The Effect of Climate Change Teaching and Learning Using Havruta on the High School Student’s Attitude toward Science

2020 ◽  
Vol 10 (4) ◽  
pp. 443-452
Author(s):  
Hae-Rim Jeong ◽  
Hak-Sung Kim
Keyword(s):  
Climate Change ◽  
High School ◽  
Teaching And Learning ◽  
Student’S Attitude ◽  
Attitude Toward Science

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.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

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.

Towards an overdetermined design for informal high school girls’ learning in geospatial technologies for climate change

2018 ◽  
Vol 28 (2) ◽  
pp. 151-174 ◽  
Author(s):  
Patricia Solís ◽  
Niem Tu Huynh ◽  
Philippe Huot ◽  
Marcela Zeballos ◽  
Astrid Ng ◽  
...  
Keyword(s):  
Climate Change ◽  
High School ◽  
Geospatial Technologies ◽  
High School Girls ◽  
School Girls
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