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1
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.
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Din, Muhammad, and Mamuna Ghani. "Problems in Sentence Construction at HSSC Level in Pakistan." International Journal of English Linguistics 8, no. 1 (October 27, 2017): 200. http://dx.doi.org/10.5539/ijel.v8n1p200.
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This study entitled “Problems in the Construction of Sentence at HSSC Level in Pakistan” strives to unearth the problems faced by the students in learning sentence structure through literature and the facts regarding the role of literature as a teaching tool in teaching English as a second/foreign language with reference to the construction of sentence at Higher Secondary School Certificate (HSSC) level in Pakistan. This study also investigates how much the students learn English sentence structure through literature. To achieve the set objectives of this study, the researcher went for the quantitative research methodology. So, a questionnaire comprising of 30 items encompassing the different aspects of sentence structure was designed to collect data from 600 subjects (male/female) of HSSC (Higher Secondary School Certificate) level. The researcher has also conducted an achievement test so that a correlation might be drawn between their attitude towards “teaching English sentence structure through literature” and the score of their achievement test. The collected data were analyzed through software package (SPSS XX) which is commonly used in applied linguistics. The findings of this study explicitly reveal that the EFL learners remain unable to learn and develop both the contraction of sentence and syntactic skills when they are taught English through literature. This study recommends that the teaching of English should be application oriented and task-based strategies and activities should be resorted to by the FL educators.
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Breunig, Mary. "Teaching For and About Critical Pedagogy in the Post-Secondary Classroom." Studies in Social Justice 3, no. 2 (October 19, 2009): 247–62. http://dx.doi.org/10.26522/ssj.v3i2.1018.
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While there is a body of literature that considers the theory of critical pedagogy, there is significantly less literature that specifically addresses the ways in which professors attempt to apply this theory in practice. This paper presents the results from a study that was designed, in part, to address this gap. Seventeen self-identified critical pedagogues participated in this qualitative research study. Participants reported their use of the following classroom practices, including: dialogue; group work; co-construction of syllabus; and experiential activities. This paper critically examines the social justice-oriented nature of these critical classroom practices.
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Terentyeva, Irina, Aleksandr Lunev, Svetlana Kashina, Liliya Sadrieva, Irina Korolyuk, and Natalya Pugacheva. "The Virtual Construction Site: Knowledge Management in Virtual Environments." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 81. http://dx.doi.org/10.3991/ijet.v15i13.14655.
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The purpose of this study is to examine the potential of the virtual construction site as a tool of knowledge management on technological processes of construc-tion production at the university. A digital paradigm that ensures the unity of in-novative and smart technologies in construction education and improves knowledge management tools has become the methodological basis. The authors present the criteria for the effectiveness of teaching technological processes with the help of virtual construction site (digital, professional, personal). The guide-lines for teaching students to make a technological map in construction are pro-posed. The levels of knowledge of modern digital technologies are presented. The practical significance of the study is to present the experience of teaching techno-logical processes using digital content. The social significance lies in the for-mation of a sustainable orientation of students towards the digitalization of con-struction production. Originality of research consists in substantiation of virtual construction site as the effective tool of knowledge management.
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Tikkanen, Irma, and Leila Jaakkola. "Sustainable value chain activities towards sustainable food services: a case study from Finland." Journal of Hospitality and Tourism Insights 2, no. 4 (November 5, 2019): 409–24. http://dx.doi.org/10.1108/jhti-12-2018-0086.
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Purpose The purpose of this paper is to present the sustainable value chain activities that have been implemented when providing sustainable food services and sustainable value. A municipal catering organisation in Finland is introduced as an example. Design/methodology/approach The theoretical framework comprises sustainability as a strategy and the value chain and its sustainability. Existing research on the sustainability of food services and sustainable value in the professional kitchens is described. The primary data were collected from the two representatives of the case organisation using a written questionnaire with open-ended questions. Furthermore, secondary data from the web pages of the case organisation were utilised. The sustainable actions were categorised using a pattern-matching logic. Findings The findings illustrate the implemented pragmatic sustainable actions in all primary and support activities, which are local, national and international. These actions were based on the owner municipality’s strategy of sustainable development. Economic, social and ecological sustainable values were achieved. Practical implications The case description may act as a reference model for a catering organisation when targeting sustainable food services and sustainable value. The case might also be utilised as a teaching case in hospitality management schools. The paper contributes to the pragmatic view of sustainability by describing the everyday working orientation of the case organisation. Originality/value The case provides practical information on how to achieve sustainable economic, social and ecological values in municipal food services.
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Nguyen, Thi Phuoc Lai, Thi Huy Nguyen, and Thanh Khiet Tran. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development." Sustainability 12, no. 21 (October 26, 2020): 8865. http://dx.doi.org/10.3390/su12218865.
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Young people are the future of society and agents for social change, and so it is crucial to provide education that not only equips them with knowledge and skills but also changes their attitudes and behavior towards sustainable development. This study provides a review on how pedagogical approaches in science, technology, engineering, and mathematics (STEM) education can be deployed to teach concepts of sustainability. It also shows how secondary school teachers perceived STEM education and how they applied integrated STEM disciplines in designing projects to address development issues in Vietnam. Seventy-seven STEM teaching projects of teachers across the country were analysed, and interviews were conducted with 635 teachers who participated in the STEM program. Teachers valued STEM education and were willing to apply constructivist pedagogical methods to help solve the real-world problems. It is hoped that an integrated STEM approach can transform education into an innovative and inclusive education for social equity and sustainable development.
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Devi Apriliani. "A NARRATIVE INQUIRY OF STUDENTS TEACHERS IDENTITY CONSTRUCTION THROUGH TEACHING PRACTICUM: VOICES FROM SECONDARY SCHOOL CLASSROOM IN INDONESIA." Wiralodra English Journal 4, no. 2 (October 3, 2020): 39–51. http://dx.doi.org/10.31943/wej.v4i2.108.
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This study aims to explore the student teachers’ experience while conduct teaching practicum. The study identified how three student teachers construct their teacher identity and explore the proper way that they do to manage the classroom in the placement school. I examined the narratives from three student teachers by sharing stories of their teaching practicum in a secondary school in Indonesia for about a month. This study uses in-depth online interviews, reflective journals, and photovoice to collect the data. The results suggest that teaching practicum can be a way to construct student teachers’ professional identities and lead them to deal with the situation in the classroom during the teaching practicum. Moreover, preceding teaching experience and good relationships with members of the school are essential to carry them out from teaching practicum.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Water from the Perspective of Education for Sustainable Development: An Exploratory Study in the Spanish Secondary Education Curriculum." Water 12, no. 7 (June 30, 2020): 1877. http://dx.doi.org/10.3390/w12071877.
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Current educational curricula in Spain contain few references to sustainability topics, so there is insufficient coverage of these issues in the classroom. Notably, there is a lack of reference to the concept of water from a sustainable perspective. The key aim of this study was to analyze the presence of the concept of water in the curriculum that regulates secondary education in Spain using a previously established system of categories. An exploratory and descriptive research methodology was followed, in which we carried out a qualitative lexicographical analysis of the concept of water in the Spanish secondary education curriculum. An analysis of the cognitive demand required of students to learn about water, according to Bloom’s taxonomy, was also conducted. The results show that the concept of water appears moderately in the curriculum focusing on some aspects of Sustainable Development. Likewise, the analysis of the cognitive demand required of students for learning about water reveals that lower levels of knowledge and comprehension predominate based on Bloom’s taxonomy. We consider that teaching water from a sustainable perspective can generate in students awareness and values about nature and the environment, knowledge that contributes to sensible use of water and involvement for sustainable development.
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Ma, Hing Keung, Miranda K. Y. Chu, and Winnie W. Y. Chan. "Construction of a Teaching Package on Promoting Prosocial Internet Use and Preventing Antisocial Internet Use." Scientific World JOURNAL 11 (2011): 2136–46. http://dx.doi.org/10.1100/2011/672898.
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In the construction of the teaching package on the Internet use, two major moral characters, respect and responsibility, form the core theoretical basis. The respect character consists of respect for others and self-respect while the responsibility character contains social, civil, and global responsibility. There are a total of nine units on the Internet use in the junior secondary curriculum. There are two units in Secondary One curriculum: the first unit deals with cheating behavior and privacy issues concerning the Internet, and the second one discusses the effect of excessive use of the Internet on life and study. In Secondary Two curriculum, we discuss the following social phenomena on the Internet with students: online shopping, pornographic materials on internet, and infringement of a copyright. Finally, we have designed four units on the Internet use in Secondary Three curriculum which focuses more on the relationship between the Internet use and our health. We try to answer the question on how we can use the Internet healthily and also the possibility on how it may hurt us. Similar to the second unit in Secondary One curriculum, we have designed three more units on discussing the effects of excessive use of the Internet with students. We would like to alert students that ineffective use of the Internet will hurt us mentally and physically. For illustrative purposes, two units in the Secondary One and Two curriculums are outlined in this paper.
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Tshovrebov, Eduard S., and Ural D. Niyazgulov. "Comprehensive study of the wastes from municipal construction and utility complexes as a factor of environmental hazard." Journal «Izvestiya vuzov. Investitsiyi. Stroyitelstvo. Nedvizhimost» 10, no. 3 (2020): 428–41. http://dx.doi.org/10.21285/2227-2917-2020-3-428-441.
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The present work is aimed at studying the waste management system of municipal construction and utility complexes in order to identify the potential application of waste materials in the form of secondary resources while simultaneously reducing their negative impact on the environment. The study is based on a set of research methods essentially structured by system analysis. Materials of domestic and foreign studies on the problems of ensuring environmental safety in the construction and utility complex, treatment and maximum use of secondary resources are generalised and systematised. Additionally, the results of the authors’ research in the field of evaluating the efficiency of using waste resource potentials are presented. The obtained results indicate the high level of resource value for municipal solid and construction wastes. A set of scientific and methodological approaches for assessing the resource potentials of such wastes is proposed. Results obtained using mathematical statistics methods indicate the types of waste under consideration to be classifiable as homogeneous according to a number of characteristics. Factors impeding the environmental safety of municipal services are identified along with the potential for reutilising waste resources obtained from the construction and util-ity complexes in the wider economy. The present work demonstrates the relevance of a system for in-tegrating secondary resources, with their maximum involvement in economic turnover to ensure envi-ronmental safety in the sphere of construction and utility services, as among the most important factors in the sustainable development of settlements and territories.
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Li, Fangfei, Tinghe Jin, Palitha Edirisingha, and Xi Zhang. "School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context." Sustainability 13, no. 18 (September 10, 2021): 10147. http://dx.doi.org/10.3390/su131810147.
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As the COVID-19 pandemic began to spread all over the world, many educational institutions have shifted to a full-time online teaching mode. Although online teaching has been widely explored, the unprecedented initiatives of mass-scale full-time online education at the secondary school level are yet to be unravelled. By using a qualitative approach and drawing on the conceptualisation of learning engagement and Community of Inquire model as conceptual frameworks, this study explored how secondary school students in China engaged with online education during the COVID-19 pandemic and what factors influenced their sustainable online learning engagement. This research examined the perspectives of twenty-four students and five teachers through semi-structured interviews and observations of online classes. Findings indicate that the students’ online learning engagement involved three inter-related categories: emotional, cognitive and behavioural engagement. Contextual factors influencing the sustainability of students’ online learning engagement were identified by the participants, including teacher presence, parental involvement, and a supportive learning environment/community. The findings in this paper have implications for teacher development, family support and establishment of e-teaching platforms in emergency remote teaching for young students. Finally, the study puts forward best practices for the sustainable development of the emergency remote teaching in the future public crises.
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Öhman, Marie, and Johan Öhman. "Harmoni eller konflikt? – en fallstudie av meningsinnehållet i utbildning för hållbar utveckling. "Harmony or conflict? – A case study of the conceptual meaning of education for sustainable development"." Nordic Studies in Science Education 8, no. 1 (June 29, 2012): 59–72. http://dx.doi.org/10.5617/nordina.359.
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Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectives that have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concrete school practice. The present study is a case study and investigates two classes of Swedish upper secondary students presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspired from pragmatic discourse analysis is used. The findings show how the students in their language usage constitute a harmony perspective on sustainable development. The results and implications for teaching and learning are finally discussed.
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Hume, Anne, Chris Earnes, and John Williams. "The benefits of collaborative Content Representation (CoRe) design with experts for early career secondary teachers in science and technology." Set: Research Information for Teachers, no. 2 (August 1, 2013): 35–43. http://dx.doi.org/10.18296/set.0349.
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This article reports on a study, funded by the Teaching and Learning Research Initiative (TLRI), which addressed the key area of early career teacher education. The study researched the construction and use of a CoRe (Content Representation) as a planning tool to develop the professional knowledge bases of early career secondary teachers in science and technology. The study was designed to examine whether a CoRe, co-designed by a team of early career teachers and content and teaching specialists, can support and accelerate the professional learning of early career science and technology secondary teachers, and enhance student learning outcomes in schools.
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Huang, Jing. "Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity." Sustainability 13, no. 16 (August 12, 2021): 9025. http://dx.doi.org/10.3390/su13169025.
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This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.
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Sukhinina, Elena A. "Using secondary raw materials in construction of buildings with account taken of environmental standards." Vestnik MGSU, no. 2 (February 2021): 186–201. http://dx.doi.org/10.22227/1997-0935.2021.2.186-201.
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Introduction. The article addresses the problem of irrational treatment of solid municipal, production and consumption waste in Russia, as well as the prospects of using secondary raw materials in the construction of buildings. The research is focused on environmental standards, environmental certification systems in the construction industry, as well as recycled materials. The study encompasses the construction of buildings using recycled materials, taking into account the requirements set in environmental standards.
Materials and methods. The article presents several types of secondary raw materials and an overview of sustainable approaches to the construction of buildings using recycled materials in Russia and abroad. Most widely spread construction technologies, used to build houses using secondary raw materials, are described. An environmentally friendly facility constructed in Russia using secondary raw materials is described as an illustration.
Results. The state of the Russian legislative framework governing the treatment of solid municipal, construction, and consumption waste and the requirements of international and Russian environmental standards applicable to buildings are analyzed. The percent ratio of waste management actions is determined in relation to other requirements set by environmental certification systems applicable to real estate items.
Conclusions. A new classification of construction products made of secondary raw materials is presented. Conclusions are made about the feasibility of reusing solid household, industrial and consumption waste in the construction industry. The need to revise environmental standards in Russia is identified. The Russian environmental standards should have a larger number of criteria determining the rational treatment of solid municipal, construction, and consumption waste as well as the use of products made of secondary raw materials.
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Ahn, Yong Han, Young Oh Choi, Bae Won Koh, and Annie R. Pearce. "DESIGNING SUSTAINABLE LEARNING ENVIRONMENTS: LOWERING ENERGY CONSUMPTION IN A K-12 FACILITY." Journal of Green Building 6, no. 4 (November 2011): 112–37. http://dx.doi.org/10.3992/jgb.6.4.112.
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The construction industry is embracing sustainable building practices that boost the “triple bottom line”, namely the building's ecological, social, and financial performance. Since more than 55 million US students spend a significant part of their day in K-12 schools, it is vital that these facilities should provide healthy, comfortable, and productive learning environments. Here we present an in-depth literature review of how educational facilities affect student school performance, comfort, and health, and we examine the role of sustainable design and construction strategies in influencing the physical learning environment in schools. Significant barriers to implementing sustainable strategies are examined, particularly the first cost premium of a sustainable building. A systematic decision strategy is described that incorporates sustainable design strategies, lowering energy consumption and improving indoor environments. A case study describes the process of incorporating sustainable strategies in a K-12 education facility in North Carolina to lower annual energy consumption and greenhouse gas emissions. Ways to reduce the first cost premium and minimize operating costs over the facility's life while providing healthy and comfortable learning environments for students and teachers are discussed. The case study school also functions as an experimental learning tool for teaching sustainability to K-12 students, having the potential to improve their attitudes and behavior with respect to sustainability.
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Hsu, Wei-Ling, Yi-Sian Chen, Yan-Chyuan Shiau, Hsin-Lung Liu, and Tian-Yow Chern. "Curriculum Design in Construction Engineering Departments for Colleges in Taiwan." Education Sciences 9, no. 1 (March 24, 2019): 65. http://dx.doi.org/10.3390/educsci9010065.
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Science, technology, engineering, and mathematics (STEM) education has become a new trend in international education curriculum reform. This study analyzed the teaching of seven subjects and performance indicators by collecting data from literature of diversified fields, proficiency training courses, and syllabi of construction management curricula provided by Taiwanese higher education institutions. Research incorporated both qualitative and quantitative methods. Qualitative approaches comprised a literature review and in-depth interview with experts; the quantitative approach was the fuzzy Delphi method, which was used to identify the syllabus constructs of major subjects and rate their performance indicators of secondary subjects. Interpretive structural modelling helped construct a systemic structure and relationships among different types of subjects to analyze curriculum frameworks and systematize teaching models. This study can be referenced to design syllabi for systemic courses in departments of construction engineering and management to educate future construction engineers at higher education institutions.
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Derler, Hartmut, Simon Berner, Daniela Grach, Alfred Posch, and Ulrike Seebacher. "Project-Based Learning in a Transinstitutional Research Setting: Case Study on the Development of Sustainable Food Products." Sustainability 12, no. 1 (December 26, 2019): 233. http://dx.doi.org/10.3390/su12010233.
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Project-based learning (PBL) has been thoroughly integrated in university sustainable development curricula, but has not been well-established in curricula used at pre-university educational levels. Integrating real-world settings into the teaching of secondary school students can help to promote problem-solving skills and competencies at younger ages, which is a crucial task in sustainability education. Therefore, in this article we describe the results of a case study on the development of sustainable food products that involved a university and two secondary schools in Austria. The methods used in this case study were drawn from the transdisciplinary case study (TCS) and the PBL literature. Data were collected by carrying out participatory research methods such as photovoice, focus group discussions, food diaries, student evaluations, and surveys. We divided the study design into three phases: (1) exploration, (2) product ideation, and (3) product prototyping and optimisation. The case study illustrates that the use of PBL research approaches by students at different levels of education provides promising results, if the research process is clearly structured and managed. When a demand for learning is encountered by students, secondary school teachers and university researchers must provide the students with additional sources of information. The establishment and management of a transinstitutional research setting is a promising, yet time-consuming endeavour.
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Wang, Jen Chun, Kuo-Tsang Huang, and Meng Yun Ko. "Using the Fuzzy Delphi Method to Study the Construction Needs of an Elementary Campus and Achieve Sustainability." Sustainability 11, no. 23 (December 2, 2019): 6852. http://dx.doi.org/10.3390/su11236852.
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One of the crucial concerns for achieving a campus’s sustainable development is that the school buildings should meet the needs of students and teachers. The design of school buildings should not only facilitate teaching activities but also provide a teaching environment that stimulates or encourages autonomous learning in students. School buildings are the site of classroom instruction and also serve as a teaching tool that helps in achieving educational objectives and providing compulsory education. They must consider modern ideas before construction, since education is constantly reformed and updated using new policies. Elementary school teachers and students are the most frequent users of school buildings, and their needs must be prioritized vis-à-vis elementary school building construction. We invited a total of 29 scholars, experts, and school managers to help create questionnaires to assess user level of need for each item of school building design, employing the fuzzy Delphi method. Questionnaires were divided into four major dimensions, namely campus buildings, campus environment, athletic fields, and auxiliary facilities, and the dimensions were composed of 33 items. The targets of the survey were teachers and students at a school located in Kaohsiung City, Taiwan. The results suggest that teachers and students both most highly value improved athletic fields; in particular, an indoor stadium was the most highly desired construction project. For safety reasons, replacing school walls with dwarf hedges was the least desirable item among teachers and students. Our objective was to provide a school building design reference for school administrative authorities and architects.
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Musa, Mohd Hussin, Christina Andin, Mohd Nasir Rayung, and Syahrul Nizam Salam. "ASSESSMENT PRACTICE OF STUDENTS' SOFT SKILLS AT SECONDARY SCHOOL: AN EARLY STUDY." International Journal of Education, Psychology and Counseling 6, no. 38 (March 15, 2021): 126–36. http://dx.doi.org/10.35631/ijepc.6380011.
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This study aims to evaluate the practice of soft skills assessment among pupils among secondary school teachers in Tawau district, Sabah. A total of 271 teachers from 15 secondary schools were chosen as a sample of the study. This study uses a descriptive research method using a questionnaire. The research instrument is divided into two parts: Part A and Part B. Part A contains questions related to the respondents' demographic characteristics while Part B measures the practice of student's soft skills assessment according to eight soft skill groups namely communication skills, technology skills, planning, and managing skills, skills working with others and in groups, problem-solving skills, managing skills, selecting and analyzing information, skills using mathematical ideas and techniques, and skills in understanding the culture. The data were analyzed using Statistical Packages for Social Science (SPSS). Data analysis is reported as a percentage, min, and T-test. The findings of the study show that the practice of assessing eight soft skills constructs in teaching and facilitating is at a moderate level. The findings also showed that there were no significant differences in the practice of assessing 8 soft skills constructs based on respondents' demographic characteristics. In addition, this study also found that there was no special assessment instrument used by teachers to assess the element of student's soft skills in teaching and facilitating. Therefore, this study proposes the construction of an instrument of soft skills assessment of high school students based on the soft skills constructs that are appropriate to the level of pupil development holistically.
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De Vita, Mauro, Lieven Verschaffel, and Jan Elen. "The Power of Interactive Whiteboards for Secondary Mathematics Teaching: Two Case Studies." Journal of Educational Technology Systems 47, no. 1 (April 16, 2018): 50–78. http://dx.doi.org/10.1177/0047239518767112.
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Interactive whiteboard offers a high-potential innovative tool in mathematical educational environments, in which teachers’ modeling processes and students’ exploring activities can easily be executed. Nevertheless, these affordances are not self-evident. There is a gap between the potential claims of the tool and its actual use in the classrooms. This study investigated, through two parallel case studies, the interactive whiteboard potential in view of optimizing the exploitation of the interactive whiteboard, improving conceptual understanding, and fostering interactivity in secondary mathematics classrooms. Two main patterns for a productive interactive whiteboard use emerged: (a) a problem-solving pattern consisting of interactive whiteboard supporting problem-solving activities and (b) an organizer pattern consisting of using interactive whiteboard as a kind of advanced organizer and stimulating students’ reflection and mathematical contributions. The two patterns were used to design and teach lessons that were analyzed through the instrumental orchestration framework elaborated by Drijvers, Tacoma, Besamusca, Doorman, and Boon. Analysis showed how the interactive whiteboard acted as a useful instrument for students’ discussion and collective construction of mathematical knowledge.
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Guarini, Maria Rosaria, Pierluigi Morano, and Francesco Sica. "Historical School Buildings. A Multi-Criteria Approach for Urban Sustainable Projects." Sustainability 12, no. 3 (February 3, 2020): 1076. http://dx.doi.org/10.3390/su12031076.
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It is recognized, in Europe and elsewhere, that there is a need to implement sustainable urban intervention policies based also on the recovery of existing public real estate assets. In Italy, the schools are a significant part of public property. At this time (2019), many buildings destined for teaching need to be redeveloped, both from a structural and plant engineering point of view, and with regard to the management of the spaces available for teaching and social activities. Although, there have been many attempts by the legislator to regulate the modus operandi in the school construction field, it is clear that there is a lack of a unique regulatory system in which the technical and functional-managerial aspects relating to the same school are considered together. On this basis, with this study a multi-criteria evaluation protocol to support intervention planning for the redevelopment of existing school buildings is proposed. The study defines an evaluation framework with which we can establish the design priorities to be carried out in accordance with the building features and community needs. The evaluation framework is tested on a renewal project regarding a school building located in the historic center of Rome (Italy).
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Agirreazkuenaga, Leire. "Embedding Sustainable Development Goals in Education. Teachers’ Perspective about Education for Sustainability in the Basque Autonomous Community." Sustainability 11, no. 5 (March 12, 2019): 1496. http://dx.doi.org/10.3390/su11051496.
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In the current context of unsustainability that we inhabit, education is considered to be a necessary pillar for social transformation towards sustainable development. The main goal of this research is to analyze the implementation of educational practical experiences of the education for sustainability programs from the perspective of teachers working in secondary schools in the Basque Autonomous Community. The analyzed schools are situated in different socio-economic and environmental contexts. The analysis also aims to diagnose the extent of knowledge on the 2030 Global Agenda of Sustainable Development Goals (SDGs) with a view to its future implementation. The study is based on qualitative tools such as in-depth interviews (38 interviews conducted at five secondary schools). For analytical purposes, the perspective of the teaching staff is adopted as they play an indispensable and determining role in education for sustainability. The main results showed that the involvement of the teaching staff, personal motivation and good leadership are essential for the success of the program, together with the support of school authorities. A stable teaching staff and a sense of identity with the project are decisive factors. In this sense, differences were detected between public schools and private schools that, to a certain extent, condition the difficulties faced by the teaching staff. Experiential activities, activities outside the classroom and a positive perspective on the subject are considered factors contributing to the success of the programs. SDGs were still largely unknown to the teaching staff but could provide a good framework for multidisciplinary education.
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Kadar Yanti, Rossana Margaret, Oryza Lhara Sari, and Rizjal Wahyu. "Study on Implementation of ITK Campus Drainage Master Plan (Case Study: Faculty of Mathematics and Natural Sciences)." Advances in Science and Technology 104 (February 2021): 47–56. http://dx.doi.org/10.4028/www.scientific.net/ast.104.47.
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Two main building Kalimantan Institute of Technology was established on an area of 3500 m2 on October 6, 2014 which serves as the infrastructure for teaching and learning activities of students. The rapid increase in the number of students each year results in an increase in the number of buildings as facilities for teaching and learning. This is the background for the development of the Kalimantan Institute of Technology area by adding five more lecture buildings to support teaching and learning activities for 3500 students. The expansion area for five more lecture buildings is currently under construction in the area of the Faculty of Mathematics and Natural Sciences. The function of the land area has been change due to building construction resulted in an increase in runoff discharge. This condition certainly affects the region if not handled properly. Increased runoff discharge will affect inundation or flooding in the area if it is not equipped with a drainage system as needed. This research is one alternative solution given. This research is in the form of a study on the implementation of a drainage master plan that aims to obtain drainage dimensions such as drainage width, drainage length and drainage depth by observing runoff due to rainwater using the concept of environmentally friendly drainage. The research obtained from the dimensions of tertiary canals with dimensions of 0.10-0.30 meters, secondary channels 0.30-0.45 meters and primary channels 0.35-0.70 meters with the discharge area of the Faculty of Mathematics and Natural Sciences ITK is 1.18 m3/ sec.
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Zakrajšek, Srečko, and Peter Purg. "Sustainable Development and ICT in Slovenian Primary and Secondary Schools: Media-Ecological Perspective." Discourse and Communication for Sustainable Education 1, no. 1 (January 1, 2010): 79–92. http://dx.doi.org/10.2478/dcse-2013-0008.
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Abstract The goal of the research was to get an overview on the possibilities of sustainable development in relation to information and communication technologies in primary and secondary schools in Slovenia from the perspective of media ecology. The study analyses the reasons for a reorientation of the educational system and new programmes towards sustainability and relates these developments to the activities of Eco-schools in Slovenia. The findings show that the guidelines of sustainable development are included in the programmes, yet they do not encompass the possibilities opening up by new technologies. Contemporary teaching methods are not widespread due to the inadequate education and training of teachers. At the same time, numerous problems arising from the introduction of new technologies and equipment into schools are neither anticipated nor tackled in the renewed curricula, thus failing to integrate a contemporary media-ecological perspective. Judging from the roadmap documents, even after the renewal process will have been finished, the situation will hardly change unless major changes are introduced into the planned concept of renovation and additional investments of funds for equipment, the preparation of materials and, above all, teacher education are secured.
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Zamora-Polo, Francisco, and Jesús Sánchez-Martín. "Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University." Sustainability 11, no. 15 (August 5, 2019): 4224. http://dx.doi.org/10.3390/su11154224.
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Sustainability, as a key concept in the education field, has submitted a relevant change during the last years. Thus, there is a growing debate about its meaning. It has undergone a crucial merging of significances from many fields: Ecology, environmental awareness, but also from politics, ethics or even spiritual approaches. All these fields have been co-involved in the building of such subject concept. In this sense, this article addresses the different ways of understanding sustainability as a polyhedral concept and how sustainability can be understood under the umbrella of the Sustainable Development Goals (SDGs). Furthermore, it is proposed a conceptual framework to teach this UN Program at Higher Education, contributing to the training of undergraduate and postgraduate students from both a professional and a personal point of view. This framework is applied in a case study—in particular, in a course of Primary Teacher Degree called Didactics of Matter and Energy. This article finishes with practical consideration to build a change-maker University.
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Pashby, Karen, and Louise Sund. "Decolonial options and foreclosures for global citizenship education and education for sustainable development." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 1 (June 2, 2020): 66–83. http://dx.doi.org/10.7577/njcie.3554.
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This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.
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Jonāne, Lolita. "Using Analogies in Teaching Physics: A Study on Latvian Teachers' Views and Experience." Journal of Teacher Education for Sustainability 17, no. 2 (December 1, 2015): 53–73. http://dx.doi.org/10.1515/jtes-2015-0011.
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Abstract The role of analogies as tools for teaching difficult science concepts has been widely discussed in science education. The application of analogies in the context of sustainable education involves richer potential. The purposeful use of appropriate analogies can facilitate analogical thinking and transfer skills, as well as develop abilities which are required for life and lifelong learning, including successful integration into modern society and facility within our technology saturated world. Analogical thinking supports development of students’ higher order thinking skills. The aim of this study was to identify Latvian physics teachers’ views on the importance of analogies and the methodology of their usage in physics education, as well as to discover innovative examples of analogies. The study involves both quantitative and qualitative methodology: survey of 35 secondary school physics teachers and group interviews with 18 experienced physics teachers. The findings reveal that, in general, now and then Latvian physics teachers use analogies in their pedagogical practice, although they are mostly simplistic and with illustrative character. Some teachers use analogies in order to help students build new knowledge through activating, transferring, and applying existing knowledge and skills in unfamiliar situations.
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Saka, Adewale Owodunni, and Peter Aboyami Onanuga. "Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education." Journal of Education in Black Sea Region 5, no. 1 (December 25, 2019): 3–14. http://dx.doi.org/10.31578/jebs.v5i1.183.
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This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.
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Dornhoff, Maximilian, Annelie Hörnschemeyer, and Florian Fiebelkorn. "Students’ Conceptions of Sustainable Nutrition." Sustainability 12, no. 13 (June 28, 2020): 5242. http://dx.doi.org/10.3390/su12135242.
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In Education for Sustainable Development, the topic of sustainable nutrition offers an excellent learning topic as it combines the five dimensions of health, environment, economy, society, and culture, unlike most topics with a regional-global scope. The identification of existing students’ conceptions of this topic is important for the development of effective teaching and learning arrangements. This study aimed to understand students’ conceptions of sustainable nutrition and the relevance that students attribute to the five dimensions. For this purpose, we conducted semi-structured individual interviews with 10th-grade students at secondary schools in Germany (n = 46; female = 47.8%; MAge = 15.59, SD = 0.78). We found that the health dimension prevailed in students’ conceptions of sustainable nutrition; however, the more dimensions the students considered, the less importance was attached to the health dimension. The ecological dimension, in turn, became more prominent as the students’ conceptions became more elaborate. Many students neglected the social, economic, and especially the cultural dimensions. Furthermore, alternative conceptions of the terminology of sustainable nutrition, which did not correspond to the scientific concept, were identified. Students had difficulties linking the ecological, social, economic, and cultural dimensions to sustainable nutrition due to a predominant egocentric perspective on nutrition, which primarily entails focusing on one’s own body.
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Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.
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Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
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A. Ermeling, Bradley, and Genevieve Graff-Ermeling. "Learning to learn from teaching: a first-hand account of lesson study in Japan." International Journal for Lesson and Learning Studies 3, no. 2 (May 27, 2014): 170–91. http://dx.doi.org/10.1108/ijlls-07-2013-0041.
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Purpose – Over the last 15 years, Japanese lesson study has attracted growing interest as an alternative to conventional teacher professional development. Despite its popularity and results, the descriptive knowledge base of authentic lesson study in Japan is still limited to a few cases from elementary math and science teachers. The purpose of this paper is to contribute to the expansion of the lesson study descriptive knowledge base by offering a first-hand account of two American educators’ experience with lesson study at the secondary level while working as licensed teachers in a Japanese school. Design/methodology/approach – Using an autoethnographic case study methodology, the authors document their personal experience working through a complete lesson study cycle with a ninth grade English course in Japan, systematically reconstructed from field texts and deliberate co-construction techniques. Findings – The paper describes significant cognitive and socio-cultural adjustments that were required to participate in the process, and highlights essential skills and mindsets for lesson study: fashioning a coherent lesson storyline, articulating and testing working hypotheses, relying on evidence to guide planning and reflection, embracing collective ownership of improvement, and persisting with problems over time. Originality/value – This first-hand account provides a distinctive inside look at lesson study from an American perspective and offers a rare description of Japan-based lesson study at the secondary level. The detailed records and insights contribute to researchers and practitioners emerging understanding of prerequisite skills for lesson study.
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de Jong, Peter, and Monique Arkesteijn. "Life cycle costs of Dutch school buildings." Journal of Corporate Real Estate 16, no. 3 (September 2, 2014): 220–34. http://dx.doi.org/10.1108/jcre-08-2013-0019.
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Purpose – This article aims at providing case-based evidence to support the idea that an integral approach using life cycle costs (LCC) would lead to more in-depth argued adjustments towards sustainable and feasible school buildings. There is a gap between the investment in and the operating costs of public school buildings, caused by the splitting up of responsibility for the financing of the accommodation. Municipalities finance the initial costs of construction, and school boards are responsible for the operating costs. According to architecture-based research on this subject, this split results in higher costs during the lifetime of the buildings. This problem is often referred to as the split-incentive problem. Design/methodology/approach – The research conducted nine case studies of newly built secondary school buildings. The schools were examined with reference to building characteristics, building costs and operational costs. The sustainable performance of these cases is described with the aid of a Dutch sustainability measurement tool. The core of the research is the LCC analysis and the overall perspective on the ratio between initial costs and operations costs. Findings – It is often held in the construction sector that investments in sustainability lead to increased expense. However, studies indicate this is not unequivocally true. The authors study, at least, found no clear evidence that schools with investments in specific sustainable solutions have such undesirable higher investment costs. The authors study found some positive effects of sustainable measurements on the LCC of secondary schools. Originality/value – This study confirms the ratio of Hughes and Ive as defined in office typologies to be true in the school building typology. It is worthwhile for owners and users to keep focus on LCC, as well as for the government as financiers/or funders of school buildings.
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Sund, Per, and Niklas Gericke. "Teaching contributions from secondary school subject areas to education for sustainable development – a comparative study of science, social science and language teachers." Environmental Education Research 26, no. 6 (April 21, 2020): 772–94. http://dx.doi.org/10.1080/13504622.2020.1754341.
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Zhang, Yinning, Leena Katariina Korkiala-Tanttu, Henry Gustavsson, and Amandine Miksic. "Assessment for Sustainable Use of Quarry Fines as Pavement Construction Materials: Part I—Description of Basic Quarry Fine Properties." Materials 12, no. 8 (April 12, 2019): 1209. http://dx.doi.org/10.3390/ma12081209.
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As a secondary material, quarry fines are a valuable material to be reused for many purposes in civil engineering projects. The aggregate source depletion, especially the lack of high quality aggregates as expected in the future, as well as the demand for a carbon-neutral society and circular economy, also promotes the high-volume utilization of secondary materials such as quarry fines. The aim of this study is to do a feasibility assessment including a series of laboratory tests and analyses to evaluate the properties of quarry fine materials to determine if this type of material could be qualified as pavement construction material in high volume. The gradation information obtained from both sieving and hydrometer tests indicates the frost susceptibility of unstabilized quarry fines, therefore frost heave tests were performed and which further suggest the necessity of stabilization to improve its properties for pavement applications, especially in structural layers such as base, subbase, or filter layers. Some other general information and properties of unbound quarry fines, especially regarding their validity for application in pavement engineering are also investigated and discussed.
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Qi, Wenjin, Nadezda Sorokina, and Yan Liu. "The Construction of Teacher Identity in Education for Sustainable Development: The Case of Chinese ESP Teachers." International Journal of Higher Education 10, no. 2 (December 14, 2020): 284. http://dx.doi.org/10.5430/ijhe.v10n2p284.
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As the education for sustainable development (ESD) has been advocated in diverse educational contexts, increasingly more attention has been paid to facilitate teachers as the promoters of such educational practice in higher education. Yet, less sufficient research has focused on the ESP (English for Specific Purposes) teachers, who are regarded as the pioneers of ESD practice, and their professional development. This study aims to promote teacher professional development in the area of ESD practice by investigating the identity construction of eight ESP teachers from a northern Chinese university. Drawing on a model of ESP teacher identity, the authors conducted life-history interviews concerning the five frames of identity construction. The results reveal a complex picture of ESP teachers’ professional identity construction. It is revealed that a majority of participants claimed a sense of achievement in their teaching of ESP skills and sustainability competences in graduates for the local socioeconomic development. However, their professional identification is undermined by such factors as the marginalization of ESP as a legitimate discipline, lack of acknowledgement of ESD in curriculum design, and teachers’ professional insecurity resulted from their professional incompetence and low academic status. This study provides a new and innovative perspective on the issue of ESD development in higher education.
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Gelinder, Lolita. "Smak för hållbar utveckling?" Educare - vetenskapliga skrifter, no. 3 (June 21, 2021): 130–57. http://dx.doi.org/10.24834/educare.2021.3.6.
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In the school subject Home- and Consumer Studies, the curriculum includes knowledge about sustainable food consumption, i.e. the students should learn to make sustainable food choices. Previous research has shown that taste is an important factor when people choose what to eat. The purpose of this study is to investigate teaching about sustainable food consumption, by focusing on how teachers and students talk about taste during foodwork, more specifically what meaning that is construed in relation to taste and how this content may be understood in relation to different perspectives on taste. Video data from two classes of Swedish lower secondary school students is analyzed using pragmatic discourse analysis methods. The results show that taste is mainly used in terms of taste assessments and thus provide an understanding of taste as something fixed and unchangeable. A transactional perspective on taste is suggested as an alternative, working with taste as something changeable and reflexive. In this way teaching can be a part in students developing new taste experiences, which is crucial for wanting to change eating habits, or for learning to eat new dishes, and foods, which will be required in order for people to make sustainable food choices.
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Ulmeanu, Mihaela-Elena, Cristian-Vasile Doicin, and Paulina Spânu. "Comparative Evaluation of Sustainable Framework in STEM Intensive Programs for Secondary and Tertiary Education." Sustainability 13, no. 2 (January 19, 2021): 978. http://dx.doi.org/10.3390/su13020978.
Full textAbstract:
Sustainability of learning environments is a key pillar of all societal development frameworks. A variety of research address the development of education as a fine balanced relation between flexibility, adaptability, innovation, and efficient resource allocation. The main limitation of current approaches is the lack of correlation between various efficiency analyses and budget expenditure of learning environments. The current research aims at undertaking a comparative evaluation of a sustainable framework in STEM intensive programs for secondary and tertiary education. This was done using several established methods like the Plan, Do, Check, Act cycle for the development main framework, the Analytic Hierarchy Process for efficiency evaluation and Value Analysis for budget expenditure allocations and improvement identification. The main framework is based on learning objectives defined in accordance with Blooms’ revised taxonomy and student feedback was collected through surveys and group feedback. The main results of the study show that the framework had overall efficiencies over the 80% threshold in both secondary and tertiary education, whilst some of the components scored under 65%, identifying immediate improvement features. Further research involves the transition to an online and mixed teaching environment, by adapting the content and framework structure with the aid of smart learning environments.