scholarly journals PENGEMBANGAN POTENSI TOLERANSI DAN PERSATUAN BANGSA MELALUI PENDIDIKAN AGAMA BERWAWASAN MULTIKULTURAL

2021 ◽  
Author(s):  
A.M. Wibowo
Keyword(s):  
Content Integration

Pendidikan agama berwawasan multikultural di sekolah merupakan salah satu cara untuk mengelola kemajemukan bangsa kita sehingga tidak menimbulkan konflik dan berakibat pada disentegritas. Komponen-kompenen yang diberdayakan dalam mengelola pendidikan agama berwawasan multikultural meliputi; kurikulum pendidikan agama (content integration), pendidik, tenaga kependidikan, lingkungan sekolah, dan kepemimpinan kepala sekolah dengan memasukan dimensi belajar dari perbedaan, membangun saling percaya, memelihara saling pengertian, menjunjung sikap saling menghargai, terbuka dalam berfikir, apresiasi dan interdependensi, resolusi konflik dan rekonsiliasi nirkekerasan.

Exploring Modeling as a Context to Support Content Integration for Chemistry and Earth Science

2021 ◽  
Author(s):  
Jonathon Grooms ◽  
Kevin Fleming ◽  
Alan R. Berkowitz ◽  
Bess Caplan
Keyword(s):  
Earth Science ◽  
Content Integration

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

scholarly journals Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study

2019 ◽  
Vol 12 (2) ◽  
pp. 1 ◽  
Author(s):  
Xabier San Isidro ◽  
David Lasagabaster
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Curriculum Integration ◽  
Language Teachers ◽  
School Level ◽  
Content Integration ◽  
Content Learning ◽  
The Subject ◽  
Insight Into ◽  
Oriented Research

In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology used. These are the reasons for both language teachers and subject teachers to work together in design and implementation; and for the teachers’ use of a translanguaging-based approach to language learning (San Isidro, 2018). Previous research has dealt with teachers’ opinions (Calvo & San Isidro, 2012; Coonan, 2007; Infante et al., 2009; Pladevall-Ballester, 2015) on the difficulties of curriculum integration and its effects on both the different languages of instruction and the learning of content; or on the difficulties of language and content integration. However, methodology-oriented research on teachers’ views and work in specific contexts is direly needed so as to gain a deep insight into the methodological commonalities that make CLIL what it is. Our qualitative study is focused on a two-year monitoring of teachers’ (N=6) views on CLIL implementation in a rural multilingual setting in Galicia. The teachers were monitored by means of interviews held between 2012 and 2014. After being trained, they took part in a CLIL project based on curriculum integration with two different groups of students. The findings reported showed that 1) teachers’ initial views on CLIL implementation turned more positive over the two years; 2) teachers believed that CLIL provides a very good framework for the development of pluriliteracies; 3) their views regarding content learning in CLIL turned more neutral in the course of the two years; and 4) teachers stressed the need for methodology-oriented training.

scholarly journals ADVANCED ICT TOOLS FOR IMPLEMENTATION OF THE COMPLEX CALCULATIVE STUDY

2021 ◽  
Vol 9 (1) ◽  
pp. 1388-1395
Author(s):  
Dr. Capt. K. Sujatha Et al.
Keyword(s):  
College Education ◽  
Information Communication ◽  
Edge Information ◽  
Concept Understanding ◽  
Content Integration ◽  
Intellectual Capacity ◽  
Ict Tools ◽  
Grassroots Level ◽  
Study Hall ◽  
Teaching Learning

India being a nation of Mathematicians like Srinivasa Ramanujam, Aryabhata, Shakuntala Devi, and so forth is constantly celebrated for worldwide numerical commitments throughout time. In the current circumstance, math is a subject that most understudies attempt to dodge because of its extensive counts and complex definitions. Numerous nations around the globe have done several turns of events and developments for mathematical calculations in the field of Chemistry, Physics, Electronics, Computer Science, and so forth with the assistance of cutting-edge Information Communication Technology (ICT) apparatuses. Indian mathematical subsystems also need to evolve and upgrade to meet the global professional competition from the grassroots level. There is a genuine need to join ICT instruments for mathematics in school and college education to have a superior agreement. The joining of ICT instruments can change the course of calculative study to calculative upgrade which further prompts higher concept understanding and perspective development. This paper discusses the new improvement in the field of advanced calculation and how it is limiting the weight on understudies. As per Prytherch (2000), "ICTs are networks that provide new opportunities for teaching, learning, and training through the delivery of digital content. “Integration technology in education means giving experiential learning to the students. Software tools for calculation are utilized in the study hall for improving intellectual capacity and abilities in students especially to diminish computation stress among them.     

Geoportals and the GDI Accessibility

2010 ◽  
pp. 42-50
Author(s):  
Trias Aditya ◽  
Menno-Jan Kraak
Keyword(s):  
Group Work ◽  
Geospatial Data ◽  
Visual Thinking ◽  
Web Content ◽  
High Importance ◽  
Data Infrastructure ◽  
Work Activities ◽  
Content Integration ◽  
Advanced Support

The vision of “created once, used many times” has been spread out across the globe through the development of geospatial data infrastructure (GDI) initiatives, including their geoportals. Within the GDI, a geoportal facilitates discovery of and access to geospatial data. This chapter discusses some key considerations for the success of a geoportal in facilitating users to exploit the GDI potentials. The top priority is to offer a usable interface that facilitates visual thinking when users search and browse metadata items. Advanced support to enable geospatial and non geospatial web content integration and to advance group work activities through the geoportal are also considered of high importance.

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