scholarly journals ANALYSIS OF PUNJAB TEXTBOOK OF GENERAL SCIENCE IN CONTEXT OF ENVIRONMENTAL EDUCATION AT 8TH GRADE

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Nazir Haider Shah, Nadia Nazir, Mahek Arshad
Keyword(s):  
Content Analysis ◽  
Environmental Education ◽  
Teaching And Learning ◽  
Likert Scale ◽  
Learning Model ◽  
The Other ◽  
Elementary Level ◽  
Science Textbook ◽  
General Science ◽  
8Th Grade

The current research was carried out to analyze the content and to assess teachers’ perception regarding content of general science textbook at the elementary level for grade 8th in the environmental education context. For content analysis general science recommended by Punjab Textbook has been taken. For getting teachers perception, five-point Likert scale was utilized which consisted of 27 statements under the consideration of three components of Palmer’s teaching and learning model a) education about the environment b) education in or from the environment c) education for the environment. The outcomes of the research showed that activities of the content related to environment are more emphasizing towards psychomotor domain instead of equally focusing all domains. On the other hand, teachers’ perception indicate that more improvement is needed in textbook in relation to providing opportunities to boost the skills, knowledge, attitudes among students in order to protect the environment. For instance, an environmental day can be organized in which awareness, knowledge, skills related to environment are provided

scholarly journals THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING MODEL IN ENVIRONMENT EDUCATION IN KINDERGARTEN

EDUTECH ◽  
2016 ◽  
Vol 15 (1) ◽  
pp. 81
Author(s):  
Heny Djoehaeni
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Environmental Issues ◽  
Learning Model ◽  
Early Age ◽  
Inquiry Based Learning ◽  
National Education ◽  
Environment Education ◽  
Contextual Teaching ◽  
Teaching Learning

Abstract. This research is encouraged by environmental issues that occurred recently, so these require a full concern from various fields, including the education field. Environmental education taught from early age will foster young learner's positive attitude towards the environment. Therefore, to deal with these issues, it is required an environmental education learning model that can be used as guidelines by teacher. This research used Contextual-Inquiry Based Learning Model that oriented to child's daily environment. Environmental education should be introduced at an early age, so it is very important to implement Contextual-Inquiry Based Learning Model in kindergarten's Environmental Education. In conducting this research, the planning of Environment Education learning using Contextual-Inquiry Based Learning Modelthe implementation of the Environment Education learning using Contextual-Inquiry Based Learning Model the evaluation of Environment Education using Contextual-Inquiry Based Learning Model The method used is descriptive analytical method. The results in this research revealed that the plan developed by teachers in the implementation of Contextual-Inquiry Based Learning Model in teaching environmental education refers to Regulation of Ministry of  National Education No. 58 of 2009 as well as the local content of environmental education. Implementation of learning was conducted through three main stages, namely the introduction, core and closing. While the assessment was carried out using  techniques and procedures to the characteristics of early childhood and learning needs.Keywords: Contextual-Inquiry Based Learning Model, environmental education, early childhood.Abstrak. Penelitian dilatarbelakangi oleh permasalahan lingkungan hidup yang terjadi dewasa ini, yang memerlukan perhatian dari berbagai sektor termasuk sektor pendidikan. Pendidikan lingkungan yang ditanamkan sejak usia dini akan menumbuhkan sikap positif anak terhadap lingkungan hidup. Untuk itu diperlukan sebuah model pembelajaran pendidikan lingkungan hidup yang dapat dijadikan pedoman oleh guru. Model yang dikembangkan adalah Model Pembelajaran Contextual Teaching Learning (CTL) yang berorientasi pada keseharian anak. Mengingat bahwa Pendidikan Lingkungan Hidup sejatinya ditanamkan sejak usia dini, maka sangat penting kiranya untuk mengimplementasikan model pembelajaran CTL dalam pembelajaran Pendidikan Lingkungan Hidup di Taman Kanak Kanak. Secara lebih khusus  perencanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) pelaksanaan pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL)bagaimana penilaian pembelajaran Pendidikan lingkungan Hidup dengan menggunakan model  pembelajaran Contextual Teaching Learning (CTL) Metode penelitian yang digunakan adalah metode deskriptif analitis. Hasil penelitian menunjukan bahwa perencanaan yang dikembangkan oleh guru dalam implementasi model pembelajaran CTL dalam pembelajaran pendidikan lingkungan hidup mengacu pada Permendiknas No 58 tahun 2009 serta Kurikulum Muatan Lokal Pendidikan Lingkungan Hidup. Pelaksanaan ditempuh melalui tiga tahapan utama yaitu pendahuluan, inti dan penutup. Sementara penilaian dilakukan menggunakan teknik dan prosedur yang relevan dengan karakteristik anak usia dini,  serta kebutuhan pembelajaran. Kata Kunci : pembelajaran Contextual Teaching Learning, pendidikan lingkungan hidup, anak usia dini.

Schooling Food in Contemporary Times: Taking Stock

2015 ◽  
Vol 31 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Deana Leahy ◽  
Emily Gray ◽  
Amy Cutter-Mackenzie ◽  
Chris Eames
Keyword(s):  
Health Education ◽  
Environmental Education ◽  
Professional Learning ◽  
Obesity Prevention ◽  
Teaching And Learning ◽  
The Other ◽  
School Food ◽  
Educational Discourse ◽  
The Past ◽  
Food Education

AbstractOver the past decade we have witnessed a proliferation and intensification of food pedagogies across a range of sites. This article begins by considering two pedagogical scenes that attempt to address food. They were enacted within educational settings in Australia; one a Year 8 (13 years of age) health education classroom, the other a professional learning seminar. Each were heavily imbued with the obesity prevention imperatives that have come to characterise social, political and educational discourse around food in contemporary times. Using these scenes as a springboard, we move to consider the place where we initially envisioned food might intersect with environmental education. We imagined that it would be a space with significant potential for approaching teaching and learning about food in new ways. Deploying menu as metaphor, the authors explore the possibilities for this new terrain and argue that bringing a Foucauldian inspired ‘ethics of discomfort’ to the table might help us take stock of contemporary approaches and their effects. Given the dominance of crisis-driven responses that tend to characterise school food education, we conclude by suggesting that we need to interrupt the dominant discourses that circulate around food and try to engage with some new possibilities for teaching and learning about food.

scholarly journals The tribes in the context of the digital technological hybridism: the constitution of the virtual digital acquaintanceship

2016 ◽  
Vol 18 (3) ◽  
pp. 564
Author(s):  
Luciana Backes ◽  
Cleber Gibbon Ratto
Keyword(s):  
Content Analysis ◽  
Daily Living ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
The Other ◽  
Educational Context ◽  
Structural Coupling ◽  
Interaction Processes ◽  
Living Together ◽  
Dialogical Relationship

The article approaches the graduation of the educator in the contemporaneity, investigating the processes of teaching and learning through emerging digital technologies (DTs). The DTs can be understood as acquaintanceship places, while they enable the representation of the perception about the knowledge, the dialogical relationship and the interaction among participants. In other words, thinking the human being regarding the other. The problem includes two aspects: the context of the digital technological hybridism and the constitution of the virtual acquaintanceship. The reflection about this problem took place during the initial graduation courses of the educator, developed in Brazil and in France, in the digital technological hybridism context – composed by DTs: Learning Virtual Environment; Instant Communicator; Blog and Metaverse. The empirical data resulted from the process of interaction and representation of perception of the participants in the proposed activities. Those data were submitted to the methodology of content analysis. Thus, in the research, we evidenced that the constitution of virtual digital acquaintanceship occurs through: thrilling encounters, the aesthetics that founds the “tribes”; the daily “being-together” that is established in sociality and otherness; the dialogical relationships in the interaction processes; the structural coupling established in acquaintanceship. Therefore, we believe that in the educational context, the development of problematizing (disturbance) pedagogical practicing of the daily living and living together is important, in congruency with the DTs that potentiates the interaction.

scholarly journals Environmental Education and Practices in Canada, Turkey & Pakistan at Primary Level: A Content Analysis

2020 ◽  
Vol 1 (4) ◽  
pp. 389-400
Author(s):  
Saba Tariq ◽  
Dr. Sohaib Sultan ◽  
Farkhunda Rasheed Choudhary
Keyword(s):  
Content Analysis ◽  
Public Schools ◽  
Environmental Education ◽  
Science Curriculum ◽  
Primary Data ◽  
Practical Implementation ◽  
General Science ◽  
Primary Level ◽  
The Public ◽  
Environmental Curriculum

The current investigation was directed to analyze environmental education and practices in curriculum adopted in Pakistan, Turkey, and Canada at the primary level. For this purpose, General Science textbooks of the public schools in Ontario (Canada), Istanbul (Turkey), and Rawalpindi (Pakistan) were explored and their practical implementation was studied as primary data for the year 2008-2015. A close content analysis of the inscribed curriculum revealed that over time, Canada has taken significant steps to incorporate the elements of environmental awareness as their curricula and trained the teachers to deal effectively with environmental education, leading to creating awareness in problems and their solution among children regarding concepts of waste management, littering and sustainability. Topics related to awareness about reducing, recycle, reuse, and ecosystems were a vital part of the environmental curriculum and practices in Turkey. Exploring climate change and the environment was found to be part of the Science curriculum in Pakistan. However, the practical activities regarding environmental education were relatively less in Pakistan as the implementation of the curriculum is not in its mature stages. Comparison of the study reveals that incorporating environmental projects benefitting from national and international organizations in Pakistan would help as they have contributed constructively in creating awareness in the education sector in Turkey and Canada.

scholarly journals Integration of Islamic Values for Environmental Conservation: An Analysis of School Textbooks

Religions ◽  
2021 ◽  
Vol 12 (7) ◽  
pp. 509
Author(s):  
Fatin Nur Marhamah Zabidi ◽  
Norshariani Abd Rahman ◽  
Lilia Halim
Keyword(s):  
Environmental Education ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Environmental Conservation ◽  
Islamic Education ◽  
Science Textbook ◽  
Lower Secondary School ◽  
School Students ◽  
Islamic Values

Environmental conservation behaviors are associated with one’s values toward the environment. This study therefore investigated the values related to conservation behavior from the perspective of a religion. In particular, this study aimed to identify how the Islamic values for environmental conservation were integrated in textbooks. Two textbooks comprising a science textbook and an Islamic education textbook for lower secondary school students (14 years old) in Malaysia were selected in this study. From the findings, it is concluded that both textbooks included the application and integration of Islamic values for environmental conservation based on the contents of the sub-chapters, activities, exercises, notes, and photos. Further, the integration of Islamic values for environmental conservation was mentioned most in the sub-chapter section of these two textbooks. However, findings showed that the science textbook contained numerous integrations of Islamic values for environmental conservation compared to the Islamic education textbook. Thus, the implications of the findings point to the need to establish collaboration between science and Islamic education committees in organizing activities based on science and Islam that are related to environmental education in the teaching and learning sessions.

scholarly journals Content Analysis of General Science Text Book for 8th Grade

2020 ◽  
Vol 37 (2) ◽  
Author(s):  
Zubair Ahmad Shah
Keyword(s):  
Science Textbook ◽  
General Science ◽  
Text Book ◽  
Curriculum Analysis ◽  
Science Textbooks ◽  
Developmental Levels ◽  
Operational Level ◽  
8Th Grade ◽  
Concrete Operational ◽  
Development Levels

General science textbooks due to integrated contents of Biology, Chemistry, Physics and; Earth and Space, need special attention of curriculum developers. The contents in general science textbooks can be evaluated through different methods and curriculum analysis taxonomy (CAT) is one of these. This research paper explores the contents of general science textbook of 8th grade taught in all government schools and in some private schools of Punjab province. The contents of textbook were broken down in term of Piagetian developmental levels by using Curriculum Analysis Taxonomy (CAT). The findings show that majority of contents of General science textbook were at Concrete Operational level while a small number of contents demands Formal Operational level. This uneven distribution of contents at different Piagetian developmental levels were also observed when contents of Biology, Chemistry, Physics and; Earth and Space were separately studied. It is recommended that the distribution of contents should follow model based on Piagetian development levels and the selection of contents should be on the basis of breadth and depth of the concepts. 

scholarly journals Resources for Families during COVID-19: A Content Analysis of Information Provided on School District Web Sites

2021 ◽  
Author(s):  
Aidyn L Iachini ◽  
Tasha M Childs
Keyword(s):  
Content Analysis ◽  
School District ◽  
Students With Disabilities ◽  
Web Sites ◽  
Teaching And Learning ◽  
Crisis Response ◽  
School Closure ◽  
The Other ◽  
Services And Supports ◽  
Novel Coronavirus

AbstractThe novel coronavirus (COVID-19) pandemic has disrupted the educational system not only in regard to teaching and learning, but also in relation to the other services and supports (mental health services, meal and nutrition programs, and so on) provided to students and families. School district Web sites are critical access points for families during this crisis to learn information about key resources being provided during school closure. This study used content analysis to examine whether school district Web sites in one southeastern state provided information about COVID-19 and 11 other resources. Findings indicate that about half of the Web sites provided both COVID-19 information and additional resources. Few districts provided information on resources for students with disabilities, a subgroup of students at heightened vulnerability during this time of virtual learning. Approximately a third of school district Web sites provided no information on COVID-19 or any of the other resources. The article concludes with a discussion of the implications for school social workers related to crisis response and leadership around contributing to efforts that aim to address educational disparities and inequities and maximize student success during this time of crisis.

scholarly journals Model Pembelajaran Kooperatif Tipe Numbered Head Together dalam Pembelajaran IPA di SDK St. Maria Imaculata Ende 8 Kabupaten Ende

2020 ◽  
Vol 1 (1) ◽  
pp. 38-46
Author(s):  
Aurelius Fredimento ◽  
Nining Sariyyah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Study ◽  
Learning Model ◽  
The Other ◽  
Instructional Environment ◽  
Learning Achievement ◽  
Instructional Activity

All teachers expect that any teaching and learning process achieve adequate results to its learners. To achieve such an adequate result, it is lucid that the role of the teachers is urgent and essential. Teachers are required to possess initiatives and creativities in exploring various models, strategies, and methods of teaching and learning. Another characteristic required from a teacher is the ability to read, comprehend, analyze, and apply appropriate models, strategies, and methods in every instructional activity. The present research study aims to explore one cooperative learning model named Numbered Head Together (NHT). This learning model is offered as an alternative learning model and expected to create comfortable instructional environment in order to assure maximum learning achievement for the students. The Numbered Head Together explored in this research study was conducted in four phases namely numbering, raising questions, thinking together, and answering the questions. The application of such a model of NHT, as indicated, could increase the learning achievement of the students investigated in this study.  In pre-cycle stage the percentage of the students complete the topic was only 13%, meaning that the other 87% was not complete. When such a model was applied, however, the significant increase was shown by the students. In Cycle 1 the average of the students complete the topic was 60.9%, indicating that only 39.1% was not complete.  In Cycle 2, the average of the complete students reached 91.3% and only 8.7% of the students were not complete. By the last cycle of the application of NHT model, the average peaked at 100%, indicating that all of the students were complete to finish the topic of the lesson. Based on the findings of the study, it is concluded that the application of Numbered Head Together (NHT) cooperative learning model is advantageous in increasing the learning achievement of the four graders at St. Maria Imaculata Catholic Primary School of Ende 8.

Upaya Meningkatkan Hasil Belajar IPA pada Materi Keseimbangan Ekosistem melalui Penerapan Model Contextual Teaching And Learning (CTL) Siswa Kelas VI SD Negeri 1 Manggeng

2020 ◽  
Vol 1 (3) ◽  
pp. 333-340
Author(s):  
Syarifah Roswan
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Outcome Data ◽  
Contextual Teaching ◽  
Data Collection Technique ◽  
Written Test ◽  
Academic Year

The purpose of this study was to increase the learning outcomes of IPA in the Ecosystem Balance mate-rial through the application of the Contextual Teaching And Learning (CTL) learning model for class VI students of SD Negeri 1 Manggeng for the 2017/2018 academic year. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two findings. Each cycle consists of planning, implementing, observing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question in-strument (written test). The learning outcome data were analyzed by means of percentage statistics. The results showed that the completeness of student learning outcomes increased from 66,67% in the first cycle and increased to 83,33% in the second cycle. The application of the Contextual Teaching And Learning (CTL) learning model can increase the learning outcomes of IPA in the Ecosystem Balance material of class VI SD Negeri 1 Manggeng for the 2017/2018 academic year

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

2020 ◽  
Vol 1 (3) ◽  
pp. 289-298
Author(s):  
Yuslina Yuslina
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Observation Data ◽  
Process Data ◽  
School Year ◽  
Data Collection Technique ◽  
Written Test ◽  
Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

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