Teaching Methods in Science Subjects Promoting Sustainability

Her primary research interests are in subject didactics, environmental education, sustainability education and education in sustainable development. The principle of sustainable development actually focuses on people living today and in the future at the same time.

Finnish Teacher Education

We begin with an overview of Finnish teacher education, including both international and national policy documents regarding the implementation of sustainability in teacher education. Much of the teaching practice takes place in specific training schools that belong to the education departments of the universities.

Sustainability in Finnish School Systems and Teacher Education

The rest of the teacher educators (30%) understood the concept in very different ways without mentioning any of the four (three) main dimensions. The vast majority of teacher educators (87%) had not received any training or education on how to integrate sustainability into all subjects, although some policy documents state that universities and teacher education departments should include basic sustainability knowledge and that skills pedagogical should be highlighted as an important issue of educational policies in the continuous training of teachers and supervisors [34,55].

Why is an “Excellent” Education Failing in Sustainability?

More than half of the respondents answered that they did not know whether their department defined the concept of sustainable development in its strategies or other political documents. The goal of the declaration was to homogenize European higher education, as well as to make students more competitive in the global educational market [88].

Pedagogical Implications and Conclusions

UNESCO (United Nations Educational, Scientific and Cultural Organization). UN UNESCO Decade of Education for Sustainable Development: Paris, France, 2005. Implementing Education for Sustainable Development in Sweden: Exploring Sustainability Awareness among Upper Secondary School Students.

Subject Teachers as Educators for Sustainability

A Survey Study

• Introduction
• Materials and Methods
• Results
• Discussion
• Conclusions

Ecological–Economic (Eco.–Econ.) The challenges caused by the environmental changes to the economy (deviation from economic activity, poverty). Social–Ecological (Soc.–Eco.) The challenges caused by human activities to the state of the environment (eg climate change).

Table 1. Teachers categorized according to major subject and gender.

Systems Thinking for Understanding Sustainability?

Nordic Student Teachers’ Views on the Relationship between Species Identification, Biodiversity and

• The Aim of the Study and Research Questions
• Materials and Methods
• Results
• Discussion and Conclusions

These indicators and tests are used as a basis for analyzing the level of system thinking of student teachers in this study (see Methods). The majority of students (74.6%) did not show systems thinking in their answers about the relationship between species identification, biodiversity and sustainable development. Finnish student teachers used basic systems thinking much more than their Norwegian and Swedish counterparts when describing the relationship between species identification, biodiversity and sustainable development.

In this study, the focus was on the system of student teachers thinking about the ecological dimension of sustainability, and in particular their views on the relationship between species identification, biodiversity and sustainable development.

Table 1. Skills and levels in systems thinking (Skills according to Draper [72]; levels of systems thinking, indicators and assessment according to Stave and Hopper [78]).

An On-Campus Botanical Tour to Promote Student Satisfaction and Learning in a University Level

Methods

Google Earth map of the locations of the trees (1 to 10) and other botanical groups (11 to 14) used for the exercise. Data collected from the second survey (Table 2) conducted in eight fall and three spring sections served as student feedback on the performance of the exercise. In each semester, at least 50% of students had no answer to the question, "What didn't work - suggest improvements."

With the exception of basic taxonomy, much of the material covered during the campus tour was not covered in previous factory labs or in the lecture.

Table 1. Format of the worksheet used by students to take notes during the on-campus tour exercise.

Conclusions

Knowledge gains demonstrated by higher quiz grades from the on-campus tour exercise compared to the two in-class labs that primarily used preserved samples may be the result of greater understanding and recall of the material learned as result of practical, experiential and involved learning that happened with greater satisfaction during the campus tour. Acknowledgments: The author thanks Peter Martinat, the coordinator of the Biodiversity Course at Xavier University of Louisiana, for permission to include this exercise in the course, and students who participated in the study. The value of outdoor learning: Evidence from research in the UK and elsewhere.School science.

The role of research in the Physical Sciences at undergraduate institutions; Doyle, M.P., Ed.; Research Corporation: Tucson, AZ, USA, 2000; pp.

Teaching Methods in Biology Education and Sustainability Education Including Outdoor

• Theoretical Background
• Research Aim and Questions
• Material
• Methods
• Findings and Discussion
• Main Conclusions and Implications

Important distinction between the goals of environmental education was made by Lucas [14]—"in", "about" or "for" the environment—to avoid misunderstandings about the intended type of environmental education. Many of the topics in biology education are closely linked to the content of SE. In dealing with the cognitive domain, it is relatively easy to specify desired types of student behavior and the phenomena on which it infringes, that is to say the subject content of science education.

Dagiti Rukod ti Panagsukisok iti InKomunikasion: Maysa a Gubuayan a Libro; Rubin, R.P., Palmgreen, P., Sypher, H.E., Dagiti Eds.; Ti Guilford a Pagmalditan: Nueva York, E.U.A., 1994; pp. 100-1

Table 1. The selected journals and the analyzed articles.

An Internet-Based Medicine Education Intervention

Fourth Graders’ Perspectives

Materials and Methods 1. Participants

The medical education website is available in Finnish and Swedish at www.laakekasvatus.fi. The idea of ​​an alternative medicine website is offered as a general source of information and medical treatment, which also includes advertising. http://www.terveyskirjasto.fi/terveyskirjasto/tk.koti) consists of 10,000 scientific articles about medicines, providing current information on health and disease. It was the first site (medical education website) from which it was easy to find all the information. Some of the students realized that it would be better to study medicine in the sixth form.

Packaging and labels were mentioned in group discussions after the intervention, which indicates an understanding of the appropriate use of medicines.

Table 1. Intervention case stories.

Multimodal Languaging as a Pedagogical Model—A Case Study of the Concept of Division in

School Mathematics

The Theoretical Framework 1. Multiliteracy

The basic principles of multiliteracy are set out in the New London Group (NLG) manifesto [10]. It is defined as follows [15] (p. 33): “the competence to interpret, produce and make value judgments about a variety of different texts, which will help students understand various forms of cultural communication and their personal identity.". It is described as a pedagogical approach, but is applied in the Finnish curriculum as a set of communication skills [12,16].

In fact, it seems that the use of natural language and drawings help most students in the solving process of mathematical problems not only at primary level, but also at higher levels of the education system [19].

Figure 1. The three languages that can be used to express mathematical thinking [12,20].

The Division Research: Data Collection and Analysis

The two pupils had problems formulating the word problem correctly until the end, but the main idea of ​​the division according to content was properly reproduced (see Table 1, Case C). In Table 1 we have taken three examples of the word problems in which division is necessary for their solution. Most of the pupils liked writing the word problem and constructing a larger story about it.

Planning the story required a mind map; that part of the study is omitted from this article.

Figure 2. The ways the pupils (N = 21) interpreted the concept of division and subtraction in the expression 24/6–3 (modified from Joutsenlahti et al

Discussion

An interesting detail in Table 3 is that almost all girls preferred writing, while most boys preferred drawing cartoons. The students also gave their opinions on why writing is important or not in solving problems. In this study, all students were monolingual speakers of Finnish; however, the use of multimodality can also support, for example, L2 learners for whom pictorial language can serve as a way of understanding mathematical concepts.

Behind the concepts of multiliteracies and media literacy in the renewed Finnish core curriculum: a systematic literature review of peer-reviewed research. Seminar.

Investigating the Effectiveness of Group Work in Mathematics

Literature Review

Slavin's research showed positive effects of group work on cross-ethnic relations and improving student achievement [18]. Group work plays a fundamental role in both cooperative and collaborative learning methods and has attracted considerable research interest [21–29]. Research suggests that collaborative learning has rapidly become a powerful promoter of group work in educational institutions at all levels [24].

Group work can also be a useful and useful tool to help develop a supportive attitude towards learning.

Methodology

This difference in performance between the questions in the Experimental class was additionally later compared with the corresponding difference in performance of the students in the Control class. When comparing the performance of students in integration questions with their performance of the rest of the assessed questions, this weighting was taken into account. Integration questions relating to the rest of the questions in the exam and any differences in the academic abilities and strengths of the students from the two cohorts were taken into account in the analysis.

16 out of the 40 marks were received for the remaining questions, thus the total percentage of passing marks from the rest of the questions in the exam.

Results and Discussion

In order to determine whether group work was effective in learning mathematics, which is the main objective of the investigation, it was necessary to create an empirical indicator that would assist in this analysis. Analysis of the data shows that when students worked in groups, their performance on questions related to integration improved by approximately 10% compared to the performance of students who attended a regular classroom setting. Remember that a performance ratio greater than 1.0 means better performance in the integration part of the exam.

Students were ranked into these categories to assess the effectiveness of group work for different levels of student academic strength.

Figure 2 is a bar chart showing students responses about their perception of what contributes to the effectiveness of teaching mathematics

Reconceptualizing Scientific Literacy: The Role of Students’ Epistemological Profiles

• The Notion of Epistemological Profile
• Scientific Literacy and Epistemological Profile
• A New Proposal for Reconceptualizing Scientific Literacy
• Activity Theory and Discourse Studies
• Implications for Science Education in School Science Activities
• Scientific Literacy and Epistemological Profile
• Discussion and Final Remarks

Cultural differences mean differences in the understanding and application of the same concept or idea. The construction of a new zone in the students' epistemological profile would be the goal in the scientific literacy of elementary school students. Activity theory has its roots in Soviet psychology at the beginning of the 20th century.

The construction of a new ideological perspective on science in the students' epistemological profile would be a measure of elementary school students' scientific literacy.

Relevancy of the Massive Open Online Course (MOOC) about Sustainable Energy for Adolescents

• Promoting Sustainable Energy Learning through the MOOCs
• The Relevancy of the MOOC Course about Sustainable Energy
• The Aim and Content of the MOOC Course “Sustainable Energy”
• Research Methods
• Research Results
• Discussion

The results of the case study have been confirmed by three researchers according to the research method [40,41]. 24 responses claimed that the subject of the course was quite interesting to them. In our MOOC practice, most of the students chose this course because of their interest in science and sustainable energy/sustainable development.

It gave teenagers a new holistic approach to learning about sustainable energy based on the latest research.

Figure 1. The dimensions of relevance [25].

MDPI AG St. Alban-Anlage 66