Education for Sustainable Development and Critical Thinking Competency

Taimur, Sadaf; Sattar, Hassan

doi:10.1007/978-3-319-69902-8_64-1

Cited by 22 publications

(13 citation statements)

References 20 publications

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“…The impact, for instance, of critical thinking (Arslan, 2012;UNESCO, 1980), the need to raise awareness of sustainable development and understanding of environment in a broader sense (Reddy, 2011) had long been associated with EE. The results of the present research may thus be understood with regard to guided inquiry and problem-solving processes as the means for life-long learning (Burbules et al, 2020), the importance of development of skills of lifelong learning in promoting sustainability (Yli-Panula et al, 2020), critical thinking and problem-solving as key aspects in sustainability and for future success and survival (Taimur & Sattar, 2020) and the need to raise awareness about key issues facing the planet today.…”

Section: Discussionmentioning

confidence: 87%

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

Molefe

Aubin

2021

JBSE

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Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers’ views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers’ responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers’ linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process. Keywords: fieldwork, environmental education, pre-service teachers, science process skills, scientific investigations, stepwise scientific process

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Section: Discussionmentioning

confidence: 87%

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

Molefe

Aubin

2021

JBSE

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“…Dalam pelaksanaanya tes tertulis dilakukan dengan cara menjawab soal ujian pada kertas ujian secara tertulis, baik dengan tulisan tangan ataupun komputer (Daniels & Gierl, 2017;Yusuf, 2017). Tes ini dapat dikembangkan sesuai dengan keterampilan yang akan diukur yaitu keterampilan berpikir kritis dengan indikatornya meliputi keterampilan analisis, sintesis, memecahkan masalah, menyimpulkan dan evaluasi (Juditya et al, 2020;Taimur & Sattar, 2018). Indikator-indikator tersebut termasuk ke dalam kriteria HOTS.…”

Section: Pendahuluanunclassified

Kemampuan Guru Sekolah Dasar dalam Mengembangkan Soal Tes Berpikir Kritis Berbasis ESD

Rakhmayani

Hamdu

2021

mimb.pgsd undiksha

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ESD (Educational Sustainable Development) adalah program UNESCO dalam bidang pendidikan supaya di era selanjutnya siswa dapat bertanggung jawab dalam mengatasi masalah-masalah yang berhubungan dengan lingkungan, ekonomi dan sosial. Untuk menunjang ketercapaian program ESD tersebut dibutuhkan pemikiran yang kritis. Penilaian menggunakan soal tes berpikir kritis diyakini mampu mengembangkan keterampilan berpikir tingkat tinggi siswa. Namun guru di sekolah belum mampu membuat soal yang sesuai. Tujuan penelitian untuk mengetahui kemampuan guru sekolah dasar dalam mengembangkan soal tes berpikir kritis berbasis ESD serta faktor penyebabnya. Penelitian ini menggunakan metode deskptif kualitatif. Sumber data utama meliputi 7 guru kelas IV, V, dan VI di sekolah dasar yang berbeda-beda. Sumber data pendukung berupa dokumen soal-soal tes tertulis. Instrumen yang digunakan yaitu pedoman wawancara, lembar observasi, lembar studi dokumentasi dan lembar kuesioner. Data dikumpulkan dengan teknik wawancara dan dokumentasi. Hasil dari penelitian menunjukkan bahwa 6 guru sudah membuat soal tes berpikir kritis namun belum maksimal dan 1 lainnya sudah, hal tersebut dikarenakan sulitnya menentukan KKO (kata kerja operasional) dan memilih stimulus. Di samping itu, terkait pembelajaran berbasis ESD belum dimengerti secara konsepnya, namun pelaksanaan di lapangan sudah terealisasikan. Maka dapat disimpulkan bahwa tingkat kemampuan guru sekolah dasar dalam mengembangkan soal tes berpikir kritis berbasis ESD masih rendah dan perlu adanya pembinaan serta pelatihan.

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“…In this sense, the fundamental premise of ESD and transformative learning is that their community-based approach is based on critical thinking and perspective transformation. In this context, critical thinking as a competence comprises knowledge to think critically; cognitive skills of analyzing, synthesizing, and evaluating knowledge; and attitudes towards being a critical thinker (Taimur & Sattar, 2020). While transformational competencies are inclusive development of skills, experiences, and building capacities "to promote innovation, creativity, and entrepreneurship" for community development (Saffa & Jabbie, 2020).…”

Section: Community-based Approach For Linking Transformative Learning To Esdmentioning

confidence: 99%

Promoting Transformative Learning and Education for Sustainable Development at Community Learning Centres in Japan

Mohamed

Hisai

2021

آفاق آسيوية

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Individuals and gover nments seek a community where sustainability prevails. The discourse on transformative learning receives great attention on the global level because of its contribution to promoting sustainable development. In Japan, the activities of community learning centers (Kominkan) are argued to promote sustainability. This paper examines these activities to reveal their relationship with transformative learning and Education for Sustainable Development (ESD). It examines the learning group activities of the 71 Kominkans of Hiroshima city to provide a comprehensive image of community-based learning activities and reveal the relationship between transformation and sustainability. This paper argues that Kominkan activities can develop an integrative form of both community-based transformative learning and community-based transformative ESD. The paper is concluded by suggesting an integrative model of promoting transformation and sustainability through community-based learning activities in Kominkans.

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Education for Sustainable Development and Critical Thinking Competency

Cited by 22 publications

References 20 publications

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

Kemampuan Guru Sekolah Dasar dalam Mengembangkan Soal Tes Berpikir Kritis Berbasis ESD

Promoting Transformative Learning and Education for Sustainable Development at Community Learning Centres in Japan

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