoxon signed rank test. Based on the results of data analysis can be stated that: 1). in the assistance program activities for the development of thematic science teaching material can be produced 26 teaching materials in the form of student worksheet by integrating new literacy and disaster literacy, 2). the average value of the practicality of using thematic science worksheet according to students in two junior high schools is 86.41 so that this average value can be classified into very good category, 3). the average value of participant responses to the implementation of the assistance program is 85.65 and this average value can be entered into very good category, and 4). the assistance program for developing learning material by integrating new literacy and disaster literacy is effective to improve knowledge of science teachers about data literacy, technological literacy, human literacy, and disaster literacy.

Not All Borders Are Global: Exploring Teacher-Librarian Collaboration in Math and Science

2016 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross ◽  
Heidi Julien ◽  
Shelbie Witte
Keyword(s):  
High School ◽  
Focus Groups ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
High School Math ◽  
Math And Science ◽  
Public Librarians ◽  
Groupes De Discussion ◽  
Math And Science Teachers

This poster reports the results of four focus groups held with high school math and science teachers and school and public librarians to explore how teachers and librarians can collaborate most effectively to help students develop 21st Century Skills in order to prepare them for STEM-related jobs.Cette affiche présente les résultats de quatre groupes de discussion entre des enseignants en mathématiques et en sciences au lycée et des bibliothécaires de lycée ou de bibliothèque publique, cherchant à explorer la façon dont les enseignants et les bibliothécaires peuvent collaborer plus efficacement pour aider les élèves à développer des compétences du 21e siècle afin de les préparer à des emplois en sciences, technologie, ingénierie et mathématiques (STIM).

scholarly journals Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

2021 ◽  
Vol 11 (11) ◽  
pp. 737
Author(s):  
Emily Anna Dare ◽  
Khomson Keratithamkul ◽  
Benny Mart Hiwatig ◽  
Feng Li
Keyword(s):  
Science Teachers ◽  
Stem Education ◽  
21St Century ◽  
Real World ◽  
21St Century Skills ◽  
Stem Careers ◽  
Integrated Stem ◽  
Stem Disciplines ◽  
K 12 ◽  
Real World Problems

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction. This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms. Our findings show that all teacher participants viewed STEM education from an integrative perspective that fosters the development of 21st century skills, using real-world problems to motivate students. Our findings also reveal that teachers have varying ideas related to the STEM disciplines within integrated STEM instruction, which could assist teacher educators in preparing high-quality professional development experiences. Findings related to real-world problems, 21st century skills, and STEM careers provide a window into how to best support teachers to include these characteristics into their teaching more explicitly.

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