International Journal of Development Education and Global Learning最新文献_第10页

Editorial 编辑

International Journal of Development Education and Global Learning Pub Date : 2019-06-18 DOI: 10.18546/ijdegl.11.1.01

C. Bentall

引用次数: 0

Empathy: simple and inevitable? Development education and narratives of African poverty 同理心：简单而不可避免？发展教育与非洲贫困叙事

International Journal of Development Education and Global Learning Pub Date : 2019-06-18 DOI: 10.18546/IJDEGL.11.1.08

Nomisha Kurian

引用次数: 3

Education for Sustainable Development (ESD) in Indonesia: A Conceptual Framework 印度尼西亚的可持续发展教育:一个概念框架

International Journal of Development Education and Global Learning Pub Date : 2019-06-17 DOI: 10.31763/IJELE.V1I1.33

Suat Polat

引用次数: 4

Educating for global citizenship: Australia as a case study 全球公民教育：以澳大利亚为例

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.18546/IJDEGL.11.1.07

Ruth Reynolds, S. Macqueen, Kate Ferguson-Patrick

引用次数: 11

A Preliminary Analysis: Digital Inclusion Domain in Islamic Education 初步分析:伊斯兰教育中的数字包容领域

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.31763/IJELE.V1I1.23

U. Salsabila

{"title":"A Preliminary Analysis: Digital Inclusion Domain in Islamic Education","authors":"U. Salsabila","doi":"10.31763/IJELE.V1I1.23","DOIUrl":"https://doi.org/10.31763/IJELE.V1I1.23","url":null,"abstract":"One of the environmental changes that have successfully influenced the world of education universally is the pace of digital technology. In the context of education, the emergence of the concept of developing modern technology based on Internet of Things (IoT) and distance learning, certainly demands the optimization of technological utilization. Islamic Education is a catalyst for cross-generation spiritual literacy developers who should not be ignorant of any changes that occur. Responding to the increasingly unpredictable rate of digital technology, an attitude of awareness needs to be done, one of which is through mainstreaming digital inclusion in learning so that the advancement of digital technology can be restored to its role as a medium to increase the effectiveness of knowledge not as a barrier to the learning process. This study tries to identify several domains from digital inclusion into Islamic Education for higher education through a literature review. Some of the digital inclusion domains detected in this study are social networking, entertainment applications, information search engines, websites, and e-learning. This research is a preliminary analysis of the utilization and involvement of digital technology in the learning of Islamic Education and has produced several information regarding the identification of several digital inclusion domains, accompanied by strategies and techniques of implementation in learning activities. The study also includes academic advice for future studies.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"152 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79594569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Looking for peace in the national curriculum of Mexico 在墨西哥国家课程中寻求和平

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.18546/IJDEGL.11.1.04

Heather Kertyzia, K. Standish

引用次数: 0

Intercultural Learning Supported by Technology: A Small-Scale Systematic Review 技术支持的跨文化学习:一个小规模的系统回顾

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.31763/IJELE.V1I1.30

Wayan Sintawati

{"title":"Intercultural Learning Supported by Technology: A Small-Scale Systematic Review","authors":"Wayan Sintawati","doi":"10.31763/IJELE.V1I1.30","DOIUrl":"https://doi.org/10.31763/IJELE.V1I1.30","url":null,"abstract":"Intercultural interaction and communication are rapidly increasing throughout the world. In a fast-growing and globalised world, the ability to communicate with people across cultures is important. This study discusses describing the Byram model of the environment used in learning, culture, language, and problems and solutions for the future and using qualitative methods by following the pattern of previous research with the primary sources from Google Scholar, Baidu Scholar, Science Direct and Mendeley's search platform. The result from this research is (1) This ICC model can be used as a useful reference and guideline for teacher planning in discussions and discussions to develop IC students. (2) Inter-cultural learning is more effective and more impressive such as Holograms, VR technology, Artificial Intelligence, cloud, etc. (3) The most widely used topics in the studio are culture (n = 4), daily life (n = 2), controversial issues, language, communication, physical space (time resolution), resolution, resolution, and stereotyping. (4) Problems, solutions, and suggestions for future studies and practices. Most of the problems that most of us find here are socialisation. The solution to this problem is to familiarise students with this communication tool.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88387948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Toward one world or many? A comparative analysis of OECD and UNESCO global education policy documents 走向一个世界还是走向多个世界？经合组织和教科文组织全球教育政策文件的比较分析

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.18546/IJDEGL.11.1.05

Victoria Vaccari, Meg P. Gardinier

引用次数: 17

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999) 基于问题的学习模式的知识类型学分析

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.31763/IJELE.V1I1.12

Iim Imandala, R. Li, Agus Supriyadi

{"title":"Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)","authors":"Iim Imandala, R. Li, Agus Supriyadi","doi":"10.31763/IJELE.V1I1.12","DOIUrl":"https://doi.org/10.31763/IJELE.V1I1.12","url":null,"abstract":"Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74734346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science 基于社会科学探究的学习:通过学校科学参与2030年可持续发展目标的方法

International Journal of Development Education and Global Learning Pub Date : 2019-06-01 DOI: 10.18546/IJDEGL.11.1.03

R. Amos, R. Levinson

{"title":"Socio-scientific inquiry-based learning: An approach for engaging with the 2030 Sustainable Development Goals through school science","authors":"R. Amos, R. Levinson","doi":"10.18546/IJDEGL.11.1.03","DOIUrl":"https://doi.org/10.18546/IJDEGL.11.1.03","url":null,"abstract":"Socio-scientific inquiry-based learning (SSIBL) incorporates the European Commission's approach to Responsible Research and Innovation (RRI). These relationships are elaborated into a pedagogic model encouraging young people to ask real-world questions that interest them, collect evidence\u0000 to answer the questions and, as a result, to take personal action on their findings. After depicting a pedagogic model for SSIBL, we identify the opportunities for pre-service science teachers (PSTs) adopting a SSIBL approach. We detail SSIBL activity designs that aim to engage students in\u0000 learning about the 2030 Sustainable Development Goals. The findings show the prerequisite of using the science curriculum to facilitate SSIBL within the Sustainable Development Goals (SDGs). We suggest a SSIBL approach would benefit from co-designed frameworks involving the collaboration of\u0000 cross-disciplinary groups of teachers, through reflection and enactment on previous SSIBL activities. SSIBL enables practitioners to establish engaging contexts for science knowledge development, as well as to become more informed citizens.","PeriodicalId":34273,"journal":{"name":"International Journal of Development Education and Global Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18546/IJDEGL.11.1.03","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48562440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11