scholarly journals Exploring Indigenous Science to Identify Contents and Contexts for Science Learning in Order to Promote Education for Sustainable Development

2021 ◽  
Vol 11 (3) ◽  
pp. 114
Author(s):  
Robby Zidny ◽  
S Solfarina ◽  
Ratna Sari Siti Aisyah ◽  
Ingo Eilks
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
Teaching And Learning ◽  
Science Learning ◽  
Education For Sustainable Development ◽  
Indigenous Science ◽  
Household Chemicals ◽  
Relationship Of ◽  
Promising Source ◽  
The Relationship

Indigenous science is comprised of the science-related knowledge and associated practices of indigenous cultures. Indigenous science provides rich contexts that can contribute to understanding the relationship of sociocultural life and environmental ethics in certain communities. It can also lead to better reflection upon Western modern views of science. Based on a qualitative analysis of indigenous science in the Baduy community (Indonesia), we describe how indigenous science can provide relevant contexts for students to learn scientific concepts, as well as help them to recognise the value of promoting sustainability. We present potential topics encompassing the sociocultural context of Baduy science that can be associated with sustainability issues. Topics were identified from six themes (agriculture, medicine, natural dyes, household chemicals, renewable energy, and astronomy). Potential implications of these topics to science learning are also presented. We view contextualization of science teaching and learning by indigenous science as a promising source to enhance students’ perception of the relevance of science learning. It can also promote education for sustainable development.

RECOGNIZING ECOSYSTEM SERVICES THROUGH EDUCATION FOR SUSTAINABLE DEVELOPMENT THAT UTILIZES THE SEA IN THE REGION

2017 ◽  
Author(s):  
Ken Hirai ◽  
Ken Hirai
Keyword(s):  
Sustainable Development ◽  
Ecosystem Services ◽  
Education For Sustainable Development ◽  
The Relationship

The relationship between people and the sea is weakening every year. We have conducted education for sustainable development (ESD) of the sea, aimed at deepening their understanding of the relationship between humans and the sea. We get method and we think that it can be a model to be implemented in other areas. The content of the lessons introduced on this occasion, we think that children were able to learn broadly about the ecosystem services of the sea, and became interested in the sea from many angles. we conducted more lessons, the willingness to take action by themselves has been nurtured.

scholarly journals Edusemiotics as process semiotics: Towards a new model of semiosis for teaching and learning

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 45-57 ◽  
Author(s):  
Andrew Stables
Keyword(s):  
Teaching And Learning ◽  
New Model ◽  
Relationship Of ◽  
The Relationship

AbstractStandard definitions posit the sign as a discrete entity in relation with other signs and standing for an object (either physical or psychological). Thus the sign has two roles, as prompt and as substitutive representation. The latter raises difficult questions about the relationship of the semiotic to the non-semiotic or pre-semiotic, which can be resolved logically (as in Peirce) or rejected as unanswerable (as in Saussure), but which can never be satisfactorily resolved empirically as the phenomenal cannot be divorced from the semiotic. This impasse can be resolved if we drop the assumption that the sign is essentially substitutive. The assumption of discrete entities, at either the phenomenal or the noumenal levels, is a function of discredited substance metaphysics. On a process metaphysical account, the reality of the sign is not attached to the discreteness of any pre-existing entity. The sign remains as prompt and as relational but not (other than sometimes with respect to other signs) substitutive. Rather than defined as standing for an object, the sign can now be regarded much more simply as a feature of an event. This conception of the sign is explored in terms of its implications for teaching and learning.

Comparing the Arrangements of Governance and Sustainable Development in OECD Countries: Coupled or Decoupled?

2019 ◽  
Vol 34 (1) ◽  
pp. 99-117
Author(s):  
Huh Taewook
Keyword(s):  
Sustainable Development ◽  
Oecd Countries ◽  
The Other ◽  
Type Analysis ◽  
Ideal Types ◽  
Type 3 ◽  
Relationship Of ◽  
The Relationship

This study attempts to analyze to what extent governance and sustainable development (SD) empirically appear compatible in the thirtyfive OECD countries through the fuzzy-set ideal type analysis, and identify which ideal types appear coupled or decoupled, and then reveal which countries belong to the coupled types or to the decoupled types. In short, twenty-two countries (including Sweden (fuzzy score, 0.953), Denmark (0.920), Finland (0.914), Norway (0.911) in Type 1 (G*S, ‘strong G-S coupled countries’); and Turkey (0.906), Greece (0.833), Mexico (0.828) in Type 4 (g*s, ‘lite g-s coupled countries’) are in line with the accepted conventions regarding the compatible relationship between governance and SD. On the other hand, the rest of thirteen countries (including USA (fuzzy score, 0.815), Luxembourg (0.721), Australia (0.660) in Type 2 (G*s, ‘G-s decoupled countries’); and Slovenia (0.728), France (0.644), Czech Rep. (0.625) in Type 3 (g*S, ‘g-S decoupled countries’) may indicate that the relationship of governance and SD is in fact experiencing tensions in the national contexts. These findings are characterized by the substance (of SD) and procedure (of governance) divide. Considering the results, this study focuses on the idea of reflexivity or reflexive capacity.

scholarly journals METODE CONTEXTUAL TEACHING AND LEARNING (CTL) PADA PEMBELAJARAN BE GOING TO VS WILL DI SMK NEGERI 2 MANADO

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Agnes B. B. Mamiasa ◽  
Maya Pinkan Warouw ◽  
Jenny Hilda Pakasi
Keyword(s):  
Teaching And Learning ◽  
Short Form ◽  
Future Tense ◽  
Stop Smoking ◽  
Contextual Understanding ◽  
Contextual Teaching ◽  
To Come ◽  
Relationship Of ◽  
The Relationship ◽  
Time Form

Contextual Teaching and Learning Approach (CTL) is one form of approach that can be said to be capable and very suitable to be a model of appropriate learning when applying the form of material in the classroom. Learning the form of CTL is closely related to the context, atmosphere or circumstances that can be interpreted also as learning related to a particular atmosphere. Talking about the atmosphere has to do with the use of the time form also known as tense. A little interesting about the Simple Future Tense that is raised to the core of learning because of this Tense became one of the important parts in the use of Grammar on learning English where we can express or declare actions in the future. This form uses the word 'will' and 'shall' (short form:’ll) plus infinitive. Besides using the form of 'going to' to be able to declare the time to come and the intention of the speaker to do something, for example I'm going to stop smoking '. CTL's role can make learning more effective and even create a fun and non-boring atmosphere, providing experiences that are closely related to the real world of learners and using a variety of learning resources; and therefore the method on CTL can provide understanding, development of science, the develop of knowledge and contextual understanding of learners about the relationship of subjects with what found learners in everyday life.Keywords : CTL, BE GOING TO vs WILL

The Place of Concerns for Posterity in the Global Education for Sustainable Development Agenda

2017 ◽  
pp. 1433-1453
Author(s):  
Katia Vladimirova
Keyword(s):  
Sustainable Development ◽  
Environmental Ethics ◽  
Global Education ◽  
Education For Sustainable Development ◽  
Future Generations ◽  
Clear Understanding ◽  
Education Philosophy ◽  
Development Agenda ◽  
Definition Of ◽  
Conceptual Foundations

Education is a powerful tool to alter unsustainable values and mindsets. But in order for it to be used most efficiently it is crucial to have a clear understanding of what values should be advanced, changed, or developed. This chapter aims to clarify some conceptual difficulties with the value of future generations in education for sustainable development. Future generations are embedded in the definition of sustainable development and can be reasonably expected to be at the heart of education for sustainable development. This chapter explores this assumption and analyzes how future-oriented concerns are formulated and advanced in the global educational agenda put forward during the Decade of Education for Sustainable Development (2005-2014) led by UNESCO. This analysis compares conceptual foundations of ESD against key developments in climate and environmental ethics on the treatment of posterity. This chapter can contribute to the disciplines of environmental education, philosophy of education, and to climate ethics.

scholarly journals Science learning motivation as correlate of students’ academic performances

2016 ◽  
Vol 6 (3) ◽  
pp. 209 ◽  
Author(s):  
Nhorvien Jay P. Libao ◽  
Jessie John B. Sagun ◽  
Elvira A. Tamangan ◽  
Agaton P. Pattalitan ◽  
Maria Elena D. Dupa ◽  
...  
Keyword(s):  
Science Learning ◽  
Extrinsic Motivation ◽  
Biological Science ◽  
Learning Motivation ◽  
Learning Science ◽  
Science Students ◽  
Research Problems ◽  
Relationship Of ◽  
The Relationship

This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science. 

Media Education for Sustainable Development

2020 ◽  
pp. 137-153
Author(s):  
Hossam Mohamed Elhamy
Keyword(s):  
Sustainable Development ◽  
Teaching And Learning ◽  
Education For Sustainable Development ◽  
Media Education ◽  
Development Communication ◽  
Development Education ◽  
Program Content ◽  
Education Decision ◽  
Teaching Learning ◽  
Sustainable Development Education

This chapter describes ways sustainable development education can be integrated into media education on various levels: institutional or university level, program content, and teaching—learning arrangements. Several chapter topics relate to the relationship between sustainable development and media education, such as the role of communication in development, communication strategies for the implementation of sustainable development, education for sustainable development, and reorienting media education programs to address sustainability. The chapter also details a guideline for media education decision makers regarding planning and implementation of the integration of sustainability and sustainable development on macro levels (institutional) and micro levels (programs structure, content, teaching, and learning).

scholarly journals The Collapse of Venezuela vs. The Sustainable Development of Selected South American Countries

2019 ◽  
Vol 11 (12) ◽  
pp. 3406 ◽  
Author(s):  
Iván De la Vega ◽  
José Manuel Puente ◽  
Magaly Sanchez R
Keyword(s):  
Sustainable Development ◽  
Negative Influence ◽  
Data Envelopment ◽  
South American ◽  
The Sustainable Development ◽  
Quintuple Helix ◽  
Innovation Model ◽  
Hugo Chavez ◽  
Relationship Of ◽  
The Relationship

The purpose of the study is to examine the longitudinal trajectories of five selected South American countries in the period between 1990 and 2018, applying the Quintuple Helix Innovation Model (QHIM). The aim is to analyse the trends of each country through the relationship of its helices using indicators extracted from an international database in order to establish their articulation and synergies to go in search of sustainable development. Within this dynamic, Venezuela represents the axis country of the study and Argentina, Chile, Colombia, and Peru make up the group that allows the comparison. The research focuses attention on two periods of Venezuelan politics since they allow measuring the variations of the countries under study. The base year is 1996 and is called the pre-Hugo Chávez Frias (HCF) period; the cutoff year for the comparison is 2014 and is called the post-HCF period. The study is longitudinal and descriptive. For the analysis, the five knowledge subsystems (helices) of the QHIM were redefined in order to have precise concepts; a database was designed based on World Bank indicators that were later thematically related to each of the helices. The interrelationships between the helices of each country were also specified in order to determine which were the weakest and which had the most positive or negative influence. In order to calculate the percentage variation of the countries, the Data Envelopment Analysis (DEA) method was applied. In this sense, the most relevant finding is related to the decisions made in the last twenty years from the political helix in Venezuela because it deactivated and disarticulated the others, causing that country to collapse.

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