scholarly journals Opportunities for Education for Sustainability through multidimensional preschool science

2019 ◽  
Vol 15 (4) ◽  
pp. 358-369
Author(s):  
Bodil Sundberg ◽  
Sofie Areljung ◽  
Christina Ottander
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Science Teaching ◽  
Science Learning ◽  
Education For Sustainability ◽  
Creative Problem Solving ◽  
Multiple Dimensions ◽  
Preschool Science ◽  
Creative Problem ◽  
Science Activities

In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy, play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we show several examples of how multidimensional science teaching provide opportunities for children to develop agency and empowerment as well as connectedness with the environment, and some examples of creative problem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensional science teaching in a way that contributes to EfS.

scholarly journals INFLUENCE OF CREATIVE PROBLEM SOLVING TO STUDY RESULT SOCIAL SCIENCES STUDY AS REVIEWED FROM THE MULTICULTURAL ATTITUDE OF STUDENTS CLASS V ELEMENTARY SOUTH KUTA

2020 ◽  
Vol 4 (2) ◽  
pp. 160
Author(s):  
Andi Wapa
Keyword(s):  
Problem Solving ◽  
Social Science ◽  
Science Learning ◽  
Science Studies ◽  
Control Group ◽  
Creative Problem Solving ◽  
Control Group Design ◽  
Primary School Student ◽  
Research Population ◽  
Creative Problem

This research aims to describe the effect of Creative Problem Solving learning implementation on social science learning results reviewed from multicultural attitudes. The research design uses Posttest only control group design. The primary school student research population is 401 students. The sample consisted of 120 students divided into two experiment classes and two control classes with random sampling group techniques. Data analysis is done with ANAVA. The results showed: a) the results of Social Science study between students who participated in Creative Problem Solving learning and students who participated in conventional learning with a score of  22,284 >   (3,93), b) influence between the application of creative problem solving learning and multicultural attitude to social science learning results with a score of  66,428 <   (3.97), c) social science learning results between students who participate in creative problem solving and students who follow conventional learning, in students who have a high multicultural attitude with a score of  31,396 <   (4,11), d) the results of social science studies between students who follow creative problem solving learning and students who follow conventional learning, students with a low multicultural attitude with a score of  9,928 <   (4.11).

scholarly journals Development of Learning Devices Using Creative Problem Solving (CPS) Models on Static Electricity Material

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 213-217
Author(s):  
Inriani Inriani ◽  
Azhar Azhar ◽  
Muhammad Nasir
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Science Learning ◽  
Descriptive Analysis ◽  
Average Score ◽  
Static Electricity ◽  
Learning Tools ◽  
Creative Problem Solving ◽  
Validation Score ◽  
Creative Problem

The learning tools developed are science learning tools using creative problem solving models on static electricity material in the ninth grade of junior high school, in the form of lesson plans, student worksheet and test instruments. The purpose of this research is to produce science learning products with creative problem solving models that are valid and suitable for use in school. The data analysis technique in this study used descriptive analysis, by calculating the validation score for each assessment indicator. The results showed that the value of the validity of science learning tools using creative problem solving models was declared valid with an overall average score of 4.44 very valid categories. Likewise, the empirical validity of the test instrument obtained valid results for each item and was reliable at a value of 0.844 in the high category

Sign in / Sign up

Export Citation Format

Share Document