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Environmental education (EE) allows citizens to explore environmental issues, engage in problem solving by taking action to improve the environment in totality. To solve environmental issues, there is a need for interventions for EE globally. However, there is evidence in the field that there are no interventions in place for EE curriculum management in schools. This research aimed to explore interventions that can be fostered by distributed leadership to manage EE curriculum in schools. The current research adopted a constructivism research paradigm supporting qualitative research approach, employed the descriptive case study research design as well as non-probability sampling, which is purposive in nature, and individual interviews as data collection tools. The participants invited to contribute to the understanding of distributed leadership in schools in the current research is, two subject advisors and three principals. The findings of the current research point that there are no interventions in place to manage EE curriculum. But the research recommended strategies that could help to manage the curriculum of EE. The monitoring of teachers and learners' books were believed to be an intervention to manage the curriculum, likewise, the EE curriculum. However, the current research recommended a buy-in strategy, a need to improve the curriculum to be less theoretical, but more practical. Therefore, it is recommended that the content of EE is revisited to best suit the current human lifestyles. [ABSTRACT FROM AUTHOR]

The Mexican Education System promotes a teaching-learning process centred on the transmission of knowledge, despite the discourses proposed in official documents such as the syllabus (SEP, 2022), which are based on different paradigms, such as socio-constructivism. The aim of this text is to critically analyse the 2022 Study Plan for the Bachelor's Degree in Elementary Education. The theoretical perspective that guides this contribution focuses on collaborative and interdisciplinary work, as well as on sociocultural theory and critical thinking, which underpin the programme. The present analysis takes up the interpretative research paradigm, from a qualitative approach, centred on the methodology of critical discourse analysis. In the critical reading of the curriculum of the Elementary Education Degree 2022, the following variables of analysis were identified: community participation in education, interdisciplinarity and articulation of content, situated learning, critical thinking and inclusive education. The results refer to the importance of the link between the school and the community, collaborative work between teachers, situated learning. The 2022 Curriculum is an ambitious curricular project that aims to transform basic education through the training of a teacher who develops capacities and skills, different from the usual ones. However, it is worth questioning whether the educational policies implemented so far are enough to implement this proposal in the educational reality of Mexico, or whether it will remain only a draft of good intentions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of international relations (IR) is relatively recent compared to other disciplines of the social sciences. Although there has been an advance in terms of theoretical and methodological debates, after its incorporation as a scientific discipline post Second World War, several questions remain. In this text some of its main milestones are briefly discussed: the idea of an international society with the consequent expansion of the level and units of analysis beyond the State. Also the inclusion of approaches to international political economy (EPI) and constructivism that, on the one hand, challenge the strict separation of the domestic-international, and, on the other, the absolute objectivity. In the same way, the particularities and contributions from Latin America to the discipline are highlighted. In this sense, the relevance of representing the diversity of paradigms and societies outside the United States and Europe is argued. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu- Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study. [ABSTRACT FROM AUTHOR]

In the previous century many theories were created for the teaching. One of them is the constructivist method widely used. The focus of constructivist theory is oriented towards the pupil. It presupposes that the environment of learning should provide view points or different interpretations of reality, building knowledge, wealth content, and activities that are based on experience. Constructivism is focused on lore and knowledge and not in mechanic imitation of subject content. It is based on a persuasion that the person builds his lore based on his experience, mental structure and faiths used for interpretation of objects and phenomena. The mind is used like an instrument in the interpretation of the event, goals and prospects because they are personal and individual. The main goal of the survey is the coverage and elaboration of some theoretical and practical views, reported from a considered number of research examples about constructivist methods and an actual analysis of Albanian educational system. As a research methodology we have exploited quantitative data. National and international surveys are used, dedicated, to the evaluation of Albanian Pre-university educational system. In the last decade Albania, started adopting some reforms in the teaching methodology. Some experts in educational field published some textbooks and manuals about constructivist methods. Prior to these reforms in the field of teaching, policy making bodies approved ordinance and legal drafts in adjustment of this methodology. But even after these reforms, the Albanian educational system is behind the regional education system in regards to the achievements of pupils. The lack of specific training of educational staff, non-adaptation of educational software, inappropriate physical infrastructure of schools, the lack of technical equipments hamper the practicability of this method. Another aspect is insufficient financial budget dedicated to education. Albanian school is also guided and managed by leaders and teachers that follow traditional methods in teaching and administration. [ABSTRACT FROM AUTHOR]

Piaget (1971) made a distinction between intuitive (preoperational) time and opera– tional (logico–mathematical) time. According to Piaget, operational time develops around 7–8 years of age and is characterized by children's ability to deduce, for example, that if A was born before B, A will always be older than B. When time is still intuitive, children base their judgments of age on what is observable (e.g., people's height). With the aid of 11 pictures of an apple tree and a pear tree taken on 6 consec– utive birthdays, 184 children in grades K–5 were individually asked, at a specific time, if two trees were the same age or if one was older than the other. Operational time was demonstrated by 79% of these children by grade 3. [ABSTRACT FROM AUTHOR]

As the world of work becomes increasingly dynamic and complex, career courses must shift to reflect the growing diversity of those in the beginning stages of career exploration. Constructivist career development has emerged as one way to help young adults meet the challenges of the 21st century. Yet, there is a dearth of constructivist career development curricula and coursework. The current paper provides a detailed overview of one constructivist career course for culturally diverse college students called "Orientation to Self and Career." The paper includes a description of the course's theoretical underpinnings, modules, activities, and outcomes. [ABSTRACT FROM AUTHOR]

The article presents a study which presents a curriculum framework for the education of social work students who will work with LGBTQ community. The curriculum framework discussed aims to address the reduction of heterosexism with emphasis on critical thinking skills in the constructivism manner. It notes that diverse knowledge and skills dissemination among social work schools will help create culturally competent social work practitioners who can work easily with the LGBTQ community.

Faculty from numerous science disciplines have used concept inventories to focus their efforts on a few core concepts and ways of thinking in introductory courses. These inventories also help faculty recognize students' misconceptions and faulty reasoning from the onset of a course and track gains in understanding as the course progresses. The biology concept inventories that several groups of biologists and educators are now working on will add significantly to the few that have already been published. This article introduces biology faculty to concept inventories, including what they are and how they are developed and used. In addition, l propose next steps, which would lead to faculty development workshops based on the use of concept inventories, student-active teaching, and scientific teaching in introductory biology courses. These workshops could be offered through professional biological societies and coordinated by societies' educators working together on common goals and strategies. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The new elementary school curriculum being piloted is developed on the basis of constructivism. Naturally, it is expected that the new curriculum contains the changes in learning environment and the studentteacher responsibilities. For this reason, the research was oriented to determine the propriety of change and the problems confronted in the application. For this purpose, the Constructivist Learning Environment Survey (CLES) developed by Aldridge et al. (2000) was adapted into the conditions of Turkey. The sample of the study was 600 students; 253 male and 347 female students, whose ages ranged between 10 and 12 and who attend the Pilot Elementary Schools in İzmir. The data of the interview of teachers who work at the same schools were used to verify the results of the measurement instrument. The data obtained showed that the teachers are strained in choosing activity in the stage of classroom management and the construction of concept. Also, the study showed that the teachers could not require the sharing of responsibility. The students had positive opinions about the application of the CLA; but, they were negative about subscales of the CLES. For instance, the students reluctantly behaved in sharing responsibility. In addition, the students could not establish relation with the science, the real world and the school. The comments and suggestions were constituted with the findings obtained from the data and the theoretical data. [ABSTRACT FROM AUTHOR]

Se presenta el diseño educativo de un curso utilizando el modelo de instrucción de las dimensiones del aprendizaje. El curso fue impartido vía Internet utilizando la plataforma tecnológica Moodle. Las preferencias deseadas en los cursos por los estudiantes, se contrastaron con la percepción de lo experimentado en el curso diseñado. La percepción de lo que los estudiantes encontraron fue muy positiva, siguiendo la misma tendencia que las preferencias manifestadas. El 92 por ciento de los estudiantes manifestaron su interés de continuar tomando cursos con estas características. [ABSTRACT FROM AUTHOR]