Assessing students 21<sup>st</sup>century attitude and environmental awareness: promoting education for sustainable development through science education

Amran, Azlan; Perkasa, Magfirah; Satriawan, Muhammad; Jasin, Ismail; Irwansyah, M. Rudi

doi:10.1088/1742-6596/1157/2/022025

Cited by 51 publications

(36 citation statements)

References 7 publications

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“…1 Only the dependent variable is standardized. 2 The intercept at th first occasion is fixed at 0 to identify the mean structure. Table 3 shows the results of the regressions predicting the latent changes in idea p motion.…”

Section: Resultsmentioning

confidence: 99%

“…Students' innovative capacity in HESD has so far been neglected. Amran, Perkase, Satriawan, Jasin, and Irwansyah [2] investigated the status quo of students' 21st-century skill development in the context of SD. Within their approach to assessing 21st-century skills, they examined creative thinking as identifying problems, generating ideas, thinking divergently, using fluency, flexibility, originality, and elaboration, and solving problems.…”

Section: Students' Creativity and Innovation In Education For Sustainmentioning

confidence: 99%

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Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

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Innovative ideas are essential to sustainable development. Students’ innovative potential in higher education for sustainable development (HESD) has so far been neglected. Innovation is often associated with an interdisciplinary approach. However, the results of research on diversity and its role in innovation are inconsistent. The present study takes a longitudinal approach to investigating student teams in project-based learning courses in HESD in Germany. This study examines how innovation develops in interdisciplinary student teams in contrast to monodisciplinary student teams. The results of the latent change approach from a sample of 69 student teams indicate significant changes in students’ innovation over time. Monodisciplinary student teams outperform interdisciplinary student teams in idea promotion (convincing potential allies) at the beginning, whereas interdisciplinary student teams outperform monodisciplinary student teams in idea generation (production of novel and useful ideas) in the midterm. There is no difference in the long term. The results indicate that interdisciplinary student teams have an advantage in the generation of novel ideas but need time to leverage their access to different discipline-based knowledge. We discuss practical implications for the design of interdisciplinary learning with strategies to support students in the formation phase in project-based learning in HESD.

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Section: Resultsmentioning

confidence: 99%

Section: Students' Creativity and Innovation In Education For Sustainmentioning

confidence: 99%

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Braßler

Schultze

2021

Sustainability

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“…One of the skills that need to be possessed is reflective thinking skills because, these skills are able to connect other thinking skills [1,2]. The preparation of human resources who master 21st-century skills will be effective if pursued through various levels of educational pathways [3,4]. One level of education that must be a concern is the level of graduates, especially LPTK where educators are printed.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Pre-Service Teachers' Reflective Thinking Ability Profile on Earth Physics Lectures

Rosmiati

Liliasari²,

Tjasyono³

et al. 2020

JPF

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The purpose of this research is describe the reflective thinking profile of pre-service physics teacher students in Earth physics lectures about Ocean climate. This research was conducted in the physics education study program in one of the Higher Education Institutions in NTB Province, with a total of 25 respondents who had taken the Earth Physics course. The technique used in data collection is the analysis of the physics course syllabus and two essay tests about climate material that integrated with indicators of reflective thinking ability from Dewey's framework. Based on the analysis of the syllabus, it was found that the syllabus applied to the subject of earth physics had not been oriented to the provision of certain skills including reflective thinking skills. In addition, based on data analysis that the average value for question 1 is 18.75 and question number 2 is 16.75 where the maximum average score is on the understanding aspect of 31 for question number 1 while the minimum average score on critical reflection aspect is 7. It means that pre-service physics teacher students have very low reflective thinking abilities in Earth Physics lectures on ocean climate.

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“…31 (Kurnia, Zulherman & Fathurohman, 2014). 32 Amran, A., Perkasa, M., Satriawan, M., Jasin, I., & Irwansyah, M. (2019). Assessing students 21 st century attitude and environmental awareness : promoting education for sustainable development through science education Assessing students 21 st century attitude and environmental awareness : promoting education for sustainable d. Journal of Physics: Conference Series, 1157, hal.…”

mentioning

confidence: 99%

Pengaruh Literasi Sains, Pemahaman Quran Hadis, Dan Kecerdasan Naturalis Terhadap Sikap Peduli Lingkungan Siswa

Fattah¹,

Suhirman

2019

tadr.

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Assessing students 21^stcentury attitude and environmental awareness: promoting education for sustainable development through science education

Cited by 51 publications

References 7 publications

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Analysis of Pre-Service Teachers' Reflective Thinking Ability Profile on Earth Physics Lectures

Pengaruh Literasi Sains, Pemahaman Quran Hadis, Dan Kecerdasan Naturalis Terhadap Sikap Peduli Lingkungan Siswa

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Assessing students 21stcentury attitude and environmental awareness: promoting education for sustainable development through science education

Cited by 51 publications

References 7 publications

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Students’ Innovation in Education for Sustainable Development—A Longitudinal Study on Interdisciplinary vs. Monodisciplinary Learning

Analysis of Pre-Service Teachers' Reflective Thinking Ability Profile on Earth Physics Lectures

Pengaruh Literasi Sains, Pemahaman Quran Hadis, Dan Kecerdasan Naturalis Terhadap Sikap Peduli Lingkungan Siswa

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Assessing students 21^stcentury attitude and environmental awareness: promoting education for sustainable development through science education