Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)

2008 ◽  
Vol 10 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Helen Gerretson ◽  
Elaine Howes ◽  
Scott Campbell ◽  
Denisse Thompson
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Science Curriculum ◽  
Education For Sustainable Development ◽  
Management Tool ◽  
The Usa ◽  
Mathematics And Science Education ◽  
Curricular Materials ◽  
Mathematics And Science

Interdisciplinary Mathematics and Science Education Through Robotics Technology: Its Potential for Education for Sustainable Development (A Case Study from the USA)This case study pictures the challenges and successes described by two Grade 8 teachers as they attempt to use robotic technologies to integrate their mathematics and science curriculum in an interdisciplinary manner. We share our observations regarding the difficulties the teachers faced and their perceptions as they used the technology as part of classroom instruction. Our analysis indicates that the technology served as an effective management tool for teachers and a strong motivational tool for students. However, the data also reveal that the teachers struggled to integrate the technology in a manner that supported interdisciplinary instruction, particularly because they lacked time and appropriate curricular materials. Consequently, we argue that for robotic technology to be used as a model to support education for sustainable development, specific curriculum, adaptable to local contexts, needs to be readily available.

Education for sustainable development in chemistry – challenges, possibilities and pedagogical models in Finland and elsewhere

2014 ◽  
Vol 15 (4) ◽  
pp. 488-500 ◽  
Author(s):  
M. K. Juntunen ◽  
M. K. Aksela
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Green Chemistry ◽  
Chemistry Education ◽  
Sustainability Science ◽  
Education For Sustainable Development ◽  
Chemistry Teachers ◽  
Current State ◽  
Pedagogical Models ◽  
Pedagogical Frameworks

This article analyses Education for Sustainable Development (ESD) in chemistry by reviewing existing challenges and future possibilities on the levels of the teacher and the student. Pedagogical frameworks that are found eligible in practice are reviewed. Lesson themes that are suitable for implementing socio-scientific issues (SSI) related to ESD into basic chemistry education at schools are discussed. Based on this analysis, three new demonstrative pedagogical models for ESD in chemistry are presented to help guide the work of teachers. The models draw on an interdisciplinary reading of research in the field of SSI-based science education, sustainability science, green chemistry and environmental education. The current state of ESD in Finnish chemistry education is used as an example case throughout the article. Two tasks where future development is required were recognised. The first task concerns supporting chemistry teachers in overcoming the challenges with SSI and ESD they face in their work. The second task is to ensure that students are more often provided with more relevant and flexible chemistry content and studying methods.

scholarly journals Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019 ◽  
Vol 11 (11) ◽  
pp. 3079 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Information And Communication Technologies ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Learning Program ◽  
Learning Scheme ◽  
E Learning

Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

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