Synthesizing a Framework for Tomorrow's Science Education in Indonesia Based on an Analysis of Science Education Synthesis Projects in the United States, Canada, the United Kingdom, and Japan PDF Download

Author: Achmad Binadja
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 538

View

Book Description

Author:
Publisher:
ISBN:
Category : Indonesia
Languages : en
Pages : 548

View

Book Description

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634

View

Book Description

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 498

View

Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.

Author:
Publisher:
ISBN:
Category : Indonesia
Languages : en
Pages : 492

View

Book Description

Author: Darla K. Deardorff
Publisher: SAGE
ISBN: 1412960452
Category : Language Arts & Disciplines
Languages : en
Pages : 560

View

Book Description
Containing chapters by some of the world's leading experts and scholars on the subject, this book provides a broad context for intercultural competence. Including the latest research on intercultural models and theories, it presents guidance on assessing intercultural competence through the exploration of key assessment principles.

Author: Douglas Fisher
Publisher: Corwin Press
ISBN: 1506344038
Category : Education
Languages : en
Pages : 143

View

Book Description
"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

Author: Safwatun Nida
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

View

Book Description
The following dissertation is a cumulative thesis which consists of four articles and one book chapter. The articles are all written in English. Three articles have been published in international journals for science education research, one article is under review, a book chapter was published in the book of collection of invited papers by the 24th Symposium on Chemistry and Science Education held at the University of Bremen, in June 1-3, 2018. The first 3 articles are based on studies regarding socio-scientific issue (SSI)-based education in Indonesia, which involved science teachers, either in-service science teachers (ISTs) or pre-service science teachers (PSTs). These studies serve as empirical base derived from the experience and view of teachers for the needs to develop SSI-based science teaching materials which support the SSI-based education movement in Indonesia. As the follow up of the empirical studies, an SSI-based teaching unit using an Indonesian context was developed and implemented. The first and second studies are respectively about the ISTs and the PSTs experience and views regarding SSI-based education. The challenges that were considered barriers for teachers to incorporate SSIs in their science teaching in class and potentials of SSI-based instruction in Indonesian school settings, particularly about the students' and the teachers' competencies that can be enhanced, as well as the students' characters that can be developed through SSI-based education, were explored. In addition to that, topics potentially of value to incorporate SSI-based instruction according to teachers' views were identified. Furthermore, the teachers' intension to implement SSI-based science instruction in their teaching despite the potential challenges and focusing benefits of corresponding teaching practices was explored. The third study is a case study about the PSTs teaching experience in using daily life contexts when they teach in their teaching internship program. How the PSTs taught environmental pollution, which can be considered as highly related to SSIs, was investigated. Furthermore, whether or not the PSTs taught the topic in an SSI-based teaching fashion was explored. The fourth study is about the implementation of an SSI-based teaching unit using palm oil-based biodiesel in Indonesia. According to the first three studies, involving ISTs and PSTs, the teachers rarely teach under SSI framework. Moreover, at their teacher education program, PSTs never learned about the SSI-framework during their courses. The teachers acknowledged some challenges to conduct SSI-based instruction, such as students' lack of competencies, teachers' lack of experience and expertise in SSI-based teaching, the curriculum constrains, as well as time limitations. However, the teachers had positive views about the students' competencies and characters that can be enhanced through SSI-based education. Despite all the challenges and potentials of SSI-based teaching in their eyes, the teachers would like to implement SSI-based instruction in their classes. The third study showed that SSI was not intentionally used in the PSTs lesson plans nor in the teaching practices although the PSTs considered that the topic of environmental pollution fulfilled the characteristic of SSIs. By the result and discussion of these three studies, it is suggested that science teaching based on SSIs should be more taught at the teacher education programs, either in the pedagogical or the science courses. By giving the science teacher candidates experience on how science class is undertaken in the light of SSI-based instruction, it is hoped that it will increase their knowledge, experience, and expertise about SSI-based education and serves as their reference how to integrate SSI-based teaching when they will become a teacher in the future. For that reason, an SSI-based teaching unit derived from the palm oil-based issue in Indonesia was developed and implemented to the PSTs at a chemistry unit. The student teachers clearly gave positive feedback about the teaching unit. As another SSI, the thesis suggest the topic of genetically modified rice.

Author: Rexford Brown
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 322

View

Book Description
As a result of his visits to classrooms across the nation, Brown has compiled an engaging, thought-provoking collection of classroom vignettes which show the ways in which national, state, and local school politics translate into changed classroom practices. "Captures the breadth, depth, and urgency of education reform".--Bill Clinton.

Author: Joseph Alcamo
Publisher:
ISBN:
Category : Biodiversity
Languages : en
Pages : 272

View

Book Description
Ecosystems and Human Well-Being is the first product of the Millennium Ecosystem Assessment, a four-year international work program designed to meet the needs of decisionmakers for scientific information on the links between ecosystem change and human well-being. The book offers an overview of the project, describing the conceptual framework that is being used, defining its scope, and providing a baseline of understanding that all participants need to move forward. The Millennium Assessment focuses on how humans have altered ecosystems, and how changes in ecosystem services have affected human well-being, how ecosystem changes may affect people in future decades, and what types of responses can be adopted at local, national, or global scales to improve ecosystem management and thereby contribute to human well-being and poverty alleviation. The program was launched by United National Secretary-General Kofi Annan in June 2001, and the primary assessment reports will be released by Island Press in 2005. Leading scientists from more than 100 nations are conducting the assessment, which can aid countries, regions, or companies by: providing a clear, scientific picture of the current sta