墨尔本代写assignment:科学课程的组成部分

2017-05-13 06:17

同时参考EFS已在3级和4级水平的科学课程的组成部分，这些都是短暂的。在这个教学大纲有效教EFS需要横向思维，完善可持续发展原则的知识，以及如何促进这些通过对环境教育，在环境和环境（维多利亚环境教育协会，2006）。许多老师可能不自信或学识不够，EFS的地区出现这种情况，需要专门的培训和获得支持的文件和资源，为了在指导科学课程提供一个可接受的水平，EFS方案。提出EFS在跨学科交叉学科领域的方式实现，没有单一的学习领域提供了使学生能够促进可持续发展的基本知识和机遇。”适当的知识和技能必须相互联系，在整个学习年和跨学科，如果要实现可持续发展“（维多利亚州环境教育协会，2006）。其他课程领域的调查发现的EFS，但短暂的夹杂物，指导在这些是有限的，可持续发展的价值和重要性的强调在引进科学课程的重视，然而，它只能解决表面，与整个遗漏1级观察（PREP）和2级（1级，2）。根据Gruenwald（2004）忽略了提供环境教育项目并不构成全面、终身EFS提供；也没有让学生的价值观，技能，和保护环境的未来所需的知识（Singh，2009）。EFS应该在1级开始，学校准备期间，当态度仍然可以形。的指导方针和策略建议，在可持续发展的课程框架（agdewha，2010）应纳入科学教学水平。这个框架是一个民族文献设计提供指导课程开发和政策在EFS，面积明显者，说明在可持续发展领域的儿童早期教育学校规定的重要性。
墨尔本代写assignment:科学课程的组成部分
Whilst some references to EFS have been made within the Level 3 and Level 4 components of the VELS science curriculum, these have been brief. To teach EFS effectively within this syllabus will require lateral thinking, a well-developed knowledge of sustainability principles, and how to promote these through education about the environment, in the environment and for the environment (Victorian Association for Environmental Education, 2006). Many teachers may not be confident or knowledgeable enough in the area of EFS for this to occur and will require specialized training and access to support documents and resources, in order to deliver an acceptable EFS program within the VELS science curriculum.The VELS propose that EFS be implemented in a cross-curricular manner intersecting all discipline areas, as no single learning area provides the essential knowledge and opportunities to enable students to contribute to sustainability. "Appropriate knowledge and skills must be interconnected throughout the learning years and across the disciplines, if sustainability is to be achieved" (Victorian Association for Environmental Education, 2006). Investigation of other curriculum areas uncovered brief inclusions of EFS, however, guidance within these was limited.The value and importance of sustainability are highlighted in the introduction of the VELS science curriculum, however, it is only addressed superficially, with entire omissions observed for Level 1 (prep) and Level 2 (grade 1 and 2). According to Gruenwald (2004) neglecting to provide environmental educational programs does not constitute the provision of comprehensive, lifelong EFS; nor does it equip students with the values, skills, and knowledge required for protecting and preserving the environmental future (Singh, 2009). EFS should begin at Level 1, during the prep year of school, when attitudes can still be shaped. The guidelines and strategies suggested within the Sustainability Curriculum Framework (AGDEWHA, 2010) should be adapted for inclusion into the VELS science syllabus. This framework is a national document designed to provide guidance for curriculum developers and policy makers in the area of EFS, and clearly, articulates the importance of provisions for educating children in the early years of school in the area of sustainability.

• 上一篇：澳洲墨尔本论文代写:宏观的组织
• 下一篇：墨尔本代写assignment:艺术教育