Learning Outcomes in Sustainability Education Among Future Elementary School Teachers

2017 ◽  
Vol 11 (1) ◽  
pp. 33-51 ◽  
Author(s):  
Rider W. Foley ◽  
Leanna M. Archambault ◽  
Annie E. Hale ◽  
Hsiang-Kai Dong
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Content Knowledge ◽  
Elementary Classrooms ◽  
School Teachers ◽  
Post Secondary ◽  
Question Analysis ◽  
Post Test

Universities and colleges around the world are exploring ways of reorganizing curricula to educate future leaders in sustainability. Preservice teachers hold tremendous potential to introduce concepts of sustainability far earlier than post-secondary education. However, there is little research of such efforts to yield changes in future elementary school classrooms. This article shares a new, required course—Sustainability Science for Teachers (SSFT)—that is designed to present sustainability topics to preservice teachers. Using the course as a case, we ask: Do preservice teachers acquire skills and content knowledge in sustainability, and does that experience translate to elementary classrooms? Pre- and post-test data from 234 students and a follow-up survey with 103 respondents offers evidence towards addressing this question. Analysis shows preservice teachers gain skills in systems thinking and develop content knowledge in sustainability. This study suggests sustainability is being introduced into elementary classrooms after preservice teachers were required to take a course in sustainability.

scholarly journals CONNECTION BOOK AND WORKSHEET BASED 2013 CURRICULUM FOR SD TEACHERS IN SURAKARTA

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sri Marmoah ◽  
Soegiyanto Soegiyanto ◽  
Idam Ragil Widianto Atmojo ◽  
Roy Ardiansyah
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Post Test ◽  
Teacher's Knowledge

<em>The purpose of this service is to train primary school teachers in Surakarta city to have the ability to optimize the role of a teacher to involve parents and the community in the implementation of learning so that specifically this activity aims to train teachers to have the ability to compile contact books and worksheets. The method used in this service begins the Workshop, Practices, and Implementation. In conducting this training, subjects were asked to work on tests related to the preparation of connection books and worksheets for elementary school teachers. Analysis of the data used is pre-test and post-test. The results of this activity were an increase in teacher's knowledge and understanding of the preparation of connection books and worksheets</em>

scholarly journals Penerapan Multimedia TAVAGIS Berbasis Prezi dalam Pembelajaran Kurikulum 2013 bagi Guru Sekolah Dasar di Kabupaten Kuningan

2019 ◽  
Vol 4 (3) ◽  
pp. 369-380
Author(s):  
Agatha Kristi Pramudika Sari ◽  
Dyah Puteria Wati
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Teachers ◽  
School Curriculum ◽  
School Teachers ◽  
Multimedia Development ◽  
Service Activity ◽  
Quality Learning ◽  
Training Modules

APPLICATION OF PREZI-BASED TAVAGIS MULTIMEDIA IN LEARNING CURRICULUM 2013 FOR ELEMENTARY SCHOOL TEACHERS IN KUNINGAN REGENCY. The curriculum currently being implemented in elementary schools in Indonesia is the 2013 curriculum. One of the problems faced regarding the implementation of the 2013 curriculum is the lack of mastery of information and technology (IT) by teachers, due to learning habit patterns that still do not consider IT's role in improving quality learning. Though teachers are required to master IT in this technological era. This community service activity is intended for fourth grade teachers in elementary schools in Kuningan District, Kuningan Regency. The purpose of this training is to improve the skills of teachers in the IT field, in making and implementing Prezi-based TAVAGIS Multimedia in 2013 elementary school curriculum learning. The method of implementing this activity consists of several stages, namely: 1) Planning which includes partner surveys, training licenses, preparation of training modules, training preparation and coordination, and program socialization, 2) Implementation of PKM activities which include training on Prezi-based TAVAGIS multimedia development and use assistance multimedia that has been made, 3) Evaluation and follow-up. Based on the results of observations and quisioner, training in making and assisting the implementation of Prezi-based TAVAGIS multimedia runs smoothly and some obstacles that arise can be resolved so that this activity can improve the knowledge and skills of making Prezi-based TAVAGIS multimedia, thus helping teachers to create interactive, interesting, and fun learning.

scholarly journals Effects Of A Problem-Solving-Based Mathematics Course On Number Sense Of Preservice Teachers

2004 ◽  
Vol 1 (2) ◽  
Author(s):  
Yea-Ling Tsao
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Problem Solving ◽  
Elementary School Teachers ◽  
Number Sense ◽  
Control Group ◽  
School Teachers ◽  
Entry Level ◽  
Mathematical Exploration ◽  
Mathematics Course

The purpose of this study was to investigate what level of number sense was possessed by preservice elementary school teachers. The sample was composed of students in six intact entry?level mathematics sections of a course populated by preservice elementary school teachers. One hundred fifty-five participants from these six classes completed data collection tasks during the Spring 2002 semester for the study. These courses are all problem-solving-based. A problem-solving-based mathematics course was designed to utilize manipulatives, problem solving approaches, and the cooperative learning environment. Students actively participate in problem-solving mathematical exploration. Research designs using a control group could not be used for this study, as the problem?solving?based classroom is the required method by the institution to teaching this mathematics class. The six combined classes form “one-group” with pretest/posttest corresponding to the pre-post-surveys. T?tests were used to compare the paired changes in number sense across time.The participating elementary school preservice teachers’ number sense changed between the beginning and the completion of the undergraduate mathematics content course. This change was significant at a = 0.01 for issues.

Challenging Preservice Elementary Teachers' Image of Rectangles

2013 ◽  
Vol 2 (1) ◽  
pp. 27-41
Author(s):  
Gayle Millsaps
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Preservice Elementary Teachers ◽  
School Teachers ◽  
Class Inclusion ◽  
Early Experiences ◽  
Concept Images ◽  
Mathematics Community

Preservice elementary school teachers (PSTs) often have difficulty understanding hierarchical (i.e., class inclusion) relationships between geometric shapes. In particular, PSTs' predisposition to place squares and rectangles in separate categories can be attributed to their concept images. Although the larger mathematics community prefers the hierarchical definitions of special quadrilaterals, the concept images of special quadrilaterals such as squares and rectangles that PSTs develop in their early experiences contribute to a preference for partitional definitions. This study examines the benefits and limitations of using the Shape Makers curriculum unit to modify preservice teachers' concept images and their definitions of special quadrilaterals.

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