scholarly journals ANALYSIS OF CRITICAL THINKING TEST TYPE HOTS BASED ON EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PRIMARY SCHOOL

2021 ◽  
Vol 10 (4) ◽  
pp. 785
Author(s):  
Neneng Widya Sopa Marwa ◽  
Ghullam Hamdu
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Primary School ◽  
Education For Sustainable Development ◽  
Test Type

scholarly journals Implementasi Assessment Sikap Berpikir Kritis Berbasis Education for Sustainable Development (ESD) di Sekolah Dasar

2021 ◽  
Vol 7 (3) ◽  
pp. 309
Author(s):  
Suci Nurlailah ◽  
Ghullam Hamdu
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Elementary Schools ◽  
Student Attitudes ◽  
Education For Sustainable Development ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Attitude Assessment ◽  
Learning Attitudes ◽  
Analysis Technique

Penelitian ini dilatar belakangi masih kurang pahamnya guru di sekolah dasar mengenai penilaian sikap berbasis Education for Sustainable Development (ESD) dengan kompetensi berpikir kritis. Dalam pembelajaran penilaian sikap sangat penting untuk membentuk sikap peserta didik yang baik untuk membentuk sikap berpikir kritis secara berkelanjutan. Tujuan dari adanya penelitian ini untuk mengetahui penerapan penilaian sikap yang digunakan oleh guru sekolah dasar terutama di kelas tinggi. Subjek penelitian ini adalah guru kelas di Sekolah Dasar. Teknik analisis yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa 1) Penggunaan instrumen assessment sikap masih minim digunakan. 2) belum terdapat instrumen assessment sikap berupa rubrik terutama menyangkut dengan ESD. 3) Instrumen assessment sikap yang perlu dikembangkan yaitu terkait dengan sikap berpikir kritis dengan basis ESD.   The background of this research is that teachers in elementary schools still understand the Education for Sustainable Development (ESD) based assessment with critical thinking competence. In learning attitudes, it is very important to form good student attitudes to form critical thinking attitudes on an ongoing basis. The purpose of this study was to determine the attitude assessment used by elementary school teachers, especially in high grades. The subjects of this study were classroom teachers in elementary schools. The analysis technique used is descriptive qualitative analysis. The results of the study show that 1) The use of attitude assessment instruments is still minimally used. 2) there is no attitude assessment instrument in the form of a rubric, especially regarding ESD. 3) Attitude assessment instruments that need to be developed related to critical thinking attitudes based on ESD.

scholarly journals Formation of sustainable development competencies in primary school children

2021 ◽  
Vol 12 (2) ◽  
pp. 341-360
Author(s):  
Iryna Levchyk ◽  
Hanna Chaikovska ◽  
Oleksandra Yankovych ◽  
Iryna Kuzma ◽  
Tetiana Rozhko-Pavlyshyn
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Experimental Methodology ◽  
Primary School Children ◽  
Diagnostic Tools ◽  
Primary School Students ◽  
School Students ◽  
Main Research

Aim. The article provides a new solution to the problem of the formation of sustainable development competencies in primary school students. The objective of the article is to substantiate the method of forming sustainable development competencies in primary school students and to reflect it in the model. Methods. The main research methods are observation, test, interview, questionnaire, analysis of media works, expert evaluation, and pedagogical experiment. A set of diagnostic tools has been specified. Results and Conclusions. The efficiency of the developed technique has been proved with the results obtained from the experiment: the partnership of teachers, students and parents contributes to sustainability competencies formation; implementation of common areas of media education and education for sustainable development evidenced to feasibility of the research, namely: education in legal, economic aspects, creation of media products with a projection to sustainable development, learning critical perception of mass media information, sustainability goals orientation. Due to the introduction of the experimental methodology, the number of students with high (12.07%) and satisfactory (14.65%) levels of the key competencies in the field of sustainable development increased against the background of a decrease in the number of respondents with sufficient (12.93%) and low (13.79%) levels. Originality. Emphasis is placed on the features of the designed methodology: application of partnership pedagogy and pedagogy of empowerment, integration of education for sustainable development with media education, compliance with a number of pedagogical conditions, forms and methods.

scholarly journals Case hacks: Four hacks for promoting critical thinking in case-based management education for sustainable development

2020 ◽  
Vol 10 (2) ◽  
pp. 1
Author(s):  
Thomas Taro Lennerfors ◽  
Per Fors ◽  
Jonathan R. Woodward
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
Classroom Practice ◽  
Management Education ◽  
Education For Sustainable Development ◽  
Third Way ◽  
Action Orientation ◽  
Educational Method ◽  
Industrial Companies ◽  
Case Based

In management education at engineering and business schools, the case-based method is commonly used. The case-based method has a strong action orientation but is seen to downplay critical thinking, which is an important component in Education for Sustainable Development (ESD). Current literature suggests two ways in which the case-based method can be improved, namely by producing better cases, and by improving classroom practice. This paper contributes to research and practice on case-based ESD within management education by outlining a third way: hacking cases, in other words, making modifications to existing cases to promote critical thinking. The hacks presented in this paper are based on a review of previous empirical and conceptual research about, and, on our own experiences of critical thinking. They are: (1) exploring synergies and conflicts; (2) expanding empirical knowledge; (3) shifting perspective; and (4) creating spaces for dialogue. By employing the hacks, case-based management ESD can be adapted to promote both action and critical thinking and, thereby, become an improved educational method in management ESD. An illustration of these four hacks within the course Managing sustainability in global industrial companies is provided.

scholarly journals EDUCATION FOR SUSTAINABLE DEVELOPMENT TODAY: A PROBLEM AREA FOR OVERCOMING DIFFICULTIES OF PEDAGOGICAL ADAPTATION (ON THE EXAMPLE OF A HIGHER SCHOOL)

2018 ◽  
Vol 13 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Yulia M. Grishaeva ◽  
Irina V. Wagner ◽  
Zinaida N. Tkacheva ◽  
Alexander M. Lugovskoy ◽  
Platon N. Moro
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
Environmental Education ◽  
Peer Review ◽  
Research Methods ◽  
Education For Sustainable Development ◽  
Problem Area ◽  
Foundations Of Education ◽  
Russian Higher Education

Aim. The aim of this study is to structure the problem areas of pedagogical adaptation of the content of the concept of sustainable development into the practice of Russian higher education. Methods. Analysis, synthesis and generalization of some relevant works, including foreign ones, in this field were used as research methods, as well as the results of many years of professional pedagogical activity of the authors (pedagogical observation, peer review, pedagogical interpretation). Results. The findings of the research are the identification of the problem areas for overcoming the difficulties of pedagogical adaptation of the principles of education for sustainable development in the practice of the Russian higher school. Conclusions. The findings of the study include the problems of pedagogical adaptation of content and methods of effective education for sustainable development, such as: 1) the inconsistency of the content tendencies of higher education in relation to objective needs of the society and politics that contradict sustainable development as a whole; 2) the problem of insufficient methodological support to develop critical thinking in students in the process of environmental education, as well as the pedagogical problem of the formation of students' reflexive experience; 3) the problem of "locality" and "targeting" of the content and methods of education for sustainable development; 4) the problem of developing inter-disciplinary and trans-disciplinary approaches for the education for sustainable development; 5) the problem of pedagogical adaptation of the axiological foundations of education for sustainable development.

scholarly journals Education for Sustainable Development to Nurture Sensibility and Creativity: An interdisciplinary approach based on collaboration between kateika (Japanese home economics), art, and music departments in a Japanese primary school

2014 ◽  
Vol 6 (2) ◽  
pp. 5-25
Author(s):  
Yoko Ito ◽  
Setsuko Nakayama
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Interdisciplinary Approach ◽  
Sixth Graders ◽  
Education For Sustainable Development ◽  
Home Economics ◽  
National University ◽  
Subject Areas ◽  
Five Senses ◽  
Personal Interests

The objectives of the research reported in this article were to develop and evaluate an interdisciplinary primary school Education for Sustainable Development (ESD) curriculum as a collaboration among the subject areas of kateika (Japanese home economics), art, and music. In our curriculum, which focused on the improvement of 'sensibility and creativity' as embodied knowledge, the students were encouraged to use their five senses, express their feelings and ideas, and to freely explore their imaginations. Our sample consisted of 38 sixth-graders in the primary school attached to a national university. Assessment of curriculum effectiveness revealed that the students learned to think about alternatives while questioning convention, to use all five senses, and to look at things from different angles. The students were also encouraged to explore and pursue their personal interests and to develop the motivation and determination to put forth effort in order to succeed.

scholarly journals Critical Thinking Development—A Necessary Step in Higher Education Transformation towards Sustainability

2018 ◽  
Vol 10 (10) ◽  
pp. 3366 ◽  
Author(s):  
Zuzana Straková ◽  
Ivana Cimermanová
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Critical Thinking ◽  
Student Teachers ◽  
Quantitative Methods ◽  
Positive Impact ◽  
Thinking Skills ◽  
Education For Sustainable Development ◽  
Initial Training ◽  
Qualitative And Quantitative Methods

Education for sustainable development has been addressed by professionals, authorities, and a number of research studies in the last decades, and yet the results are not clearly visible. Teachers as agents of a new mindset do not seem to understand the ways of approaching raising awareness of the issues of global challenges. This study investigated the possibility of raising the extent of applying critical thinking to the problem-solving issues of a group of student teachers in their initial training. The sample consisted of 48 student teachers. Both qualitative and quantitative methods were used: namely, a questionnaire, content analysis, and focus group interviews. An archive of the students’ materials was also used for content analysis. In the data analysis, inter-rater reliability, as well as parametric (t-test) and non-parametric tests (Mann–Whitney U test) were applied. The results of the study provide evidence of the positive impact of the use of case studies in teaching pre-service teachers on the development of their critical thinking skills. It can be concluded that it should not be taken for granted that teachers automatically know how to develop the competencies that are necessary for sustainable development (SD). Instead, teacher education institutions need to incorporate thorough training that focusses on education for sustainable development (ESD) into the entire teacher programme in order to make sure that the teachers leave their initial training well prepared for guaranteeing Sustainable Development Goals (SDGs).

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