Students Identity And Scientific Thought Enhancement
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Students' Identity and Scientific Thought Enhancement
Author: Chusna Apriyanti
language: en
Publisher: Penerbit Pustaka Rumah C1nta
Release Date:
Ministry of National Development Planning of the Republic of Indonesia (PPN) and the Central Statistics Agency (BPS) estimates that Indonesia will experience a demographic bonus in 2045. This can bring Indonesia to its heyday if the demographic bonus can be used properly. Human development and mastery of science and technology, sustainable economic development, equitable development, and strengthening national resilience and governance are the four pillars in welcoming that era. The first pillar, human development and mastery of science and technology, can be achieved by realizing quality education. Unfortunately, many factors cause the low quality of higher education in Indonesia. The skill gap or skill gap is one of the causes of the non-absorption of college graduates into work. As a result, many graduates are unemployed. It was recorded that in 2021 the number of unemployed in Indonesia was more than 8 million undergraduates, an increase of 26.3% compared to 2020. In addition to skill gaps, low communication and problem-solving abilities, lack of science and technology, digital literacy skills, and teamwork abilities are also recorded as obstacles. However, to start that development, college students must improve their thought. They have to know the problem's surroundings and solve it through research. And this book is a compilation of their study through research.
Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement
Exceptional education, also known as special education, is often grounded within exclusive and deficit mindsets and practices. Research has shown perpetual challenges with disproportionate identification of culturally and linguistically diverse students, especially Black and Indigenous students. Research has also shown perpetual use of inappropriate placement in more restrictive learning environments for marginalized students, often starting in Pre-K. Exceptional education practitioners often engage in practices that place disability before ability in instruction, behavior management, identification and use of related services, and educational setting placement decisions. These practices, among others, have resulted in a crippled system that situates students with exceptionalities in perceptions of deviance, ineptitude, and perpetuate systemic oppression. The Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement unites current theory and practices to communicate the next steps to end the current harmful practices and experiences of exceptional students through critical analysis of current practices, mindsets, and policies. With the information this book provides, practitioners have the power to implement direct and explicit actions across levels to end the harm and liberate our most vulnerable populations. Covering topics such as accelerated learning, educator preparation programs, and intersectional perspectives, this book is a dynamic resource for teachers in exceptional education, general teachers, social workers, psychologists, educational leaders, organizational leaders, the criminal justice system, law enforcement agencies, government agencies, policymakers, curriculum designers, testing companies, current educational practitioners, administrators, post-grad students, professors, researchers, and academicians.
Multidimensional Curriculum Enhancing Future Thinking Literacy
This book presents an innovative Multidimensional Curriculum Model (MdCM) that develops future thinking literacy among all ages and levels of school students. It combines theory and practice and is highly applicable for policy makers, curriculum coordinators, lecturers at colleges of education, graduate students, and teachers, who are challenged daily to provide meaningful and up-to-date learning. It will aid teachers to prepare learners for the fast-changing world and equip them with skills that will help them control their futures. It combines latest teaching strategies of transdisciplinarity, phenomenon-based, project based, and problem-based learning, in a unique manner so as to develop 21st century skills. More specifically, it aims at developing higher order thinking skills and processes referred to as scientific, creative, and future thinking. It covers core and non-core-curriculum domains, multi and transdisciplinary teaching, as well as designing curricula for the gifted, the able and students at risk. It applies the latest theories on constructivism and carefully selected tools authentically and relevantly to create interest and challenge, addressing learning from personal, global, and time perspectives. Each chapter highlights a strategy or thinking tool, commencing with theory, followed by a unit description and lesson plans. The chapters each end with a final product named the future scenario. This scenario, written by students projecting themselves into the future, is based on accumulated knowledge, summarizes their learning, and illustrates future thinking literacy.