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Pedretti, E. (1996) Learning about science, technology and society (STS) through an action research project: co-constructing an issues based model for STS education. School Science and Mathematics, 96 (8), pp. 432–440. Pedretti, E. (1997) Septic tank crisis: a case study of science, technology and society education in an elementary school.
Environmental education has been considered an additional or elective subject in much of traditional K-12 curriculum. At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. EE policies ...
School climate plays a role in student development through the quality of interactions with others. For example, setting appropriate academic expectations, promoting supportive teacher-student relationships, and creating a safe and secure environment where students' feel comfortable taking academic risks, all play a role in student development. [4]
The earliest manifestation of student development theory—or tradition—in Europe was in loco parentis. [7] Loosely translated, this concept refers to the manner in which children's schools acted on behalf of and in partnership with parents for the moral and ethical development and improvement of students' character development.
The role of education in ensuring sustainable development is not limited to developing regions; but the whole world at large. [4] The major aim of Sustainable Development Goal 4 (SDG 4) is to provide an inclusive and high-quality education that will improve the learner's standard of living and the community's future. [5]
A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are "(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on students' interests, (5) designed to allow the teacher to ...
The fourth and final tenet of feminist education is, "Development of critical thinking skills/open-mindedness". [15] Classrooms actively engaging in this tenet encourage students to think for themselves and prompt them to move beyond their comfort zones, working outside the bounds of the traditional lecture-based classroom.
Development of a model of a broadly based teaching and learning environment influencing the development of generic capabilities to provide evidence of the need for an interactive learning environment. The introduction of program reviews as a quality assurance measure. The success of this initiative was evaluated by surveying the students.