Embracing the Future: Empowering the 21st Century Educator

Franklin, Teresa

doi:10.1016/j.sbspro.2015.01.584

Cited by 13 publications

(17 citation statements)

References 7 publications

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“…Peserta didik saat ini merupakan pebelajar digital (Ivanova & Ivanova, 2009). Beberapa pernyataan tersebut menarik kesimpulan bahwa orientasi pembelajaran juga harus diubah untuk memenuhi kebutuhan peserta didik dengan karakteristik pebelajar digital (Franklin, 2015).…”

Section: Pendahuluanunclassified

Pengembangan Media Virtual Reality Pada Muatan Pelajaran IPA Kelas VI Sekolah Dasar

Supriadi

Hignasari

2019

JTP

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The media is based on Virtual Reality, which can help educators as a learning medium to explain the material content of science lessons in learning activities. The purpose of this study is to produce a virtual reality-based learning media on the content of elementary school science classes IV. This research is a development study with a 4D development model from Thiagarajan that has been modified. This development model consists of the stages define (definition), design (design), develop (development). The research and development stage is carried out until the develop stage. The results showed that the virtual reality media is very feasible to be used in grade VI elementary school on the subject of natural science by referring to the results of the validation of the experts. The results of validation by media experts are 85% or Very Valid. Material expert validation on the media consisted of 5 aspects. The results of validation by material experts are 82% or Very Valid. The validation of the field application experts to the developed media consisted of 3 aspects. The results of validation by the field application experts are 89% or Very Valid.

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Section: Pendahuluanunclassified

Pengembangan Media Virtual Reality Pada Muatan Pelajaran IPA Kelas VI Sekolah Dasar

Supriadi

Hignasari

2019

JTP

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“…One thing that is meaningful, worthwhile and feasible is that science material in school curriculum should include the essential 21 st century skills such as learning how to solve difficult, ill-defined problems and learning how to collaborate (Franklin, 2015;Kerchner, 2011). In science curriculum-centred approaches, a model of learning activity depicted in Figure 2 may provide suitably motivating 'vehicles' for introducing science learners to a wide body of content from which their interests may develop.…”

Section: Why Is Science Included In the School Curriculum?mentioning

confidence: 99%

“…The increasing likelihood of science classroom becoming irrelevant to interests and issues that affect learners is therefore of real concern (ICSU, 2011; NRC, 2012). As some researchers have noted, bridging this gap will require more than superficial attempts to combine education and the use of the latest technological devices (Franklin, 2015;Mynbayeva et al, 2018;Slough and Chamblee, 2017). Results that support this suggestion were obtained by UNESCO (2012), suggesting that the quest for new knowledge paradigm through mobile learning could help to offer learning opportunities for all learners as depicted in Figure 1.…”

Section: Changes That Have Not Changed Since Science Learningmentioning

confidence: 99%

“…Science learners should benefit from the science education provides, which includes understanding the nature of science, scientific dimension of phenomena and events of natural world, role of science in society, adaptability, appreciation of the potentialities and limitations of science, and its contribution to citizenship (NRC, 2007(NRC, , 2012. Change must take place not just inside science classrooms, schools and central management, but also outside -in the culture, systems, policies and structures that shape and support what happens in the science classroom (Franklin, 2015;ICSU, 2011;UNESCO and UNICEF, 2013a;Zeidler and Abd-El Khalick, 2017). In moving toward such change, whilst every nation has its own vision of what a twenty-first century science education should look like, all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.…”

Section: Bridging the Gap Between What We Teach In Science And What mentioning

confidence: 99%

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What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging

Iwuanyanwu

2019

Pedagogical Research

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As long has been known, there is no perfect way to teach science. This paper makes no claim to be the 'beall and end-all' of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author's personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today's learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners' science learning, and c) all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.

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“…La question de l'accès à l'information est centrale dans un monde connecté (Franklin, 2015). Sans compter sur l'importance des nouveaux modèles d'actions qui émanent de ces citoyens et sont axés sur l'action solidaire autour de cas concrets, qui mobilisent l'intelligence collective (ACODEV & NGO-federatie, 2015 l'ordre du jour.…”

Section: Nuisances Et Gestion De Conflit : Enjeux Du XXI E Siècleunclassified

L’Observatoire des odeurs : un outil de résolution des conflits ? Réflexions d’un acteur de terrain

Cors¹,

Cobut²,

Fanlo³

et al. 2017

Pollution Atmosphérique

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RésuméConsidérant la complexité d'établir un lien entre la dose et l'effet en matière de nuisance olfactive, et par là la difficulté d'apporter une réponse satisfaisante aux riverains subissant la nuisance, les expériences de terrain rapportent la prépondérance des situations conflictuelles. Ces dernières étant dommageables à la recherche de solution, cet article questionne le potentiel de l'observatoire des odeurs comme méthode, non seulement de caractérisation des émissions olfactives, mais aussi de résolution de conflit. Les objectifs qu'il poursuit classiquement sont mis en regard des écueils relevés par la pratique. La capacité du processus à produire un équilibrage du rapport de force entre les parties prenantes et à fournir une matière première sur laquelle baser des définitions communes ouvre les portes d'une négociation possible. Sans cette dernière, la définition d'un niveau acceptable de la nuisance restera conceptuelle et contestable. Mots-clésconflit, odeur, nuisance, observatoire des odeurs, réseau de riverains, négociations, VDI3883 -Partie 2 AbstractConsidering the complexity to understand the dose/effect relationship in odour nuisance, and so to provide a satisfactory response to residents, field experiments report the preponderance of situations conflicts in case of odour annoyance. This article tries to understand the potential of the odor observatory as a method not only for characterizing odour emissions but also to resolve conflicts. The ability of the process (to allow the balance of power between stakeholders ; to provide common definitions) opens the door to possible negotiation. Without this negotiation, the definition of an acceptable level of nuisance would remain conceptual and questionable.

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Embracing the Future: Empowering the 21st Century Educator

Cited by 13 publications

References 7 publications

Pengembangan Media Virtual Reality Pada Muatan Pelajaran IPA Kelas VI Sekolah Dasar

Pengembangan Media Virtual Reality Pada Muatan Pelajaran IPA Kelas VI Sekolah Dasar

What we Teach in Science, and What Learners Learn: A Gap that Needs Bridging

L’Observatoire des odeurs : un outil de résolution des conflits ? Réflexions d’un acteur de terrain

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