Primary and secondary schools depend on local governments, and high schools (vocational schools) depend on state governments. The management and regulation of the educational system are the responsibility of the states (Bal and Basar, 2014). All children who are 6 years old are required to go Grundschule (primary school) for 4 years (Venter, 1987; Hainmüller, 2003). Germany’s educational system is a bit complicated because the secondary level is divided into two levels (Hainmüller, 2003). Realschule is the lower secondary school, and the Gymnasium is an academic school that combines the lower and upper secondary levels (Halász et al., 2004). Gymnasium is the only type of school in Germany’s The main aim of this study was to determine the factors that affect the environmental literacy (EL) of 15-year-old students in Germany. The data were based on findings from the PISA 2015 of German students (n = 6.504), which were published on the official PISA site (http://www.pisa.oecd.org). According to the results, there was a positive and meaningful relationship between EL and environmental optimism (EO) at a low level. There was a meaningful relationship between EL and socioeconomic characteristics (SEC). Moreover, SEC has a large effect on the EL. There was a significant relationship between both classic literature and books on art, music, or design that students have at home, number of musical instruments at home, and EL. There was, however, no significant relationship between both ‘books of poetry’ and ‘books to help with school work that students have at home’ and EL . Results show that there was a significant relationship between some of the selected teaching characteristics (frequency of adapting lessons, teachers’ providing individual help, teachers’ explanations of scientific ideas, and teacher changing the structure) and EL, while there was no significant relationship between EL and teachers continuing frequency of teaching. Recommendations for the promotion of EL in schools are discussed.
Understandings of what constitutes ‘poor performance’ are neither given in the nature of things, nor self evident, but products of policy discourse, framed by policy environments. The contemporary policy environment, in Australia as in the UK and the USA, is dominated by neo-liberal discourses of globalisation and economic rationalisation (Apple, 2001; Henry, Rizvi, Lingard & Taylor, 2001; Ball, 2008; Olssen, Codd & O’Neill, 2004). The commissioning of the report, and the report itself, including their focus on literacy, numeracy and science, commonly represented as core curricular areas for the knowledge economy, can be seen in the wider context of education reform in Queensland which can itself be seen as preoccupied with competitiveness in a global economy (c.f., DET, 2002).
Content and procedural components of scientific literacy, outlining its social importance and ne- cessity of a man for a long period of time. In this respect, scientific literacy and student are the main things in learning of natural science, which implies adequate training programs // that are relevant to teaching and learning. In connection with the above we analyzed , National Educational Requirements /standards/, educational programs, presence of factual and theoretical knowledge, taught in the context of real-life and learning when effective methods and tools are used.
The workshop featured several examples of support for literacy for science occur- ring across multiple schools in a network, district, or state. The purpose of these presentations was to learn from the experiences of those working to make sys- temic change to K-12 scienceeducation. Although the approaches varied greatly based on location, scope, and goals, these larger scale supports yielded several common aspects. First, broader efforts to bring about changes in teacher knowl- edge, approaches, and strategies involved fostering communities of learning and strategies that emulated approaches to be used with students. However, effecting these changes began with working to create a shared vision for science educa- tion, and more specifically literacy for science. This process required time and engagement with individuals at all levels of the system, and was often facilitated by supportive policies at the district or state levels. Often changes were phased in. Several presenters described their efforts to build capacity in their systems to sup- port and sustain the changes through training trainers, working with principals, or supporting “trailblazing schools,” among other strategies. Finally, a multistate effort is under way to consider the needs of English language learners as the CCSS and NGSS are implemented. Each of the individual approaches to supporting sci- ence education on a larger scale is summarized below.
Addressing the policy of multiethnic scienceeducation, this investigation is about the multicultural scienceliteracy of Science teachers. Qualitative data were collected by individual interviews from 12 science teachers across 5 ethnic geographical areas in Taiwan who were asked about their teaching experiences of knowing science, talking cultures and doing WMS or/and MSE among multiethnic groups. It concluded some cultural myths that teachers’ views on science, textbooks and instruction are still dominated by western science, their perception on MSE is limited, and folk science is sometime added but not important. Multicultural tolerance for all students is generally in practice yet it is actually transformed into low expectations discouraging science learning. Teachers performed multicultural understanding rather than implementing MSE.
This program offers a graduate degree for in-service secondary mathematics and science teachers that promotes professional development within their discipline and addresses classroom and students’ needs. Through the coursework, participants will be able to demonstrate advanced ability to integrate technological literacy and real world applications into mathematics and science curricula serving students in grades 6-12. This emphasis is a priority in both state and national standards for secondary mathematics and scienceeducation.
Abstract Indonesia is a country that has abundant renewable energy sources, one of which is hydropower that can be utilized as an alternative energy source. However, fossil energy remains as major supplier of energy needs in all sectors of activity. The Education for Environmental Sustainable Development (EESD) approach can be applied in scienceeducation to prepare learners with environmental knowledge, especially energy, so students can participate actively in solving various energy issues in the environment. EESD is suitable to be trained to students using science student worksheet. The objectives of this research were: (1) to develop EESD-based science student worksheet that is theoretically valid and (2) to know the effectiveness of science student worksheet that is developed to increase scientific literacy. This research used 4-D Thiagarajan development model which includes Define, Design, Develop, and Disseminate stages. The findings of this study indicated that science student worksheet with EESD approach were: (1) theoretically valid according to validator with value A (very good category), and (2) effective to increase student scientific literacy.
UNESCO (1997) and environmental educators who have subsequently developed programs and curriculum since the Tbilisi Declaration have expanded the focus and are more specific on how EE should be accomplished. Yet terminology has remained ambiguous as do the specific results and goals of EE. Terms such as eco-literacy (EL) and education for sustainable development have been synonymous with EE in the literature and are often used interchangeably with differing meanings. The purpose of this paper is to propose EE and EL as components of education for sustainable development through the examination of an EL program developed by EARTH University (Escuela de Agricultura de la Región Tropical Húmeda) in Costa Rica in cooperation with neighboring rural community public schools. Specifically this paper will examine the principles and evolution of EE out of scienceeducation, the goals of EL, and the contributions both have made to education for sustainable development. Secondly this paper will examine how these principles and goals are used in EARTH’s EL program to promote
In view of the irrational phenomenon of many highly educated intellectuals showed non-rational behavior; it consider that the reason for this non-rational behavior is caused by the artificial fragmentation of scien- tific attainment education and humanistic spirit education in modern China higher education. This article maintains that healthy higher education should be based on scientific literacy, oriented by humanistic spi- rit, and to aim at the promotion of students personality perfection. Based on these, this paper ideal is the unity of human spirit education and scienceliteracyeducation in modern Chinese colleges and universi- ties is need urgently, that is to fully integrate the human spirit and scienceliteracy, practice the way of the combination of science and humanities education. Focus on the combination, the connotations, objectives and ways to realize are disscussed in this paper, it is thinking that practices the combination of science and humanities education way should develop education theory, establish the educational methodology suitable for the science and humanities education, and seek the reuniting of science and humanities educa- tion from the history of scienceliteracyeducation and humanities spirits education, reform the probleme in the combination of scienceeducation and humanities education, to carry out the education of science and humanities at the same time, reshaping the values of today higher education.
On the other hand, together with scienceliteracy, studies based on interdisciplinary approaches began to emerge in scienceeducation . This is because it is necessary to possess the 21st century skills listed as creativeness, critical and analytical thinking, research, questioning, making decisions and solving problems and collaborative studies together with the facts that science and technology progress rapidly, individual differences come into prominence . In this context, these skills can be realized STEM (science, technology, engineering and mathematics) teaching system that contained interdisciplinary and application-oriented approach . In this regard, 2017 physical sciences curriculum bearing the vision of scienceliteracy was prepared within the framework of STEM training, and engineering and design skills were added to course acquisitions. It is of great importance for students to experience science and engineering applications to increase scientific research and technological development capacity, socioeconomic development and competitive power of Turkey . In this context, “Science and Engineering Applications” unit has been added to the end of each year from 4th year to 8th year in which students are aimed to answer a daily problem practically with a product they design . STEM education, by guiding collaboration among different disciplines like an engineer, aims at educating individuals who are open to communication, who can think
their fluency in science in a world where employers seek well-educated, well-aware individuals.Our leaders need reasoned decision making. Even our own ability to survive as a species depends on understanding the threats to our ecosystems and the choices we can make to mitigate these threats. India has been a knowledge economy and has a tradition in science and technology from the ancient times. India now needs policies and programs to reclaim its global leadership position in science and technology. Science and technology has enormous potential to bridge the disparities between the urban and rural India, rich and poor. Scienceeducation needs to be made more practical, meaningful with renewed vision and vigour. It needs to be balanced with tutorials, practical & non-formal engaging activities. Science needs to be communicated in an innovative way with a focus on engagement which shall enable todays’ and tomorrows’ citizens to play a more active role in the research and innovation process, to make informed choices and to build a democratic and knowledge-based society. This approach will lead young boys and girls to pursue careers in science, technology, engineering and mathematics & make worthwhile contributions in knowledge creation and innovation. A nation of 1200 million, India needs a focussed and large scale science communication strategy if we have to develop into a scientifically & technologically literate society. Present initiatives & efforts are miniscule & need scaling up.
So as to fulfil this aim of exploring the contribution of Sociology of Education in the promotion of sustainability literacy in higher education, next section deals with the topic of sustainability literacy in higher education, followed by a section on educating for sustainability literacy in higher education. The following section addresses the role of Sociology of Education in the promotion of sustainability literacy: what to learn and how to learn Sociology of Education and ESD. Through a selective review, the importance of Sociology of Education in increasing sustainability literacy in higher education is discussed, embodied in the use of key competencies and the Sustainable Development Goals (SDGs) (UNESCO, 2017), which are a reference in this field. Finally, the article seeks to show, through illustrative examples, that there are SDGs whose learning would directly benefit from the use of a sociological stance and action throughout the whole learning process. This sociological input would address dimensions such as the interconnection of scale levels, sociological imagination, multi-paradigmatic nature, heuristic interdisciplinarity, reflexivity and the resource to Sociology for action through its use in situations of informed and intentional knowledge.
Distribution courses: complete one course from each category below Biology* Satisfied by core degree requirements (BIOL 1010) Physical Science* Satisfied by core degree requirements (GEO 1010) Biology or Phys Sci* Satisfied by core degree requirements (CHEM 1210)
In order for ESD to be effectively promoted in HEIs, they should enable the existence of a set of features that place the students at the centre of the learning and teaching (rather than the teaching and learning) process, allowing them to develop and attain the competencies, abilities, values and knowledge needed to foster sustainable development [1,100], for example, taking on the role of others . Among these features, the most important are the ones that promote lifelong education at all times and places of the individual’s life, and that develop responsible citizens in a society that is intended to be democratic, just and equitable [13,37]. As previously mentioned, the key competencies normative, critical thinking, integrated problem-solving, systems thinking and self-awareness are embodied in the following SDGs: (i) 2.2. The learner is able to reflect on their own values and deal with diverging values, attitudes and strategies in relation to combating hunger and malnutrition and promoting sustainable agriculture; (ii) 5.2. The learner is able to recognise and question traditional perception of gender roles in a critical approach, while respecting cultural sensitivity; and (iii) 16.2. The learner is able to reflect on their own personal belonging to diverse groups (gender, social, economic, political, ethnical, national, ability, sexual orientation etc.) their access to justice and their shared sense of humanity.
Our Literacy Specialist programs are designed for candidates holding initial or professional certifcates in teaching general education classes at the early childhood, elementary, middle school, or secondary levels or candidates initially certifed in special areas (i.e., art, music, business, physical education) who wish to earn a master’s degree that will allow them to obtain an additional NYSED certifcation as a Literacy Specialist. Our Literacy Educator program is designed for candidates to pursue preparation for becoming more informed, and hence more effective, literacy educators in the general education classroom in line with the candidate’s initial certifcation (i.e., early
There are a number of factors responsible for this, economics and deeply rooted traditional and cultural beliefs being chief among them. In terms of economics, Yemen does not have the natural resources and wealth of Oman. Yemen is one of the poorest countries in the region, although there has been some improvement in the mid 1990s with onset of oil production. Another factor is that there has been little attention given to educational infrastructure, which has affected access to education. Moreover, although a UNESCO Education Survey 1997- 1998, found that the pool of teachers available is not adequate to service the population, there are less than 20% female teachers which is an important consideration when sending girls to school in a traditional conservative society, particularly in rural areas. Additionally, teacher training is inadequate, teacher absenteeism very high, and supervision and administrative support for teachers is irregular at best. Add to that the low number of schools, which result in exceptionally large class sizes and increased pressure on teachers. This has greatly affected the quality of education in Yemen 32 .
Media literacyeducation generally relies on various effective information, thus this information cannot be cut off from real situation. After all, university ideological and political education cannot be realized without the ba- sis of reality. The theme of media literacyeducation should center on politics, economics, culture and environ- ment protection. Therefore, only by clearly determining the theme of media literacyeducation can educational work develop smoothly with correct direction, ensuring the education quality.
Health literacy as a distinctive concept was first used in 1974 in publication on health education as a policy issue and indicated a school health education in relation to health literacy development. Schools were seen as responsible for delivering fundamental health information on different health topics, such as safety, nutrition, physical activity, hygiene, etc. . This early use of the concept of health literacy demonstrates an interconnection between health education and health literacy . Currently, health literacy is conceptualized as a possible pathway by which the link between education and health can be researched, comprehended and interpreted . There is evidence that low health literacy is associated with poorer health outcomes and poorer use of health care services [12, 13], higher medical costs  and lower self-reported overall health . As health literacy affects health, health-related behaviour and health outcomes and comes to be a strong predictor of health, there is a need to develop, improve and promote health literacy among population. Health education interventions are critical to improve health literacy and increase health-related knowledge and competencies. Health education and health literacy are closely interconnected. Health education is directed towards improving health literacy and is presented as one of the key outcomes of health education policies, activities and interventions . At the same time, health literacy is an ambiguous concept that has become a remarkable issue of today’s studies  in health and public health sciences. Endeavour to define, redefine, conceptualize and measure health literacy leads to the condition that “the term „health literacy‟ itself has come to mean different things to various audiences and has become a source of confusion and debate” . The concept and field of health literacy has evolved  and has expanded in its meaning , scope and depth . Thus, multiple definitions, conceptualizations and different conceptual models of health literacy now are available . It is further argued to revise the concept of health literacy and consider for a new – more comprehensive and integrative – definition of health literacy . This theoretical and conceptual diversity of health literacy concept can be proposed as a challenging factor for public health and especially – for health education theory and practice.
At best, this sort of argument would seem to warrant aspects of school science but not the full spread of topics as not all of those topics would plausibly perform such a "basis providing" function. However, this is not the major difficulty. It is simply not established by research (and is, in any event, implausible) that even if citizens were to retain what was taught to them in their school science curricula, most would have the capacity to build upon that basis to become scientifically informed upon the issues or even to become informed enough to adjudicate among rival candidate authorities. Nor is it even established that a sufficient proportion of citizens will so use their scienceeducation to even attempt to become informed and (assuming other decision- making elements are present) make good decisions such that the resultant group benefit gained from this intellectually active subset of students warrants across-the- board compulsion to ensure that the subset is "caught and taught". Moreover, one would have to be confident that this subset could not be predicted in advance (so that one could, instead, selectively force science only upon those who are likely to