scholarly journals Integrate Education on Climate Change in Teaching and Leaning Biology at High School

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Nguyen The Hung ◽  
Nguyen Thi Quyen
Keyword(s):  
Climate Change ◽  
High School ◽  
Theoretical Basis ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Biogeochemical Cycles ◽  
Viet Nam ◽  
Selection Methods ◽  
Integrated Education ◽  
High School Curriculum

Currently, climate change is an enormous challenge to all humanity. However, the high school curriculum in Vietnam does not have the Education Climate Change subject. So education on climate change should be integrated in the teaching and learning of subjects. In high school curriculum, Biology has many advantages in the integration of education on climate change. Besides presenting theoretical basis for education on climate change in the teaching Biology (objective, principles and basic requirements of the selection methods of  integrating on education climate change, this aticle also introduces the design and teaching – leaning "Biogeochemical cycles and the biosphere" (Biology 12) by integrating education on climate change.  Keywords Education on Climate Change; Teaching and Learning Biology; integrated Education; Climate Change References 1. Trần Bá Hoành (2003). Dạy học tích hợp – Kỷ yếu 60 năm ngành Sư phạm Việt Nam, Nxb ĐHSP Hà Nội.2. Nguyễn Thế Hưng (2007), Phương pháp phân tích nội dung SGK để thiết kế bài giảng Sinh học - Tạp chí giáo dục số 160, tr.39 – 41.3. Phạm Văn Lập (Chủ biên)(2011), Sinh học 12, Nxb Giáo dục, Hà Nội.4. Lê Đức Ngọc (2005), Xây dựng chương trình đào tạo giáo viên dạy tích hợp các môn tự nhiên, các môn xã hội – nhân văn và các môn công nghệ - Kỷ yếu mục tiêu đào tạo và mô hình ĐHSP Việt Nam giai đoạn mới, (tr. 72 -76).5. Dương Tiến Sĩ (2001), Giảng dạy tích hợp các khoa học nhằm nâng cao chất lượng giáo dục và đào tạo – Tạp chí Giáo dục số 9, Tr. 95 - 99.6. Xavier Roegiers (1996), Khoa sư phạm tích hợp hay làm thế nào để phát triển các năng lực ở nhà trường? (Người dịch: Đào Trọng Nguyên, Nguyễn Ngọc Nhị), NXB Giáo dục.

scholarly journals Contents Analysis of the Pancasila Education and Citizenship Students’ Book for High School Curriculum 2013

2019 ◽  
Author(s):  
K.E.R Marsudi ◽  
Sunarso Sunarso
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Learning Objectives ◽  
Ministry Of Education ◽  
High School Curriculum ◽  
School Year ◽  
Class Level ◽  
Writing Errors

Based on the results of preliminary observations of the Pancasila and Citizenship Education (PPKn) textbooks for high schools both in class X, XI and XII Curriculum 2013 it was found that there were some writing errors in the material. This study aims to determine the consistency of high school civics textbook material in accordance with the prevailing curriculum, namely the curriculum 2013. The analyzed books are civics textbooks for class X, XI and XII by the Ministry of Education and Culture of the Republic Indonesia published in 2017 and 2018. This civics textbook is considered not good enough and not yet suitable for use. In this textbook there has been discussion of the material with training in competencies both cognitive, affective and psychomotor. But in this book, in addition to some indicators that show relevance to the applicable curriculum there are also several indicators that do not show relevance to the applicable curriculum. It is said relevant because of the indicators analyzed, this book has presented well with the discovery of the diversity of values and cutting-edge material. Based on the consistency of this book said to be inconsistent, there are still some overlapping material because it experiences repetition at the next class level. This textbook is not yet suitable to be used in the teaching and learning process by students to achieve the learning objectives, therefore it still needs revision for the next school year.

scholarly journals IMPROVING STUDENTS IN WRITING SKILL BY USING SCRAMBLED PICTURE IN NARRATIVE TEXT

2019 ◽  
Vol 5 (1) ◽  
pp. 25-34
Author(s):  
Arum Yunita Puspitasari
Keyword(s):  
High School ◽  
Classroom Management ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Curriculum ◽  
Conventional Technique ◽  
Narrative Text ◽  
High School Curriculum ◽  
Written Text

Writing is one of four basic skills that students in junior high school have to learn. While a writing is complicated because there are many aspects such as mechanics, vocabulary and grammar, and   writing activities.The students must be able to combine word and sentences grammatically into written text. Based on junior high school curriculum which is designed by Indonesia government, the students should understand and create various functional texts, monologues and essays in the form of descriptive, procedure, report, recount and narrative text. The student should be able to develop their skill to express the meaning and the structure of the text. In this research the researcher founds some problem faced by the students in the eighth grade of SMP Islam Al Amin Malang. They don’t know how to start writing and organize their ideas. Second, they  still had difficulties to understand conjunction and punctuation, third they were also low of vocabulary mastery. Beside that the teacher still used conventional technique to teach writing, especially in narrative text.The researchers used classroom action research. In this research, the researcher conducted one cycle in implementing the method by using Scrambled Picture. The researcher conducted in one cycle because in cycle one the criteria of success had been achieved. The success of this research is influenced by two factors; the researcher’s factor and the student’s factor. The researcher’s factor was the researcher’s classroom management and the researcher’s explanation. The students also happy to used Scrambled Picture in writing narrative text during teaching and learning process. Key Words: Improving, scramble, narattive

Climate Change Science in School Curriculum: Solution to Ignorance of Commons in Developing Countries

2021 ◽  
Vol 7 (4) ◽  
pp. 29-34
Author(s):  
K.P. Thrivikramji ◽  
K.S. Sajinkumar ◽  
V.R. Rani
Keyword(s):  
Climate Change ◽  
High School ◽  
Developing Countries ◽  
Skill Training ◽  
Work Force ◽  
Developed Countries ◽  
School Curriculum ◽  
Learning Content ◽  
Knowledge Deficit ◽  
High Schoolers

In developing countries and to a certain degree in developed countries too, either climate change (CC) consequences or drivers of CC are alien to the mindset of commoners, who after High School had with/without vocational skills entered the workforce. This deficit or ignorance can be rectified only by adding CC education in the school system. We present a school appropriate outline of CC learning content spanning Kinder Garten to High School. Adding CC content in school education is immensely warranted, as a large chunk of high schoolers annually joins the work force with or without vocational or skill training. Further, such a knowledge deficit among the generations of working class can be remedied only by providing appropriate and sufficient knowledge on CC consequences, etc., only through a structured adult education campaign.

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

Sign in / Sign up

Export Citation Format

Share Document