Journal Article10.24071/ijiet.v8i2.7611
How do filipino teachers interpret sustainability development goals in science lesson (an interpretative phenomenological analysis)
Wahyu Wido Sari,Genesis E. Lalas +1 more
TL;DR: This study explores Filipino teachers' interpretations of Sustainable Development Goals (SDGs) in K-12 Science lessons, revealing linkages between SDGs and Quality Education, Education for Sustainable Development, and Disaster Risk Reduction through project-based learning and worksheet activities.
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Abstract: The approach of this study was to interpret the perception of Filipino teachers on Sustainable Development Goals (SDGs) in K-12 Science lessons using an Interpretative Phenomenological Analysis (IPA). The findings of this research showed linkages between Quality Education, Education for Sustainable Development, and Disaster Risk Reduction. Participant 1 (FLE) and colleagues conducted a Project-based Learning to encourage students to solve environmental problems. This resulted in a White paper submission to the International Kids Conference 2022. The project reflected a strong implementation of SDGs 1, 2, 7, 8, 9, 12, and 13. Participant 2 (NM) implemented SDGs in the form of worksheet activities with open-ended questions for students to come up with many possible answers. This resulted in a strong implementation of SDGs 2, 4, 6, 7, 9, and 13. Participant 3 (JCT) promoted students' designs on Infographics about Environmental Disasters and endorsed those in a special event that promotes Earth Days. This resulted in the implementation of SDGs 3, 13, 14, 15, and 16. The analysis showed an applied proof of improved quality of teaching through Project-based Learning that established a safe and effective learning environment, and an inspiring cooperative and transformative learning.
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References
Development and Evaluation of a Model-Supported Scientific Inquiry Training Program for Elementary Teachers in Indonesia
TL;DR: A teacher training program, named Model-Supported Scientific Inquiry Training Program (MSSITP) has been successfully developed to improve the inquiry skills of Indonesian elementary teachers as mentioned in this paper, which are defining problems, formulating hypotheses, planning and doing investigations, drawing conclusions, and communicating the results.
Teachers’ Competence in Information and Communications Technology (ICT) as an Educational Tool in Teaching: An Empirical Analysis for Program Intervention
Jayson A. Dela Fuente,Leomar C. Biñas +1 more
- 01 Jan 2020
TL;DR: In this paper, the authors determined and described the level of teachers' ICT competence in different skill-set through a standardized survey questionnaire adapted from the National Information and Communications Technology Competency Standards NICS-Basic of the Commission of Information and Communication Technology.
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Effective use of ICT in Science Education
Bob Kibble,Paul O'Hara +1 more
- 01 Jan 2008
Abstract: In this introduction chapter use of Information and Communication Technology (ICT) in science education is analysed from the point of view of learning and interest. Examples of ICT use described here have been developed in the project Eu ISE –Effective use of ICT in Science Education (226382-CP-1-2005-1-SKCOMENIUS-C21). Firstly, students’ interest in science and science learning is analysed in the context of ICT use in science education. Secondly, possible ICT use, examples of best practices, in science education are described. Thirdly, ideas how ICT can be integrated to some basic teaching methods are presented. Finally, a summary where ICT use from the point of view of learning and interest is presented.
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Education for Sustainability and Pre-Service Teacher Education
TL;DR: In this paper, a qualitative study describes how a one-semester, final year pre-service primary teacher unit in Education for Sustainability (EfS) was shaped, and reports on how a cohort of preservice teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching.
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Promoting Scientific Literacy by Using ICT in Science Teaching.
TL;DR: In this paper, a triple learning model (PEA) based on ICT and constructive learning strategy in teaching science through a context which cares for building positive trends of searching for knowledge and increasing scientific literacy level of the students at schools and universities.