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Enhancing Local Education for Sustainable Development Through Learning Cycle Instructional Model
https://kitami-it.repo.nii.ac.jp/records/8743
https://kitami-it.repo.nii.ac.jp/records/874302f1d412-00bc-4b2c-a08b-c896cf33f75a
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
US-China Education Review B, 5(6), 382-391 (253.4 kB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2019-10-21 | |||||||||
| タイトル | ||||||||||
| タイトル | Enhancing Local Education for Sustainable Development Through Learning Cycle Instructional Model | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | education for sustainable development | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | active learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | learning cycle | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | self-regulation | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | motivation | |||||||||
| 資源タイプ | ||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| タイプ | journal article | |||||||||
| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 著者 |
Zanaty, Hussein
× Zanaty, Hussein
× Eisaka, Toshio
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Improving education achievement through the use of more integrated digital equipment is becoming an essential part of social development. However, the benefit of implementing the equipment in longitudinal learning approach is not fully explored in education for sustainable development in local societies. This study aims to develop learning and skills of local teachers and children based on a sustainable learning cycle instructional model. The learning cycle of this study is divided in three main phases: forming, informing, and reforming (FIR). The FIR is to promote 6E conceptual learning elements (i.e., experimentation, exploration, explication, elaboration, evaluation, and extension) in local education for sustainable development. The expected result of the implementation of the FIR-6E learning cycle model is to show better results in developing self-regulation and motivation skills than those who are taught using both the conventional constructional style and the 5E (i.e., engagement, exploration, explaination, elaboration, and evaluation) instructional model. | |||||||||
| 書誌情報 |
US-China Education Review B 巻 5, 号 6, p. 382-391, 発行日 2015-06 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | PISSN | |||||||||
| 収録物識別子 | 1548-6613 | |||||||||
| 出版者 | ||||||||||
| 出版者 | David Publishing Company | |||||||||
| 著者版フラグ | ||||||||||
| 言語 | en | |||||||||
| 値 | publisher | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
