scholarly journals Salingtemas Approach (Science, Environment, Technology And Society) in Biology Learning

2017 ◽  
Author(s):  
Harmoko
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Everyday Life ◽  
Education Technology ◽  
The Other ◽  
Technology And Society ◽  
Science Technology ◽  
Biology Learning ◽  
Biology Process

SALINGTEMAS approach is a combination of STS (Science, Technology and Society) and EE (Environmental Education).In abroad, the approach is known as SALINGTEMAS (Science, Education, Technology and Society) otherwise in Indonesia,it is known as SALINGTEMAS. The main characteristic of SALINGTEMAS is learning something based on the problemsand the issues faced by students in everyday life that contains components of science and technology. SALINGTEMAS triesto provide an understanding of the role of the environment on science, technology and society, and the other way. There arefour phases in learning using SALINGTEMAS approach, namely: invitation phase, exploration, suggest of explanations andsolutions as well as take action. In the teaching biology process, this approach is associated with the elements ofenvironment, technology and society integratively. There are so many topics or biological problems that can be solved usingSALINGTEMAS approach

scholarly journals Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020 ◽  
Vol 12 (8) ◽  
pp. 3259
Author(s):  
TBM Chowdhury ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Sustainable Development Goals ◽  
School Setting ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Development Goals ◽  
Informed Citizenry ◽  
Technological Decision Making

This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

scholarly journals Text as Reflection of Multiple Ethnic Identity (on material of autobiographic novels by N. Mandela and P. Abrahams)

2019 ◽  
Vol 25 (2) ◽  
pp. 250-272
Author(s):  
Svitlana Pilishek
Keyword(s):  
Ethnic Identity ◽  
Second Language ◽  
Everyday Life ◽  
South African ◽  
The Other ◽  
National Cultures ◽  
Nelson Mandela ◽  
The People ◽  
The World

The article deals with peculiarities of development and manifestation of multiple ethnicity of personality in conditions of polyethnic and multilingual environment that serves as a basis for transformation of both personality’s outlook and ethnic identity as a result of learning the second language. The current research is focused on studying the texts of autobiographic novels by Nelson Mandela (“A Long Walk to Freedom”) and Peter Abrahams (“Tell Freedom”) written in South African variant of English. Identification of original channels of culturally marked lexis that has been identified in the texts of autobiographies mentioned above has made it possible to confirm the facts multiple ethnicity that the authors possess. Language as a complex, evolutionary, hierarchically built megasystem undergoes changes at all levels while existing in a particular cultural and historical environment. The character and dynamics of such changes are predetermined by a range of factors including language contacts. The flexibility and cumulative character of the language system make it possible for the language to borrow culturally marked lexis from the “other” language. Such processes are predetermined by the fact that any language exists in close connection to the envorinment – the people; a language is a means of reality objectivation, a reflection of personality’s world. A personality learns another language, uses it in everyday life, absorbs elements of national cultures that are manifested in language through culturally marked lexis, builds own language picture of the world, and creates a network of multiple ethnicities that find their reflection in language. Interaction between a personality and representatives of other ethnic societies within a particular environment highlights both ethnic integrative and differentiating role of language.

scholarly journals THE LATVIAN 12TH GRADE STUDENTS` UNDERSTANDING OF PARTICULAR ISSUES OF NATURAL SCIENCES

2011 ◽  
Vol 8 (1) ◽  
pp. 44-54
Author(s):  
Irmeli Palmberg ◽  
Gunita Praulite ◽  
Janis Gedrovics
Keyword(s):  
Science Education ◽  
Everyday Life ◽  
Key Words ◽  
Basic Skills ◽  
School Science ◽  
Natural Sciences ◽  
The Other ◽  
Human Biology ◽  
Knowledge And Skills ◽  
12Th Grade

Students after graduating school must have both, knowledge and basic skills for ac-tive life-action, which includes their ability to evaluate their knowledge and skills for usabil-ity both in everyday life and in future. In this article knowledge of different problems within science education and its usability for future life, evaluated by the Latvian 12th grade stu-dents, has been analysed by using a poll, which has been previously approved in Nordic countries. Results show that Latvian students’ knowledge about different problems of human biology is relatively higher than in other fields of science. On the other hand students demonstrate a lack of skills for generalization, therefore knowledge is sometimes insufficient. Only slightly more than half of students recognized their knowledge in science, obtained at school, as suitable for their future life. Key words: basic skills, human biology, knowledge, school science.

scholarly journals Face masks as layers of meaning in times of COVID-19

2020 ◽  
pp. 1354067X2095754
Author(s):  
Luca Tateo
Keyword(s):  
University Students ◽  
Everyday Life ◽  
Cultural Psychology ◽  
Meaning Making ◽  
Face Mask ◽  
The Other ◽  
Different Types ◽  
The Face ◽  
The Way

The pandemic of COVID-19 has brought to the front a particular object: the face mask. I have explored the way people make-meaning of an object generally associated with the medical context that, under exceptional circumstances, can become a presence in everyday life. Understanding how people make meaning of their use is important. Using cultural psychology, I analyse preferences toward different types of face masks people would wear in public. The study involved 2 groups, 44 Norwegian university students and 60 international academics. In particular, I have focused on the role of the mask in regulating people affective experience. The mask evokes safety and fear, it mediates in the auto-dialogue between “I” and “Me” through the “Other”, and in the hetero-dialogue between “I” and the “Other” through “Me” The dialogue is characterized by a certain ambivalence, as expected. Meaning-making is indeed the way to deal with the ambivalence of human existence.

Science, Technology, and Society (STS) Issues

2014 ◽  
pp. 203-212
Author(s):  
Mohammed Yousef Mai ◽  
Lilia Halim ◽  
Ruhizan Mohammed Yaseen ◽  
T. Subahan M. Meerah
Keyword(s):  
Air Pollution ◽  
Science Education ◽  
Research And Development ◽  
Secondary School Students ◽  
Science Curriculum ◽  
Technology And Society ◽  
School Students ◽  
Science Technology ◽  
Health And Disease ◽  
The Mean

This chapter discusses the results of a survey of secondary school students in Sana'a city regarding Science, Technology, and Society (STS) issues. Firstly, the chapter reviews the literature in order to seek for STS issues that should be infused into the science curriculum in Yemen. Secondly, it reports the results of the survey ranking Science, Technology, and Society issues. A valid and reliable questionnaire containing STS issues is administered to a sample of 418 students from 14 schools in Sana'a city. The results of the study reveal that the most salient issues that must be infused into the science curriculum are human health and disease, water supplies, air pollution, and energy shortages. Comparing the mean scores of males and female students, the results show significant differences in 5 themes. Implications for research and development in science education are discussed.

Science Education in India and Feminist Critiques of Science

2018 ◽  
Vol 15 (2) ◽  
pp. 164-186
Author(s):  
Deepika Bansal
Keyword(s):  
Science Education ◽  
Social Change ◽  
Modern Science ◽  
The Other ◽  
Power Dynamics ◽  
Gender Inequalities ◽  
Science And Society ◽  
Educational Implications ◽  
Education In India

The ‘liberal’ feminist perspective on science problematises the presence of fewer women than men in science and believes that increasing their number would qualify as social change. On the other hand, ‘radical’ critics of modern science argue that science has been deeply involved in the creation, strengthening and subversion of gender inequalities. The liberal strand is much more amenable to direct interventions and aligns well with current educational reforms. But the fundamental questions about science and science education that are raised by the radical strand not just evade agreement, but they also do not lead easily to direct educational implications. In this article, I show that an engagement with these perspectives offers us a chance to reflect on our society, on the place of science in it, and on the role of science education in mediating between science and society. This reflection further encourages us to rethink and reorganise science and science education so that they are more mindful of the gender and other kinds of power dynamics in our society.

A Standard Fit for Neoliberalism

2012 ◽  
Vol 54 (2) ◽  
pp. 275-307 ◽  
Author(s):  
Peter Gibbon ◽  
Lasse Folke Henriksen
Keyword(s):  
Everyday Life ◽  
Business Communication ◽  
The State ◽  
The Other ◽  
Social Scientists ◽  
Social Provision

Social scientists and historians writing on techniques of contemporary rule, particularly those influenced by post-Marxist paradigms such as governmentality, have become increasingly preoccupied by the expanding role of standardization and the subjection of an ever-expanding array of spheres of activity to inspection (or self-inspection), audit, and certification. In the course of their investigations, the elements of a common narrative are emerging. This links standardization, audit, and certification with neoliberalism and contraction of the state, on one hand, with a reconfiguration of everyday life in business, communication, and social provision on the other (see Power 1997; Brunsson and Jakobsen 2000; Strathern 2000; and Higgins and Larner 2010).

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