Academic literature on the topic 'Sustainable construction – Study and teaching (Secondary)'
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Journal articles on the topic "Sustainable construction – Study and teaching (Secondary)"
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van Gejeka, Natalja. "Research into learning process in a vocational secondary school in the context of sustainable development." Journal of Teacher Education for Sustainability 15, no. 2 (December 1, 2013): 67–77. http://dx.doi.org/10.2478/jtes-2013-0012.
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Abstract The paper provides an insight into the results of a lesson designed and carried out at Riga Construction College in the study subject "Building Constructions". The aim of this study is to better understand the impact of learning environment reorganisation into juvenile groups while teaching technical study subjects. In particular, the research conducted at this vocational secondary school focused upon introducing a particular form of integrative collaboration amongst the learners. Criteria were developed to respond to the question: How is the organisation of the learning process based on the Learners' Integrative Collaboration Model changing? A formative teaching experiment, which analyses learners' integrative collaboration through structured observation at the beginning and end of the acquisition of the study subject "Building Constructions" points at positive changes associated with the model's criteria: working in a team, mutual learning, business communication and creativity action
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Li, Shu Ting, Kun Zhou, and Zhi Min Li. "Research on the Sustainable Developing Construction Space Design of Primary and Secondary Schools." Advanced Materials Research 243-249 (May 2011): 6474–78. http://dx.doi.org/10.4028/www.scientific.net/amr.243-249.6474.
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At present in China the majority of primary and secondary schools teaching space takes “the long corridor connecting fixed ordinary classroom” as a characteristic, it cannot meet the need of education reform for all -around development in the 21st century. This article firstly introduced overseas spatial constitution pattern with “main street series connecting functional units” in education development advanced area , then analyzed and elaborated that the spatial constitution pattern have certain superiority, either in saving the construction land, or in adaptation emerging teaching method and satisfying the needs of teaching activities. It is significant for primary and secondary schools construction in China to learn from this spatial constitution pattern.
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Xiang, Xingwei, Qian Wu, Ye Zhang, Bifeng Zhu, Xiaoji Wang, Anping Wan, Tongle Huang, and Luoke Hu. "A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction Project." Sustainability 13, no. 14 (July 9, 2021): 7692. http://dx.doi.org/10.3390/su13147692.
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Sustainable architectural education is offered in colleges and universities all over the world. Studies have emphasized the importance of sustainable architectural education in introductory courses of architecture major programs, but methods and strategies for teaching sustainable architecture at lower levels are scarce. This study focuses on the design-to-physical-construction process and creates a teaching framework that incorporates the concept of sustainable development from the perspectives of sustainable economy, environment and society. Based on the teaching method of learning through the design-to-physical-construction process and referring to the grounded theory, a case study on a bamboo construction project was conducted to explore approaches and strategies of sustainable architectural education in introductory courses. Results reveal that five systems, including the system of sustainable development, consist of a framework that illustrated the teaching effects. Based on the framework, we discovered five factors that should be considered in incorporating the concept of sustainable development into architectural design teaching, including the necessity of conducting sustainable architectural education in introductory courses. This study helps explore the potential role sustainability plays in incorporating interdisciplinary knowledge, connecting specialized knowledge across different program levels, and motivating student learning. It also provides a reference for the practice of sustainable architectural education.
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Dadaeva, Tatyana M. "Education, historical memory and civil identity: vectors of influence (on the example of students of Republic of Mordovia)." Humanitarian: actual problems of the humanities and education 20, no. 1 (April 5, 2020): 41–60. http://dx.doi.org/10.15507/2078-9823.049.020.202001.041-060.
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Introduction. The article presents for the first time the results of the study of the influence of education, historical memory on the formation of civil identity of modern students of the Republic of Mordovia. Clarification and identification of the vectors of historical memory influence in the formation of civic identity through the prism of the education level of young people not only allows to set the existing problems and contradictions, but also to determine the dominant factors and mechanisms (tools) the formation of youth historical memory to effectively use them to reinforce patriotic education, active involvement of the younger generation to meaningful social events of the Russian history through various social institutions such as education, science, art, cinema, media. Materials and Methods. In the course of the study was used a sociological survey of students of universities and colleges of the Republic of Mordovia. Quota sampling by sex, age and level of education was applied. The sample amounted to 586 h. data processing was carried out by using the statistical software package SPSS Base 21.0. Processing techniques made identification of correlation between individual parameters, the Pearson’s Chi-squared. Results. It is based on the identified vectors of mutual influence of education, the historical memory of the civilian identity of student youth set a certain ambivalence and inconsistency in the perception of the historical events of the past among young people, on the one hand is a high assessment of the achievements of the Soviet period, when the collective positive memory of the Soviet past prevails, forming positive attitude to the event the youth is the foundation for sustainable nationwide identity, on the other hand, the events of the modern history of Russia are not significant in the historical consciousness of young people. The author established the importance of the level of education of young people when choosing the main events – “nodes” of memory, events-regret (oblivion), sources of formation. Discussion and Conclusion The question of the influence of individual memory (family memories) on the construction of students’ identity and its comparison with the influence of collective memory remains open, which requires further research. The obtained results expand and supplement knowledge in the field of sociology of youth and memory studies, and can also be used as scientific and methodological recommendations in the development of curricula for teaching historical knowledge in the system of school, secondary vocational and higher education and in priorities determining in the system of youth patriotic education.
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Ifije, Ohiomah, and Clinton Aigbavboa. "Identifying Barriers of Sustainable Construction: A Nigerian Case Study." MATEC Web of Conferences 312 (2020): 04004. http://dx.doi.org/10.1051/matecconf/202031204004.
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Sustainable development has become an important part of the lives and aspect of enterprises operations globally. There is a global trend to enhance sustainable practices in all sectors and most especially the construction sectors, this study discusses the factors that best prevent the implementation of sustainable construction in the Nigeria construction industry. The study further explores and determines the reliability of how sustainability should be measured in the Nigeria construction industry. The study used both primary and secondary data to meet the set objective. The primary data were gathered through the use of a questionnaire distributed to construction professionals, contractors and clients. Indicative findings arising from the study revealed that; Building regulations and financial incentives are found to be the main drivers of sustainable construction in Nigeria and Lack of client demand and awareness and a general perception that adopting sustainable construction is expensive. The research concluded by recommending that government help with building policies to help push construction firms towards sustainable construction and also awareness campaigns should be carried out so that clients would demand and be aware of the benefits of sustainable construction
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Alkilani, Suhair, and Julie Jupp. "Paving the Road for Sustainable Construction in Developing Countries: A Study of the Jordanian Construction Industry." Australasian Journal of Construction Economics and Building - Conference Series 1, no. 1 (February 5, 2013): 84. http://dx.doi.org/10.5130/ajceb-cs.v1i1.3158.
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There is an increasing pressure on governments of developing economies to support sustainable construction procurement. In exploring this issue, this research asks three related questions: (1) how is sustainable procurement perceived in developing economies, (2) how can government regulation influence its application, and (3) what is the role of performance measurement in stimulating sustainable procurement practices? Answers are sought via an investigation exploring the underlying issues and challenges facing the construction industry of a developing country looking to address sustainable procurement. Using primary and secondary data sources, this research presents a case study of the Jordanian construction industry. Findings show that whilst sustainable procurement practices are promoted, it is still in its infancy - in part due to ineffective procurement frameworks and a lack of performance measurement. Current government regulations and policies are identified as an underlying cause, discouraging the development and adoption of sustainable procurement methods. As the Jordanian construction industry shares characteristics with other developing economies, it is expected that the findings of this paper will be of interest to professionals in those construction industries attempting to initiate sustainable procurement via performance measurement.
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Aboginije, Ademilade, Clinton Aigbavboa, and Wellington Thwala. "A Holistic Assessment of Construction and Demolition Waste Management in the Nigerian Construction Projects." Sustainability 13, no. 11 (June 1, 2021): 6241. http://dx.doi.org/10.3390/su13116241.
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This study provides a holistic assessment of the current waste management strategies implemented in Nigerian construction projects. The data used in this study were collected from both primary and secondary sources. The primary data were collected through survey questionnaires distributed via emails of the targeted respondents who are construction professionals in the study area of Lagos metropolis, while the secondary data were collected via the review of related literature. Out of the 200 questionnaires distributed, only 168 valid forms were retrieved. The collected data accounted for 84% of the entire survey and were suitable for the analysis. An exploratory factor analysis was conducted while the reliability of the research survey instrument was tested using Cronbach’s alpha coefficient reliability. The result indicated that the waste management strategies were clustered into three groups, comprising practical legal framework and modular construction, sustainable procurement and material optimisation, and proper construction detailing and design. In conclusion, the waste management strategies implemented in Nigeria were assessed as being “not sustainable enough”. However, it is recommended that there is an upgrading in either the approach or method of application of waste management strategies in order to ensure its sustainability.
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Yan, Ran Ran. "Study on Teaching and Scientific Research of Integration in Teachers' Team Construction." Applied Mechanics and Materials 66-68 (July 2011): 1843–47. http://dx.doi.org/10.4028/www.scientific.net/amm.66-68.1843.
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This study in the main object for Jiangxi blue sky institute teachers, cover English, machinery, electronics, computer four major. The basic connotation of the teaching and research integration is "teach without inquiry is shallow, inquiry and not teach is empty, teaching and scientific research, teaching research of initialization, both supplement each other, promote each other, improve together. Teaching and scientific research integration, it should make the teaching and scientific research and fusion, inseparable. Teaching and scientific research integration is not easy implementation, to really make every teacher's every day work have the research content, must ensure that teachers can with correct education theory as the guide, in view of the actual problem, in teaching and research in the process of finding appropriate medium develop education scientific research and will eventually scientific research achievements into solving teaching problem, improve teaching quality of valuable use of resources. The teaching and the scientific research integration is aimed at school this overall instead of the individual teacher, teacher team is to realize the overall objectives and teachers' personal goal of the organic combination of Bridges. Therefore, in order to promote the teaching aim of integrating scientific research, actively develop the college teachers’ team construction, to further improve the teaching quality in universities, and realize the healthy and sustainable development plays a very important and realistic significance. Therefore, this investigation focus on respectively from the Angle of teachers and students to analyze the teaching and the scientific research integration aspects, in order to get on teaching and scientific research integration teachers team construction effective approach.
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Grantham, Michael G. "Sustainable, durable concrete – are specifications always fit for purpose – a case study." MATEC Web of Conferences 199 (2018): 01007. http://dx.doi.org/10.1051/matecconf/201819901007.
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This paper examines the drive in the construction industry to source materials for new construction sustainably. It examines the key drivers that sustainable construction entails but also looks at the crucial impact that over-specifying can have on the performance of concrete in the field. Sustainability is, however, just one concern to the modern Engineer, and ensuring the concrete can be placed and compacted adequately is also a very real concern, especially where visual concrete is concerned. The paper examines some of the issues around sustainability and also looks at several case studies where concrete has not performed as expected and has caused very real problems in the field, when using secondary cementitious materials (SCMs) in conjunction with superplasticiser. The paper concludes with some guidance on how to achieve the best of both aims sustainability and durability, while avoiding some of the pitfalls that can occur.
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Dhindsa, Harkirat S., and David F. Treagust. "Prospective pedagogy for teaching chemical bonding for smart and sustainable learning." Chem. Educ. Res. Pract. 15, no. 4 (2014): 435–46. http://dx.doi.org/10.1039/c4rp00059e.
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As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of relevant science education research, textbooks, and our classroom observations and teaching experiences, the authors argue that the difficulty in learning chemical bonding concepts is associated with the sequence (ionic, covalent and polar covalent bonding) in which students are taught because this sequence receives little support from constructivist theories of learning. Consequently, the paper proposes a sequence to teach chemical bonding (covalent, polar covalent and ionic bonding) for effective and sustainable learning. In this sequence, the concepts are developed with minimum reorganisation of previously learned information, using a format which is claimed to be easy for students to learn. For teaching these concepts, the use of electronegativity and the overlap of atomic orbitals for all types of bonding have also been stressed. The proposed sequence and emphasis on electronegativity and atomic orbital overlap meets the criteria for teaching and learning of concepts based on the psychology of learning including the theory of constructivism necessitating the construction of new knowledge using related prior knowledge. It also provides a better linkage between the bonding concepts learned at secondary and tertiary levels. Considering these proposed advantages for teaching, this sequence is recommended for further research into effective and sustainable teaching.
Dissertations / Theses on the topic "Sustainable construction – Study and teaching (Secondary)"
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Cheng, Wing-kin, and 鄭永健. "Junior secondary students' schemata on a line reflection construction task." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209523.
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This study explores junior secondary students’ schemata on a line reflection construction task, the research of which was conducted in a secondary school in Hong Kong.
The theories drawn on in this study come from the literature on theories of schemata and the corresponding knowledge embedded within, namely conceptual knowledge, manipulation and procedural knowledge. The research built on existing theories on schemata and attempted to categorize the different kinds of schemata as well as investigating the relationship between them among four junior secondary students in the construction of a line reflection task. The study also tried to find out how and why students manipulated in a line reflection construction task and the extent to which manipulation could lead learners to successfully tackle the task.
This study researched on four junior secondary students, drawing mainly on qualitative data used in the analysis, including task-based interview with the employment of think aloud method in a designed line reflection construction task, as well as study of students’ drawings. The data analysis mainly focused on three areas. First, the analysis of each of the four cases was conducted by looking into the different kinds of schemata possessed by the student informants. Second, analysis of the different knowledge (conceptual knowledge, manipulation and procedural knowledge) embedded in the schema possessed by the student informants was done. Third, synthesis was drawn upon the analysis made in an attempt to answer the research questions posed in this study.
Findings from the study confirmed the core role conceptual knowledge plays in the establishment of a learner’s schemata. Findings also revealed that different learners may possess different schemata towards the same concept such as the concept of same distance. When investigating the manipulative actions employed by student informants, it was found that there is a reciprocal relationship between a learner’s conceptual knowledge and his manipulation. This is also apparent in cases where there was a misconception in the learner’s schemata.
The research also found that students exercised manipulation very differently and these manipulative actions were largely informed by their corresponding conceptual knowledge. With regard to why they manipulated, the research revealed reasons including manipulation for exploration, manipulation for representation and manipulation for verification. Based on the observation and analysis done in the four cases, it was found that manipulation helped students in the completion of the task to different extents. Learners with weaker conceptual knowledge in line reflection benefited more from the manipulation done in the construction task.
These findings have implications for the teaching and learning of line reflection. Teachers are suggested to consider introducing using manipulative tools when approaching the teaching of line reflection, especially when they are dealing with students without rich conceptual knowledge in the area. The effectiveness of having hands-on experience implies that simply teaching definition and inviting learners to rote-learn does not necessarily lead to effective acquisition of knowledge in the Mathematics topic of line reflection.published_or_final_version
Education
Doctoral
Doctor of Education
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Ng, Kwok-keung Zachary, and 吳國強. "The construction of colonial subjectivity in the Chinese language and literature lessons in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951168.
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White, Miki Machell. "Analysis and Development of Post Secondary Curriculum on Sustainability." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2488/.
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This thesis examines existing curricula at colleges and universities about sustainability and uses results to develop an introductory post secondary course curriculum. The proposed course is organized around three major elements - - science, philosophy, and economics - - all integral to understanding sustainability. Materials needed to teach the proposed 3-semester hour course including syllabus, teaching modules, transparencies, handouts, and exams were developed. Suggestions on how to teach a one-semester hour course on sustainability and a workshop on sustainability are also presented. The following research and curriculum development was a project established and funded by the Texas Energy Office, Renewable Resources and Sustainability Program.
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Yiu, Si-in Sianna, and 姚思言. "Education for sustainable development in liberal studies : perceptions from teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209468.
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The period 2005-2014 was the United Nations Decade of Education for Sustainable Development. Many countries, especially those in European and North America have been implementing or looking for ways to implement education for sustainable development (ESD) in their education system. In Hong Kong, Liberal Studies (LS) is an important new channel for ESD. It is the only compulsory subject in secondary schools which required students to learn about sustainable development (SD). There are a lot of similarities between LS and ESD in terms of goal, perspectives, values and attitudes, pedagogy and the development of skills, however, both LS and SD are new to many LS teachers. This study aims to examine LS teachers’ perception of SD and ESD and the ways they implement ESD through LS in order to identify opportunities and constraints for implementing ESD through LS and find out what can be done to further promote SD in schools. Apart from desktop research, first-hand data were collected mainly from questionnaires and interviews with LS teachers. Interviews were also conducted with some relevant government officers and LS teacher educators working at universities.
This study finds that LS teachers generally support SD and ESD and have developed some common understandings on SD and ESD. They pay special attention to preservation and conservation and the controversial nature of SD issues. They put special emphasis on helping students see SD issues from multi-perspectives and balance different interests. They are able to recognize the importance of experiential learning, place-based education and active and participative learning approaches to ESD. LS teachers generally agree that LS is a very important channel for ESD as it raises students’ awareness and sensitivity to current SD issues and can help students think about SD across modules by applying the concept on different geographical and time scales. However, there are a number of factors limiting the effectiveness of ESD in LS. This study shows that there are four major types of constraints affecting the implementation of ESD through LS, including conceptual constraints, LS curriculum constraints, resource constraints and the over-reliance on LS. This study also identifies some opportunities to improve ESD in LS. Base on the study findings, some general recommendations for improving ESD in the Hong Kong education system are made followed by some specific recommendations for improving ESD in LS.published_or_final_version
Kadoorie Institute
Master
Master of Philosophy
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Wong, Pik-ha, and 王碧霞. "Interpretation of symbols and construction of algebraic knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242431.
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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.
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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.
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Dube, Carolina. "Implementing education for sustainable development : the role of geography in South African secondary schools." Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71683.
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Thesis (PhD)--Stellenbosch University, 2012.Includes bibliography
ENGLISH ABSTRACT: During the Decade of Education for Sustainable Development (DESD) (2004-2015), better teaching and learning of environmental education and education for sustainable development (EE and ESD) in schools is one of the main responses to the worsening state of the global environment. Environmental concerns are integrated into the South African school curricula; in the General Education and Training (Grades R-9) (GET) and Further Education and Training (FET) phases through the principles that underpin the curricula such as social justice, a healthy environment, human rights and inclusivity. While a cross-curricula approach to teaching and learning is followed in the GET phase, environmental concerns are infused in each subject at FET level. Because geography deals with human-environment relationships and is interdisciplinary, it is considered to be one of the main vehicles for teaching EE and ESD. To respond to the need for better teaching and learning of EE and ESD during the DESD, the main aim of this research project was to find out how EE and ESD are being implemented through the geography curriculum in South African secondary schools at FET level. The investigation sought answers to questions related to: opportunities for teaching EE and ESD in the geography National Curriculum Statement; the geography teachers’ perspectives on EE and ESD; the extent to which the teachers incorporate the teaching of EE and ESD in the geography lessons; pedagogical approaches used by the geography teachers; and, the barriers to teaching environmental concerns through the geography curriculum. A qualitative case study research design, underpinned by the interpretive research paradigm, was used. A sample of 10 senior geography teachers comprising 8 males and 2 females participated in the study. They were drawn from five Western Cape secondary schools selected through purposeful sampling in such a way that the sample of schools is representative of the socio-economic and sociocultural context of the Western Cape as far as possible. Data were generated from biographic questionnaires and semi-structured interviews. Data were also generated from lesson observation and the analysis of documents such as the geography NCS, work schedules and lesson plans. The use of different research instruments ensured the triangulation of data sources in order to address issues of validity and reliability. The qualitative data were then analysed through thematic analysis. The study found that the sustainable development theme is central to the curriculum. Additionally, strategies of implementing EE and ESD such as the enquiry approach, the issues-based approach and the need to impart critical thinking skills are suggested in the curriculum. The teacher participants experience conceptual barriers concerning the nature of EE and ESD and that of notion of integrated geography promoted by the curriculum document. As a result, some of the teacher participants have difficulties in identifying EE and ESD themes in the curriculum document and incorporating them in the lessons. Furthermore, the teacher participants have difficulties in distinguishing learner activities from learnercentred approaches underpinned by constructivist learning theories as observed by Janse van Rensburg & Lotz-Sisitka (2000) and in using the enquiry learning approach. Some teacher participants prefer using traditional teacher-centred approaches which enable them to finish syllabuses in time for examinations. The use of learner-centred approaches such as fieldwork is hindered by barriers such as shortage of resources, class time, large classes, deteriorating discipline, heavy workload and policy contradiction. This study revealed a gap between policy rhetoric and practice in the teacher participants’ efforts to implement EE and ESD through the geography NCS.
AFRIKAANSE OPSOMMING: Beter omgewingsopvoeding-onderrig en -leer van volhoubare ontwikkeling (OO/OVO) in skole is een van die hoofresponse op die toenemende agteruitgang in die toestand van die wêreldomgewing in die Dekade van Opvoeding vir Volhoubare Ontwikkeling (DOVO) (2004-2015). OO/OVO is geïntegreer in die Suid-Afrikaanse skoolkurrikulum; in die Algemene Onderwys en Opleidingfase (Grade R tot 9) (AOO) en die Verdere Onderwys en Opleidingsfase (VOO) deur die beginsels wat die leerplan onderlê soos sosiale geregtigheid, ‘n gesonde omgewing, menseregte en inklusiwiteit. Alhoewel ‘n kruiskurrikulêre benadering tot onderrig en leer in die AOO-fase gevolg word, word OO/OVO by elke vak op die VOO-vlak geïntegreer. Omdat geografie oor mens-omgewingverhoudings handel en interdissiplinêr is, word die vak as een van die hoofvoertuie vir die onderwys van OO/OVO beskou. Om op die behoefte vir beter onderrig en leer van OO/OVO tydens die DOVO te reageer, is die hoofdoel van hierdie navorsingsprojek om vas te stel hoe OO/OVO deur die geografiekurrikulum in Suid-Afrikaanse sekondêre skole op VOO-vlak geïmplimenteer word. Die ondersoek het antwoorde gesoek op vrae wat verband hou met: geleenthede vir die onderrig van OO/OVO in die geografie Nasionale Kurrikulumverklaring (NKV); die perspektiewe van geografie-onderwysers oor OO/OVO; die mate waartoe onderwysers die onderrig van OO/OVO in geografie-lesse inkorporeer; die pedagogiese benaderings wat geografie-onderwysers gebruik; en die hindernisse ten opsigte van die onderrig van OO/OVO in die geografie-kurrikulum. ‘n Kwalitatiewe gevallestudie-navorsingsontwerp, ondersteun deur die interpretatiewe navorsingsparadigma, is ingespan. ‘n Steekproef van 10 senior geografie-onderwysers, bestaande uit agt mans en twee vroue is by die studie betrek. Hulle is uit vyf Wes-Kaapse sekondêre skole geselekteer deur middel van doelgerigte steekproefneming op so ‘n wyse dat die monster van skole so ver moontlik die sosiaal-ekonomiese en sosiaal-kulturele kontekste van die Wes-Kaap weerspieël. Inligting is verkry uit biografiese vraelyste en semi-gestruktureerde onderhoude, asook deur waarneming van lesse en deur die ontleding van dokumente soos die NKV vir geografie, werkskedules en lesplanne. Die van verskillende navorsingsinstrumente is gebruik ter ondersteunin van die triangulasie van data ten einde geldigheids- en betroubaarheidskwessies aan te spreek. Die kwalitatiewe data is daarna aan tematiese ontleding onderwerp. Die studie bevind dat volhoubare ontwikkeling ‘n sentrale tema in die kurrikulum is. Daarbenewens word strategieë om OO/OVO te implementeer, soos die ondersoekleerbenadering, die kwessiegebaseerde benadering en die behoefte om kritiese denkvaardighede te ontwikkel, in die kurrikulum voorgestel. Die onderwyserdeelnemers ervaar konseptuele hindernisse met betrekking tot die aard van OO/OVO en die nosie van geïntegreerde geografie wat die kurrikulumdokument bevorder. Gevolglik vind sommige onderwyserdeelnemers dit moeilik om OO/OVO in die leerplandokument te identifiseer en in hul lesse te inkorporeer. Verder ondervind die onderwyserdeelnemers probleme om leerderaktiwiteite te onderskei van die leerdergesentreerde benaderings wat onderlê word deur konstruktiwistiese leerteorieë soos deur Janse van Rensburg & Lotz-Sisitka (2000) waargeneem en om die ondersoekleerbenadering te gebruik. Sommige onderwyserdeelnemers verkies om tradisionele onderwysergesentreerde benaderings wat hulle in staat stel om kurrikula betyds vir eksamens af te handel. Die gebruik van leerdergesentreerde benaderings soos veldwerk word gestrem deur belemmeringe soos hulpbrontekorte, beperkte klastyd, groot klassse, verswakkende dissipline, hoë werklading en teenstrydighede in die beleid. Die studie het ‘n gaping tussen beleidsretoriek en die praktyk in die onderwyserdeelnemers se pogings om OO/OVO te implementeer wat in die geografie NKV ingewerk is, uitgewys.
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Or, Chi-ming, and 柯志明. "Experimentation, construction, conjecturing and explanation in a dynamic geometry environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35675007.
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Parlindungan, Firman. "The literacy teaching and learning in a classroom: A case study in an American Islamic school." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1554578759732856.
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Adams, Luvo. "A discourse analysis of the construction of gendered relationships in grade 10-12 Life Orientation textbooks in the Eastern Cape." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5532.
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School-based sexuality education has been the subject of research in the social sciences and pedagogical spheres globally. In South Africa, growing interest among social scientists in the topic, were ignited by the introduction of sexuality education as a compulsory part of Life Orientation (LO) by the late 1990s. However, the implementation of LO has been problematic. Reviewed literature in the current study, reveals how the dominance of the heterosex discourse is foregrounded in LO content on gender and sexuality. The current study was aimed at examining the construction of gendered relationships in LO textbooks. The study sampled LO textbooks for Grades 10-12, learners in these grades are between the mean ages 16-18 years. This group is the target group, because they are legally afforded the right to consent to sexual activity with peers, within the same age bracket. Conducted from a social constructionist perspective, the current study employed qualitative methods of inquiry (textual analysis). Against the backdrop of heterosexuality as norm, it was the aim of the current study to understand the subject positions made available for female learners to construct themselves, within the discursive spaces in LO content. Findings suggest that two discourses namely: the heterosex discourse and the discourse of danger and disease, dominate in LO content on gender and sexuality. This leads to the construction of gendered relationships a s inherently heterosexual, leading to the marginalisation of relationships that fall outside of the norm. The female learner is positioned as a passive-victim, incapable of exercising sexual agency, while young men are positioned as inherently more powerful members of the intimate relationships or dangerous sexual predators. In the discourse of danger and disease, she is also positioned as a potential victim but the focus is on equipping her with skills, in a way which positioned her as an active-resistor in refusing sexual activity; and being in control of decision-making on issues of safety in relationships. The implications of these contradictions, is that they focus on the individual and disallow her taking up of sexual agency, and disregard the context in which she has to do so.
Books on the topic "Sustainable construction – Study and teaching (Secondary)"
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Eckfeldt, John. Appropriate technology for a sustainable future. Edited by Clarke Susan Elizabeth 1949- and Victoria International Development Education Association. Victoria, B.C: Victoria International Development Education Association, 2003.
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Weber, Jeanette. Clothing: Fashion, fabrics, construction. 2nd ed. Mission Hills, Calif: Glencoe Pub. Co., 1990.
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Maria Carola Morozzo della Rocca, Massimo Musio-Sale, and Mario Ivan Zignego. Charteryachts: Sustainable design studio workshop. Genova: De Ferrari communicazione SRL, 2011.
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Waring, Scott Monroe. Preserving history: The construction of history in the K-16 classroom. Charlotte, N.C: Information Age Pub., 2011.
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Green Energy Education Act of 2007: Report (to accompany H.R. 1716) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2007.
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Warren, Dorothy. Green chemistry: A resource outlining areas for the teaching of green and environmental chemistry and sustainable development for 11-19 year old students. London: Royal Society of Chemistry, 2001.
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Warren, Dorothy. Green chemistry: A resource outlining areas for the teaching of green and environmental chemistry and sustainable development for 11-19 year old students. London: Royal Society of Chemistry, 2001.
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Warren, Dorothy. Green chemistry: A resource outlining areas for the teaching of green and environmental chemistry and sustainable development for 11-19 year old students. London: Royal Society of Chemistry, 2001.
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National Council for Curriculum and Assessment., ed. Vocational education: Graphics & construction studies. Dublin: Stationery Office, 2000.
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Becoming a green building professional: A guide to careers in sustainable architecture, design, development and more. Hoboken: Wiley, 2012.
Find full textBook chapters on the topic "Sustainable construction – Study and teaching (Secondary)"
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Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement, 257–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.
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AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
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Namboodhiri, Sobha D., and Raghavendra G. Rao. "Teaching Climate Change at Primary and Secondary Levels for Sustainable Development." In Handbook of Research on Environmental Education Strategies for Addressing Climate Change and Sustainability, 241–60. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7512-3.ch012.
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The young minds are provided with climate change and sustainable development education through various means. Environmental education is being taught at the primary level in Central Board of Secondary Education Schools while it is being taught at secondary level in the Social Science and Science Subject in C.B.S.E. Schools of India with various tools and methods. In the present study, the authors have incorporated some methods which help in teaching about climate change at primary and secondary levels. The study shows how the adopted methods are effective in disseminating knowledge about climate change. The investigator decided to adopt the survey method of research to know the method of teaching being adopted for teaching of climate change in environmental science at primary level and in science or social science, eco club at secondary level. Findings were that students should be taught in the school curriculum itself about climate change and its effects. The teaching strategies should be adopted based on the level of the child, his level of cognitive ability, accessibility, and ease of use.
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Lourenço, Mónica, and Ana Raquel Simões. "Teaching and Learning for Global Citizenship in the EFL Classroom." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 86–106. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch005.
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This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.
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Gonçalves, Carlos, and Sérgio Claudino. "Governance, Civic and Geographic Education, and Local Development." In Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, 236–53. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4402-0.ch012.
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Civic and geographic education determines, fosters, and consolidates governance systems. To this end, calling for the participation of young people is both indispensable and difficult. The case study that we discuss in this chapter, the “We Propose” Project (PNP), makes use of geography's own competences to operationalize principles that reinforce the citizenship and governance systems needed to consolidate democracy. The results show that this case study has the right principles and methodology to engage young people. These aspects are significant to the construction of public policies that foster civic education, territorial culture, and civic participation in governance systems.
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Migdadi, Yazan. "The Leading Practices of Green Mobile Telecommunication Base Station Design." In Green Business, 1020–30. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7915-1.ch050.
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The aim of this study is to identify the green mobile telecommunication base station design practices as adopted by leading cases, four cases were analyzed; Ericsson, ZTE, Huawei, and Bharti. The data were collected from the published data. This study reveals that; the design attributes could be classified to; primary and secondary design attributes. A lot of relationships are reported between the design attributes. This study helps the academics in understanding the relationship between design attributes and actions, so they can use the reported model of this study for teaching purposes or for further extended survey study. The base stations developer and mobile communication services providers have a good insight about the sustainable design alternatives. The green operations practices are still new and the research contribution is limited, the research contribution of green mobile telecommunication base station deign is very limited.
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Abioye, Taiwo O., Kehinde Oyesomi, Esther Ajiboye, Segun Omidiora, and Olusola Oyero. "Education, Gender, and Child-Rights." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 36–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch003.
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Promoting and improving quality education is one of the core missions of the United Nations at ensuring sustainable future; hence, the slogan: Change towards a better quality of life starts with education. This paper examined the place of education, gender and child rights within the current status of Sustainable Development Goals (SDGs) in Ado-Odo/Ota local government of Ogun State, Nigeria. Questionnaire and interviews were used as instruments of data collection. School children between ages 7 and 18 in both private and public schools formed the study population. A sample size, 1000 respondents, was drawn from the population out of which 976 responded effectively to the questions. The findings revealed that education and child rights remain in a precarious state in the local government. There was a limited awareness about child rights among children in primary schools and secondary schools; teaching materials and instructors were grossly inadequate in many of the schools sampled and basic needs such as water and electricity were unavailable. It was also observed that the number of enrolled male children in schools is 24% higher than the females. These challenges should be put into consideration when formulating policies for education in developing countries. There is therefore the need to prioritize education, especially female education, as well as child rights in general in the local government through adequate funding, investment in teachers and creation of awareness about the rights of the child.
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Abioye, Taiwo O., Kehinde Oyesomi, Esther Ajiboye, Segun Omidiora, and Olusola Oyero. "Education, Gender, and Child-Rights." In Advances in Electronic Government, Digital Divide, and Regional Development, 141–54. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1859-4.ch009.
Full textAbstract:
Promoting and improving quality education is one of the core missions of the United Nations at ensuring sustainable future; hence, the slogan: Change towards a better quality of life starts with education. This paper examined the place of education, gender and child rights within the current status of Sustainable Development Goals (SDGs) in Ado-Odo/Ota local government of Ogun State, Nigeria. Questionnaire and interviews were used as instruments of data collection. School children between ages 7 and 18 in both private and public schools formed the study population. A sample size, 1000 respondents, was drawn from the population out of which 976 responded effectively to the questions. The findings revealed that education and child rights remain in a precarious state in the local government. There was a limited awareness about child rights among children in primary schools and secondary schools; teaching materials and instructors were grossly inadequate in many of the schools sampled and basic needs such as water and electricity were unavailable. It was also observed that the number of enrolled male children in schools is 24% higher than the females. These challenges should be put into consideration when formulating policies for education in developing countries. There is therefore the need to prioritize education, especially female education, as well as child rights in general in the local government through adequate funding, investment in teachers and creation of awareness about the rights of the child.
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Shaik, Bazani, Gosala Harinath Gowd, and Bandaru Durga Prasad. "Investigations on Friction Stir Welding to Improve Aluminum Alloys." In Liquid Metals. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96250.
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Today is an era of metals including Aluminum alloys owing to a fundamental paradigm shift in research objectives. In addition to superior performance and lightweight criteria that are used to define the innovations of yore, scientists today are compelled to take into consideration the environment-friendliness of the new and novel materials being developed due to the concerns of maintaining a sustainable and safe existence. The solid-state Friction stir welding process has immense potential in the areas of automobiles, aerospace and construction industries due to its overwhelming advantages over the conventional fusion welding process of aluminum alloys. The thesis presents an experimental investigation of friction stir welding of dissimilar aluminum alloys AA7075T651 and AA6082T651. Mathematical modeling equations are developed to predict the tensile strength, impact strength, elongation, and micro-hardness of the dissimilar FSW joints AA7075T651 and AA6082T651. The process parameters are optimized for maximum tensile strength and hardness values. Post weld heat treatment is conducted and the metallurgical properties of the FS welded AA7075T651 and AA6082T651 are presented for different combinations of tool rotational speeds. Aluminum and its alloys are widely used in nonferrous alloys for many industrial applications. Aluminum exhibits a combination of an excellent mechanical strength with lightweight and thus it is steadily replacing steel in industrial applications where the strength to weight ratio plays a significant role. In conventional welding, the joining of aluminum is mainly associated with a high coefficient of thermal expansion, solidification shrinkage and dissolution of harmful gases in the molten metal during welding. The weld joints are also associated with segregation of secondary alloys and porosities which are detrimental to the joint qualities. Friction Stir Welding (FSW) and Friction Welding (FW) are the most popular emerging solid welding techniques in aircraft and shipbuilding industries. FSW is mainly used for the joining of metal plates and FW is mainly used for the joining of rods. Both techniques are suitable for high strength material having less weight. These techniques are environmentally friendly and easy to execute. Hence, the study of these techniques can contribute much to the field of green technology. This research work is dealt with the experimental and numerical investigations on FSW and FW of aluminum alloys.
Conference papers on the topic "Sustainable construction – Study and teaching (Secondary)"
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Khan R, Ajmal, and Rekha Ambi. "A Review on Behaviour of Beam Column Joint Using EAF Steel Slag Concrete." In International Web Conference in Civil Engineering for a Sustainable Planet. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.112.56.
Full textAbstract:
The amount of industrial waste generated and the overexploitation of quarries worldwide are becoming one of the serious environmental problem. Electric Arc Furnace (EAF) steel slag is currently used for asphalt concrete pavements in many countries but huge quantities of this material are still landfilled. Reusing the slag as recycled material in the construction industry not only helps in the reduction of the amount of waste disposed off but can also bring down the consumption of natural aggregates. EAF slag is the secondary product of the steel production process and is procured after the separation of molten steel from impurities. In this review paper, the impact of using EAF concrete on the structural behavior of internal beam-column joints and also the resisting mechanism of these joints are studied. A parametric study on the structural performance of EAF concrete compared to conventional concrete in terms of the load-carrying capacity, energy dissipation and strength attained by the joint in failure condition is made.
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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.
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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.