Application of positive teaching methods and techniques to organize the integrating education for sustainable development in 10th grade geography at high school

2020 ◽  
Vol 65 (4) ◽  
pp. 39-47
Author(s):  
Phuong Doan Thi Thanh
Keyword(s):  
High School ◽  
Sustainable Development ◽  
Teaching Methods ◽  
Education For Sustainable Development ◽  
10Th Grade ◽  
Methods And Techniques

scholarly journals Inclusion of Indigenous Knowledge System (IKS) – A Precondition for Sustainable Development and an Integral Part of Environmental Studies

2014 ◽  
Vol 4 (1) ◽  
pp. 58-76 ◽  
Author(s):  
Ellen Carm
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Teaching Methods ◽  
Education For Sustainable Development ◽  
Knowledge Systems ◽  
Aids Education ◽  
Systems Science ◽  
Paper Briefly ◽  
Learning And Teaching ◽  
Indigenous Knowledge System

UNESCO (2005) launched the Decade of Education for Sustainable Development, 2005-2014, and as we now proceed into the final year of that decade there is a time for asking whose development?  That question heavily relies upon what type of education, which again leads to aspects concerning epistemological lenses. I am using my experiences and research from two totally different assignments; an evaluation of a post-literacy and skills program in rural Laos, and the other aimed at developing and implementing a localized approach to HIV/AIDS education in Zambia. The outcomes from the two interventions revealed that in order to initiate and sustain change and development, it was crucial to ensure the inclusion and merger of multiple knowledge systems, science and traditional knowledge. That requires a focus on how. In other words, the processes we put in place to ensure the recognition and merger of different epistemologies are crucial to ensure sustained local development.The paper briefly discusses key concepts related to multiple knowledge systems, education for sustainable development, and different conceptualization of learning and teaching methods, and explores how environmental education can contribute to sustainable development. The last section illustrates how expansive learning can be applied as a method and a tool to analyze the processes at stake, and outcomes of participatory and inclusive interventions. The paper elaborates on the methodology and shows how a multi-voiced approach can bridge the gap between different epistemologies, e.g. Indigenous Knowledge and Western Knowledge, create space for interaction and negotiations among a diverse group of stakeholders and actors to reach to the local innovations and development activities.DOI: http://dx.doi.org/10.3126/jer.v4i1.10726Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 58-76 

scholarly journals SUSTAINABLE DEVELOPMENT FROM HIGH SCHOOL TEACHERS’ PERSPECTIVE

2020 ◽  
pp. 131
Author(s):  
Tamara Vukić
Keyword(s):  
High School ◽  
Sustainable Development ◽  
High School Teachers ◽  
Role Models ◽  
Education For Sustainable Development ◽  
School Teachers ◽  
The Sustainable Development ◽  
Modern School ◽  
Daily Behavior ◽  
And Behavior

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.

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

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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