DEVELOPMENT OF TEACHING MATERIALS ESD (EDUCATION FOR SUSTAINABLE DEVELOPMENT) IN COACHING SKILLS OF SELF CHILDREN WITH INTELLECTUAL CHALLENGES IN SMA LB C IN JAKARTA

The purpose of this research is to develop teaching materials ESD (Education for Sustainable Development) in subjects Self Development skills in a special program of vocational skills such as making skills of the rest of the patchwork mat and look for alternative learning model development Self Development skills required of teachers in accordance with the child's ability mentally retarded that still form an outline of the learning program.The research was conducted in SLB C East Jakarta. The subjects of research that high school teachers and students mentally retarded LB C. Outcome or product part of this research is the study of ESD (Education for Sustainable Development) in subjects Self Development skills in a special program of vocational skills makedoormats from the rest of the patchwork.The results of this study are expected to contribute to the implementation of innovative teaching model for teachers SLB C through the development of teaching materials ESD (Education for Sustainable Development) in practice the skillsself help Mentally Retarded Children in order to achieve self-reliance to improve the quality of life of chldren with intellectual challenges.

Download Full-text

Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development

Sustainability ◽

10.3390/su12093736 ◽

2020 ◽

Vol 12 (9) ◽

pp. 3736 ◽

Cited By ~ 3

Author(s):

Zhenwen Liu ◽

Hsi-Chi Yang ◽

Yan-Chyuan Shiau

Keyword(s):

Sustainable Development ◽

Elementary School ◽

Education For Sustainable Development ◽

Evaluation Framework ◽

Three Dimensions ◽

Teaching Materials ◽

School Teaching ◽

Level 3 ◽

Four Levels ◽

Elementary School Teaching

Education for Sustainable Development (ESD) forms part of Target 4.7 of Sustainable Development Goal 4 in the 2030 Agenda. This paper presents an effort to propose an evaluation framework of elementary school teaching materials in Taiwan for sustainable development considering three dimensions of sustainability: Environmental, social, and economic. The proposed framework comprises four levels: Lever 1, education for sustainable development; Level 2, teaching scopes; Level 3, learning indicators, and; Level 4, learning topics. This study first, through literature reviews, proposed an initial evaluation framework and then, through in-depth expert interviews, obtained a modified framework. Thereafter, the Delphi questionnaires were conducted to establish the final evaluation framework. The framework includes four teaching scopes, ten learning indicators and twenty-one learning topics. Furthermore, the weights of each scope and its associated indicators were analyzed and compared through AHP questionnaires to obtain the scoring table for sustainability teaching materials implemented in a school. Finally, the scoring table was applied to an existing elementary school to investigate its implementation of the teaching materials on sustainable development. Based on the result from the scoring table, the areas needed for improvement were identified and the improvement strategies were then proposed.

Download Full-text

An Analysis of Transformation of Teaching and Learning of Japanese Schools that Significantly Addressed Education for Sustainable Development

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2017-0013 ◽

2017 ◽

Vol 19 (2) ◽

pp. 36-50 ◽

Cited By ~ 1

Author(s):

Tomonori Ichinose

Keyword(s):

Sustainable Development ◽

Teaching And Learning ◽

Local Community ◽

Local Environment ◽

Education For Sustainable Development ◽

Head Teachers ◽

Local Society ◽

School Activities ◽

Educational Backgrounds ◽

Teachers And Students

AbstractEducation for Sustainable Development (ESD) requires learner-centred and interactive teaching strategies such as critical thinking, participatory decision-making, value-based learning, and multi-method approaches, all of which to some degree contrast traditional lecture-based teaching practices. As there is very little evidence providing international comparison across different educational backgrounds, the research digs deeper into the effects of a pluralistic ESD approach to teaching in the context of Japanese primary and secondary education. Based on answers from a questionnaire administered by head teachers in 469 ESD schools, the present research shows that teachers recognise that at least in relation to the local environment, community welfare, and depopulation of communities, the students are increasingly aware of their role and the need to act ambitiously to create a sustainable society. In these teacher comments about ESD methods, the main emphases were on the whole system, for example, the use of integrated studies (referred to 37 times), cross-curriculum development (13), and the ESD calendar (12). The fact that ESD is learner-centred (26), learning in the society (23) focused on collaboration with local community, and based on active learning (20) also frequently appeared. The research also reveals that by using local resource materials and conducting experiential activities, studentsí awareness of their local district deepens, and students then start to tackle with difficulties of local society such as declining population, protection of natural environment, and preservation of traditional culture by themselves. However, it cannot be said that teachers clearly understand their role as coaches and change agents, and there were no reported cases of teachers and students collaboratively designing school activities. Thus, there is still space for more profound teaching and learning growth in ESD in Japan.

Download Full-text

How Philosophizing the Dialogos Way Can Promote Education for Sustainable Development

10.5772/intechopen.96198 ◽

2021 ◽

Author(s):

Eirik Hæreid Marcussen ◽

Michael Weiss ◽

Guro Hansen Helskog

Keyword(s):

Sustainable Development ◽

Research Question ◽

Research Process ◽

Education For Sustainable Development ◽

Dialogic Learning ◽

Learning And Teaching ◽

Action Inquiry ◽

Upper Secondary ◽

Teachers And Students ◽

Curriculum Reforms

This paper is an inquiry into an action research process in which staff from a combined vocational and academic upper secondary school philosophized “The Dialogos Way” together, as part of ongoing curriculum reforms in Norway. Some teachers were also trained in facilitating such dialogs with their students. Since sustainable development is one of three interdisciplinary topics now supposed to run through all subjects at all educational levels, our chosen action inquiry research question in this paper reads as follows: How can training teachers in philosophizing the Dialogos Way promote attitudes and skills required for dialogic learning-and-teaching, and how can this form of learning-and-teaching support education for sustainable development? Using teachers’ and students’ meta-reflection notes as data, the authors find that the Dialogos approach offers a fruitful way of integrating sustainable development issues in the curriculum.

Download Full-text

Naturens ansikten

Studier i Pædagogisk Filosofi ◽

10.7146/spf.v5i2.19122 ◽

2017 ◽

Vol 5 (2) ◽

pp. 1

Author(s):

Johan Dahlbeck

Keyword(s):

Sustainable Development ◽

Education For Sustainable Development ◽

Teaching Materials ◽

Everyday Lives ◽

The Everyday

This paper explores the moral underpinnings of education for sustainable development by studying the humanization of nature in contemporary teaching materials. To this end, Spinoza’s and Freud’s naturalistic psychological accounts – suggesting, among other things, that the human psychological constitution tends to further a reversed sense of causality – are invoked as resources for explaining the image of nature as portrayed in education for sustainable development. It is argued that the examples looked at rely on two problematic assumptions: (1) that there exists a metaphysical gulf between humanity and nature, and (2) that natural forces, like humans, act intentionally and therefore appear to be motivated by an underlying, albeit seemingly unexplainable, sense of teleology. To conclude, the humanization of nature in education for sustainable development is taken to make for a potential democratic problem insofar as the image of nature may be conceived as a powerful instrument for governing the everyday lives of people. That is, being able to influence the humanized image of nature also implies having a degree of influence over the ways that people live.

Download Full-text

Learning sustainability by making games. The experience of a challenge as a novel approach for Education for Sustainable Development

10.4995/head21.2021.13192 ◽

2021 ◽

Author(s):

Sara Cravero ◽

Francesco Strada ◽

Isabella Lami ◽

Andrea Bottino

Keyword(s):

Sustainable Development ◽

Serious Games ◽

Meaningful Learning ◽

Education For Sustainable Development ◽

Social Dimensions ◽

Learning Context ◽

Ideal Candidate ◽

Novel Approach ◽

Teachers And Students ◽

Changing Attitudes

Nowadays, the programs of Education for Sustainable Development (ESD) are designed for changing attitudes on environmental, economic, and social dimensions. In this context, and considering the varied ages of the participating students, it is necessary to implement appropriate pedagogical methods that are generally different from the traditional ones. Among the available approaches, Sustainability serious games (SSGs) appear to be an ideal candidate to facilitate ESD providing students with opportunities to experience the complex issues of sustainability. Besides learning by playing SSG, another relevant opportunity, capable of engaging teachers and students into a relevant and meaningful learning context, is learning by making SSGs, capable of engaging teachers and students into a relevant and meaningful learning context. In light of these comments, this paper proposes a major contribution to the research on learning by making games through a detailed discussion of the results obtained during a University Challenge experience, where students were involved in the design and development of SSGs. The Challenge involved 59 higher education (HE) students who were asked to work in groups to create a (per-group) prototype of a SSG aimed at improving the sustainability of our campus. Results of the Challenge assessment show that this learning approach can indeed be considered a valuable alternative for ESD.

Download Full-text

On Environmental Education in the Discourse of the Concept of Sustainable Development (from the Experience of a Pedagogical University)

Scholarly Notes of Transbaikal State University ◽

10.21209/2658-7114-2021-16-4-75-84 ◽

2021 ◽

Vol 16 (4) ◽

pp. 75-84

Author(s):

Kupriyanova Marina Yu. ◽

◽

Sharonova Evgeniya G. ◽

Arestova Inessa Yu. ◽

◽

...

Keyword(s):

Sustainable Development ◽

Environmental Education ◽

Education For Sustainable Development ◽

Point Of View ◽

The Sustainable Development ◽

University Development ◽

Global Responsibility ◽

Teachers And Students ◽

Economic Nature ◽

The University

The article analyzes the implementation of the ideas of sustainable development at the Chuvash State Pedagogical University named after I. Ya. Yakovlev in the field of education. The methodological basis was the work of domestic and foreign authors in the field of research. The relevance of the work lies in considering the experience in the field of environmental education in the discourse of the concept of sustainable development from the standpoint of participation in it of the administration, teachers and students of the university in question, from the point of view of content and organizational aspects. Analysis of the experience of the ChSPU named after I. Ya. Yakovlev in the field of environmental education from the perspective of the sustainable development concept, identified the main contradictions that are of a socio-political and economic nature. It has been noted that teachers, students and the administration of the university are involved in the implementation of activities that create conditions for the implementation of the principles of sustainable development in education on the example of environmental education. It is noted that the university still has problematic issues in the field of education for sustainable development, for the solution of which the authors propose a number of measures that will create comfortable conditions at the university for the global responsibility and active citizenship formation in the field of sustainable development. Within the framework of this article, the authors have developed basic recommendations for integrating the concept of sustainable development into national educational programs, which consist in the following: organization of a center for environmental education and sustainable development of the university; development of the concept of the university in the field of sustainable development; development and implementation in the curriculum of the discipline “Sustainable Development” with the provision of the course with appropriate methodological support. Keywords: sustainable development, environmental education, education for sustainable development, pedagogical university

Download Full-text