scholarly journals A framework of integrating environmental science courses based to 21st century skills standards for prospective science teachers

2018 ◽  
Author(s):  
Afandi ◽  
Sajidan ◽  
Muhammad Akhyar ◽  
Nunuk Suryani
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Environmental Science ◽  
Science Courses ◽  
Prospective Science Teachers ◽  
Skills Standards

scholarly journals Examining of the non-routine problem-solving skills of prospective science teachers as part of the understand the problem and the solution plan

2017 ◽  
Vol 9 (4) ◽  
pp. 425-430
Author(s):  
Remziye Ergul
Keyword(s):  
Problem Solving ◽  
Best Practices ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Training Programs ◽  
Descriptive Analysis ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Prospective Science Teachers

Today, looking at the goals of the training programs, we are faced with a set of skills called the 21st Century skills. These skills are critically important to success in today’s world. One of these skills is to solve the problem and one of the best practices for implementing 21st Century Skills is Problem-Based Learning. However, types of problems referred to here are non-routine problem. In this study, problem-solving skills of the teachers were investigated. For this purpose, a total of 56 prospective science teachers studying in Uludag University have been included in the study. Students were given two different non-routine science problems. The first of the problems has two variables and the second has three variables. Evaluations were made according to Polya’s first two steps. Students were asked to write clearly, what they understand from the problem and what should be done in order to find the solution. The data gathered from students was coded and interpreted using descriptive analysis. The findings showed that they were partially successful to solve the two-variables problem, but they failed to solve the three-variables problem. Keywords: Non routine problem, problem-solving skills, prospective science teachers.  

scholarly journals Comprehension of in-service primary-science teachers toward 21st century skills: A case study on Purwakarta

2019 ◽  
Vol 1157 ◽  
pp. 042130 ◽  
Author(s):  
H Handayani ◽  
W Sopandi ◽  
E Syaodih ◽  
A Suhandi ◽  
B Maftuh ◽  
...  
Keyword(s):  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Primary Science

scholarly journals Study of Assistance Development of Thematic Learning Material by Integrating New Literacy and Disaster Literacy on Science Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 120
Author(s):  
Asrizal Asrizal
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Industrial Revolution ◽  
Learning Material ◽  
Assistance Program ◽  
New Literacy ◽  
Average Value ◽  
Thematic Learning

The 4.0 industrial revolution requires humans to possess 21st century skills. Education should be able to prepare students to have 21st century skills to be successful in their life. In addition, the geographical condition of Indonesia is a disaster-prone region. For this reason, teaching should be able to develop student literacy to face the challenges of the industrial revolution 4.0 and the geographical condition of the Indonesian region. The thematic science teaching is relevant to 21st century skills, essential principles of 21st century learning, and the geographical condition of Indonesia. But the real conditions show that the integration of literacy in science teaching is still lacking and limited. A solution to solve this problem is the assistance program the development of thematic learning material by integrating new literacy and disaster literacy for science teachers in junior high school. The objective of the research is to investigate the results of the assistance program the development of thematic learning material. Participants of program assistance were 30 science teachers who were members of the Science MGMP in East Agam district. The instrument for collecting data consisted of pretest and posttest and questionnaire sheet. The data were analyzed by descriptive statistics analysis and wilcoxon signed rank test. Based on the results of data analysis can be stated that: 1). in the assistance program activities for the development of thematic science teaching material can be produced 26 teaching materials in the form of student worksheet by integrating new literacy and disaster literacy, 2). the average value of the practicality of using thematic science worksheet according to students in two junior high schools is 86.41 so that this average value can be classified into very good category, 3). the average value of participant responses to the implementation of the assistance program is 85.65 and this average value can be entered into very good category, and 4). the assistance program for developing learning material by integrating new literacy and disaster literacy is effective to improve knowledge of science teachers about data literacy, technological literacy, human literacy, and disaster literacy.

Not All Borders Are Global: Exploring Teacher-Librarian Collaboration in Math and Science

2016 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross ◽  
Heidi Julien ◽  
Shelbie Witte
Keyword(s):  
High School ◽  
Focus Groups ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
High School Math ◽  
Math And Science ◽  
Public Librarians ◽  
Groupes De Discussion ◽  
Math And Science Teachers

This poster reports the results of four focus groups held with high school math and science teachers and school and public librarians to explore how teachers and librarians can collaborate most effectively to help students develop 21st Century Skills in order to prepare them for STEM-related jobs.Cette affiche présente les résultats de quatre groupes de discussion entre des enseignants en mathématiques et en sciences au lycée et des bibliothécaires de lycée ou de bibliothèque publique, cherchant à explorer la façon dont les enseignants et les bibliothécaires peuvent collaborer plus efficacement pour aider les élèves à développer des compétences du 21e siècle afin de les préparer à des emplois en sciences, technologie, ingénierie et mathématiques (STIM).

scholarly journals Effectiveness of a Suggested Program in Developing the 21st Century Skills Among Teacher Students in Scientific Departments in University College in Qunfudah in Umm Al Qura Universit

2019 ◽  
pp. 12-49
Keyword(s):  
Experimental Study ◽  
Science Teacher ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Self Concept ◽  
Diagnostic Study ◽  
Current State ◽  
University College ◽  
Teacher Students

The current research aimed at developing 21st century skills among science teacher students in University College in Qunfudah, Umm Al Qura University in KSA, through suggesting a new program. The research consisted of two basic components, the diagnostic study, and the experimental study. The diagnostic study of the current state of the 21st century skills was carried out by determining its level, and the students` self – concept of these skills among a group of (200) students. The experimental study was conducted on (54) students. Results showed the lack of 21st century skills among prospected science teachers, and also the lack of self- concepts of it. Results showed the effectiveness of the suggested program in developing 21st century skills and supporting the self – concept of it among science teacher students. The research applies important applications for developing science education in general and enhancing the 21st century skills in particular.

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