A framework of integrating environmental science

A framework of integrating environmental science courses based to 21 standards for prospective science teachers Afandi, Sajidan, Muhammad Akhyar, and Nunuk Suryani

Citation: AIP Conference Proceedings 2014, 020032 (2018); doi: 10.1063/1.5054436 View online: https://doi.org/10.1063/1.5054436 View Table of Contents: http://aip.scitation.org/toc/apc/2014/1 Published by the American Institute of Physics

st

century skills

A Framework of Integrating Environmental Science Courses Based to 21st Century Skills Standards for Prospective Science Teachers Afandi1,a), Sajidan2,b), Muhammad Akhyar2,c) and Nunuk Suryani2,d) 1

2

Doctoral Program of Educational Study, Universitas SebelasMaret, Surakarta Faculty of Teacher Training and Education, Universitas SebelasMaret, Surakarta Jl. Ir.Sutami 6a, Kentingan, Jebres, Surakarta, Central Java, Indonesia a)

[email protected] Corresponding author: [email protected] c) [email protected] d) [email protected]

b)

Abstract. In the context of science education, the 21 st century educational framework, compiled by Partnership of 21st century skills (P21), has signaled the need to integrate interdisciplinary themes to the context of learning in the digital age embodied in the common core science standard (CCSS) and the 21st century skills domain. The interdisciplinary themes that become the focus on CCSS are important to build literacy, thinking skills, and global awareness through teaching that emphasizes aspects of the social environment of society. Environmental science courses (ESC) as one of the basic clumps in the field of science is considered in line with the interdisciplinary themes that are the focus on CCSS. This study aims to bringout a framework of integrating ESC to the 21 century skills standards (21CSS) for prospective science teachers. Using the Delphi study methods, we construct a framework that integrates ESC to the21CSS involving 15 experts and ESC educators from diverse scientific backgrounds. The results of this study show that there are four (4) domains of the 21CSS in accordance with the context of education in Indonesia, including 4Cs, ICTs, character building, and spiritual values. These four domains are then integrated to five (5) ESC themes resulting in 11 learning objectives from each theme. The detailed formulation of the integration of the four domains of the 21CSS and the five basic studies of ESC will be discussed further in this paper.

INTRODUCTION The Importance of ESC for Prospective Science Teachers in the 21st Century The increasing demand for natural resources over the past few decades concomitant with the growth rate of human population in the world - led to massive exploration and often exceeds the limits of environmental carrying capacity [1] [2]. The occurrence of global warming phenomenon, greenhouse effect, and environmental pollution due to waste and trash are examples of the accumulation forms of environmental carrying capacity imbalance. This condition is exacerbated by the low level of human awareness and ethics about environmental issues [3]. The study results conducted by Clery and Rhead [4] in 29 countries found evidence a close relationship between educational levels, socio-economic, and environmental concerns among the citizens. In developed countries like Japan, Austria, Belgium, Canada, Denmark, Germany, Spain, Sweden, and Great Britain, the concerns about environmental actions become the core issues in education curriculum, while in developing countries such as Philippines, Argentina, Chile, South Africa, and more countries in Asia focus their environmental education as a comparative educational model and less emphasis on environmental actions [4].

International Conference on Science and Applied Science (ICSAS) 2018 AIP Conf. Proc. 2014, 020032-1–020032-9; https://doi.org/10.1063/1.5054436 Published by AIP Publishing. 978-0-7354-1730-4/$30.00

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In response to this condition, a number of international committees such as Belgrade Charter in 1976, Tbilisi Declaration in1978, and the UNESCO-ACEID conference in 1993 bring out the recommendation about the importance of broader role from educational sector to empowering environmental education (EE)[5] [6] [7]. This committee also encouraged the need to educate future generations to have more sensitivity, awareness, literacy, skills, and responsibility in environment through EE [8]. EE itself is a term describing a process in the classroom whosepurpose is to cultivate environmental values and ethics in order to develop skills and attitudes thatnecessary to understand, appreciate, and practiceenvironmental awareness[9]. This necessity plays important role in decisionmaking and self-formulation about issues concerning environmental qualityand interrelatedness among man, his culture, and his biophysical surroundings [9]. To realize this recommendation on the important role of EE in developing global environmental awareness, the role and task of science teachers in the teaching and learning is not only limited to teach the content knowledge about EE, rather it is more than that, science teachers also must educate their students’ with ecologically sustainable approaches to build a variety of skills and attitudes based on environmental perspective [10]. The questions then arise; whether or not our teachers today have been prepared with the abilities and skills that they needed to teach the EE with ecological perspective. The answer falls on the option to develop prospective science teachers in the future to be able to teach their students with EE approach. It then becomesthe basis of today’s essence on preparing prospective science teachers’ during pre-service education with sufficient knowledge and skills about environmentally teaching approaches that support EE. Not only that, prospective science teachers also need to be trained on how to teach EE concepts, use it in classroom, and integrate it into national curriculum [8] [11]. In science teacher education, the teaching and learning of EE usually presents in the environmental science course (ESC). This courseis compulsory for all prospective science teachers because it would be a prerequisite that supports other courses such as ecology, environmental physics, and environmental chemistry. Unfortunately, the results of the preliminary study based on the ESC curriculum framework currently used for prospective science teacher is still based on the aspects of material mastery - as evidenced by the density of the ESC themes coverage (12 ESC themes). Assuming that in one semester a prospective science teacher performs 16 meetings, it can be illustrated that on each meeting the class will have one theme to be discussed. This condition has become particularly ineffective for the mastery skills in the 21st century such as creative-critical thinking skills, problemsolving, and science literacy [12]. Responding to the emerging problems, the effort to bridge the 21st century skills required for prospective science teachers and the empirical conditions that show the ESC curriculum construction being still dominated by the mastery of teaching materials becomes very important. One of the efforts taken to bridge this gap is by reconstructing the ESC curriculum according to the demands of the 21 st century. This process can be done by integrating the existing curriculum framework in accordance with the 21st century education standards and in order to develop EE optimally. The framework that has been widely used as a reference of the current world educational programs related to education in the 21st century is a framework developed by Partnership of 21st century skills (P21). This framework contains three core domains of 21st century skills standards (21CSS) including (a) learning and innovation skills (4Cs), (b) information, media and technological skills, and (c) life and career skills [13]. Integrating ESC with 21CSS for prospective science teachers is the aim of this study. The integration between the EE concept and the P21 framework is expected to build the ESC curriculum for prospective science teachers whom are more integrated with each future education domain and environmentally perspective .

Indonesian Common Core Science Standards (ICCSS) of 21st Century Skills Science and technology are key in determining the way of a nation's journey in order to prepare future generations to be more scientifically literate and capable to have transformational thinking in the 21st century as it is today [14]. Preparing for the future generations with 21CSS is aimed to getting them to ready when they faced with technology-driven information and global competition in all levels of society. This condition is the basis why science education in the 21st century should be designed to teach the student to have various skills in thinking, learning, and working and that ultimately are expected to encourage students to become independent, critical, creative, and problem solvers to participate actively on a global level. More importantly, science education should be able to be the center of character building - learning science is not just as knowledge but as the character formation of the nation [15] [16].

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The report from many educational organizations in the world such as the Partnership of 21st century skills (P21), National Research Council (NRC), and National Science Teaching Association (NSTA) has recommended the need to integrate science education curriculum with framework of 21CSS[13] [17] [18]. They also provide signs of how to integrate it in the curriculum, not only for student science learning, but also in science teaching, professional development, assessment, and other aspects of science education [17]. The necessity for this integration is considered essential because the strong interrelation of both matters can be seen from the magnitude of the relevance between scientific processes and the indicators of 21CSS [17]. For example, if students are encouraged to do inquiry, then students will drive to construct arguments, reasoning, and finding complex solutions to problems. In Indonesia, the formulation of 21st century educational framework has been voiced since 2010 where the education standardization committee incorporated in the Board of National Education Standards (BSNP) formulates a document containing how the 21st century educational context and paradigm in Indonesia. On this document, it is mentioned that the goal of Indonesian 21st century National Education aims to realize the ideals of the nation - a prosperous Indonesian society with a respectable and equal position to other nations in the global world through the establishment of a society consisting of qualified human resources; namely self-reliant, willing, and capable of fulfilling the ideals of the nation [19]. This documentexplains that the necessary to formulate a curriculum framework that accentuates science and 21st century skills as the center of teaching and learning activity not only essential but also urgent in addressing the current flow of global change. On the basis of this recommendation, in 2013 based on the regulation of Education and Culture Minister No. 64 drafted a new Indonesian curriculum framework that further highlights the scientific approach through the 5M method called the curriculum 2013 (K13) [20]. This curriculum framework is further revised in 2017 by integrating a scientific approach to the strengthening of character education, literacy, 4Cs, and high order thinking skills. To follow up on the revision of the curriculum, the Ministry of Research and Higher Education released a revitalization program of Institute of Teachers’ and Teaching Education (LPTK), one of which is intended as a response to prepare future teachers who have 21st century skills and teach it in context of K13. In this case, the LPTK revitalization program for prospective teachers is done by reorientation the curriculum of an interactive, holistic, integrative, scientific, and student-centered based on 21st century education standard and the Indonesian National Qualification Framework (KKNI) [21]. The term of KKNI represents a framework for the inclusion of Indonesian human resource qualifications that juxtapose equalize and integrate the education sector with the training sector and work experience in a job-adjusted capability recognition scheme in various occupational sectors [22]. Specifically, reorientation of the curriculum for science teachers’ education program is directed to the integrating of core-specificinterdisciplinary themes and 21st century skills domains aiming to produce a framework of common core science standards (CCSS) of 21st century education in Indonesia for prospective science teachers.

RESEARCH METHOD

Systematics review of ESC curriculum Round 2 Delphi study

21CSS in Indonesia that accepted by expert consensus

Data result

Questionnairespr eparation

Round 1 Delphi study

FIGURE 1.Two-Round Phase of Delphi Study in Integrating ESC Themes and 21CSS

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Phase 2

Systematics review of 21CSS

Phase 1

Our main purpose in presenting these findings is to demonstrate the degree of expert panel consensus obtained using Delphi study in integrating ESC based on 21CSS. The term of Delphi Study is a method used in collecting opinions from an expert group through a series of questionnaires which feedback mechanism through a round of questions held while maintaining the anonymity of the respondents' responses [23] [24].In the early phase, related 21CSS literature in teacher science education was collected, analyzed, and consulted to six (6) expert panels in the field of curriculum and instructional design. Then, the depth interviews consulted to six (6) ESC practitioners to obtain a picture of the situation during the implementation of ESC in the class. This result is then used as the basis for the development of item questions in the second phase of the Delphi study. In detail, the stage to integrate ESC to thecurriculum based on 21CSS can be described as follows:

The Delphi Process A two-round Delphi process involved in this study was to obtain experts’ and practitioners’ consensus on what skill-sets in the 21CSS that must be taught in ESC curriculum for prospective science teachers. In round one, we brought out the discussion ofthe essential ESC themes byconsidering material scope and literature review. In the second round, we performed the reconstruction of the ESC curriculum by integrating it to a 21CSS that have been accepted by panelists. A total of 15 panelists were involvedin this Delphi process consisting of 9 experts and 6 ESC educators from various disciplines related to curriculum, environmental sciences, science education, and instructional design.

Research Instruments The instrument used in this two-round of Delphi study consisted of two forms of questionnaire. In the first round, the instrument used a checklist form where the panelists were directed to rank the ESC core themes essential and important to be taught in science teachers’ education. A total of 10 themes were presented based on course syllabus and literature review from a number of teacher’s handbooks, i.e.environmental science: a global concern [1], principles of environmental science: inquiry and applications [2], and new age environmental science [3]. In the second round, the instruments used rating-scales with Likert’s five-scales ranging from strongly agree (5) to strongly disagree. Then, five (5) ESC core themes defined from the results in the first round of Delphi studies were integrated to 11 learning objectives from four (4) domains of the 21CSS to be constructed with expert panels.

Research Analysis In the Delphi process, data employed exploratory methods using descriptive analysis.In round one, the data were analyzed based on percentages (%)chosen by the panelist. In this round, each core of ESC themes will be considered as a consensus if selected by over 70% of panelists. In round two, the data wereanalyzed using descriptive statistical analysis by computing the median values categorized into two distinct levels: high (≥ 3) and low (≤ 3).

RESULT AND DISCUSSION The 21st century skills standards (21CSS) for science teachers education in Indonesia This study is a call response from documents issued by the Indonesian Board of National Education Standards in 2010 [19] and the revitalization program of Institute of Teachers’ and Teaching Education (LPTK) in 2016 [21]. Not only that, this study also responds the demand to encourage EE as an integrated part in curriculum oriented towards environmentally action model [4]. The redesign program’s curriculum will be most beneficial in teacher education programs if it is designed to produce a deep understanding of 21st century skills in all subject areas such as global awareness and environmental literacy [25]. Referring to the framework formulation issued by P21, we identified five coresof the 21st century education domains including ICT literacy, thinking skills, interpersonal skills, intrapersonal skills, and additional content skills. A total of 12 aspects were identified from the five domains which have interrelations to each other. For example, when students work together (intrapersonal skills) in accessing information from multiple sources using technological tools (ICT literacy), they need skills in identifying, analyzing, and evaluating the validity of the information (thinking skills). It is in line with the study results conducted by Laar, Deursen, Dijk & Han [26] on 75 articles related to 21CSS and digital skills whichhave a close relationship between both componentsand the achievement of specific-core skills on 21CSS can be supported by the achievement of other specific core skills. All of the aspectswere then discussed with the expert panel to obtain an input on what the aspects appropriate to the context of science teachers education in Indonesia. The result of the discussion with the expert panel shows that not all aspects of 21st century skills proposed by P21 can be applied in the context of science teachers education in Indonesia. The panel revealed that even though all aspects are equally importance, it will be very difficult to implement those standards in classroom activities. This condition is justified by Owusu-Ansah, Neill, & Haralson [27]which state that there are some barriers

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inimplementing the 21st century education; the managerial concerns, non-emergency of anticipated activity theory, non-technological efficacy, academic culture, and an overwhelming sense of keeping up. Furthermore, the expert panel recommends three domains of the P21 framework considered to be the most urgent to be implemented and are highly relevant to the Indonesian education context, i.e. ICT literacy, thinking skills, and intrapersonal skills. The reason is that these aspects have become the main framework of Indonesian national education policy and it is in accordance with the recommendations issued by the board of national education standards in 2010. In this context, domain thinking skills and intrapersonal skills are grouped into a single entity called 4Cs. For more details, the result of this systematic reviewcan be seen in Table 1. Domain

Core Skills

TABLE 1. The results of a systematic review of 21CSS Skills

Information Literacy ICT Literacy

Technology Literacy Media Literacy Critical thinking and sound reasoning

Thinking Skills

Creative thinking and problem solving Metacognition

Interpersonal Skills

Adaptability Accountability Collaboration

Intrapersonal Skills Communication Additional content skills

Global awareness Civic and social responsibility

The ability to access, analyze, use, and evaluate information in a variety of forms and sources. The ability to access and use technological tools appropriately and efficiently in acquiring knowledge and information in a variety of forms and sources. The ability to use or create media to convey information/messages/ideas using technological tools from various sources or forms. The ability to identify, analyze, interpret, and evaluate evidence, arguments, claims, and data using reasoning to decide whether or not to believe. The ability to create or generate new ideas from something existent (redesign) independently or in groups and to use them to solve problems and find the most appropriate solution. This capability covers many forms, including imitation, modification, and invention. The ability to monitor and evaluate the self-achievement with selfreflection in order to realize commitment as lifelong learners. The ability to modify one's thinking, attitude, or behavior to be better suited to current or future environments. The ability to stay open to the standards and goals set by oneself for continuous improvement. The ability to work with others to share knowledge and information, solve problems, and create a novel product to enrich personal experience and knowledge. The ability toarticulate thoughts, ideas,and information, solve problems, and create a novel productclearly andeffectivelyusing oral or techological tools. The ability to understand and address globalissues; learning from and working in a diverse context in a spirit of mutual respect. The ability to understand and carry out duties as citizens with full responsibility. Source: modified from Partnership of 21st century skills[13]

In addition, the expert panel also recommends the need for new domains to be developed into a benchmark of teacher education in Indonesia. The recommendations include two specific domains, i.e. spiritual values including aspects of religious belief and spiritual awareness and character building covering aspects of teacher attitudes and scientific. As a benchmark of the 21st century education in Indonesia, these two domains principally aim at overcoming the nation's competition due to youth's moral and spiritual degradation in society. For example, when students and teachers learn about the impact of technological applications in a diverse society, they can determine which information is sensitive to minimize the occurrence of friction that may arise [15] [25]. This is an important point of why moral and spiritual education should be included in educational construction in the 21 st century. Not only that, this domains also a foundation of education for the information era which all people can participate in the freedoms and democratic society that requires good character and spiritual values. This is become a reason why building character and spiritual values across the curriculum are used to shape society and achieve the status of skill in developed country in this challenging century.For more details, this result of this systematic review can be seen in Table 2.

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Domain

TABLE 2. The new domain of 21CSS for science teachers’ education in Indonesia Core Skills Indicators

Religious beliefs Spiritual values Spiritual awareness Teachers attitudes Character building

Scientific Attitudes

The ability to accept and apreciate the God Almighty through science and internalize it in everyday life. The abilityunderstand and internalize the spiritual valuesthrough science. The ability to adapt to the values prevailed in the society; have leadership spirit and uphold the attitude and behavior as a teacher The ablility to show scientific behavior (desire to know, be honest, thorough, be open, and be full of caution), and the acceptance of the values and morals prevailed in society.

Round 1 Delphi Findings This process aims to discuss the essential of ESC themes to be done by reviewing the scope of the material and literature review from a number of teacher’s handbooks. In the first round, panelists were presented with a list of skills considered to be very important to be taught in science teachers education. A total of 10 themes constructed from course syllabus and teachers’ handbook were presented to the panelists to be ranked by considering aspects such as theme coverage, theme linearity with other subjects, essential themes, and number of credits (table 3). ESC Themes

TABLE 3. Percentage of the ESC Themes that Chosen by Panelist Study materials coverage

Ecology as the basis of environmental science Ecosystems Biodiversity Biogeochemical Cycle The problematic of the human population Environmental pollution Environmental quality standards Waste management Environmental Toxicology Environmental and social impact assessment (ESIA) Environmental ethics

Basic ecological concepts Different ecology and environmental science Basic principles of environmental science Types of ecosystems Populations, habitats,and niches, communities,and ecosystems Gene, species, and ecosystem diversity Energy and matter cycle Water,Nitrogen, and Phosphorus cycle Population dynamics The relationship of population growth to human needs Environmental pollution concept Environmental pollution forms and impact Environmental quality standards for water, air, and soil The concept and principles of waste management The forms of waste management Toxic and hazardous materials Toxicity test Fundamentals of ESIA ESIA procedures Environmental ethics

Total

Percentage

15

100%

12

80%

15

100%

13

87%

11

74%

15

100%

12

80%

14

93%

15

100%

12

80%

12

80%

The results of expert consensus in the first round shows that basically all themes presented based on a systematic review on syllabus and teacher’s handbooks are considered essential to be taught in the ESC (≥ 70%). However, the panelists also consider that the themes in ESC also need to be simplified without leaving the essential material scope available to facilitate the integration of 21CSS. In this regard, panelists recommend five (5) core ESC themes to support the study in other subjects in the courses and reduce the overlap of study materials between courses. This includes fundamentals of environmental science, global environmental issues, ecosystems and biodiversity, environmental pollution, and environmental policy (table 4). This recommendation is in line to the criteria suggested by Prasad, Khoiyangbam, and Gupta [28] which claimed that the coverthemes presented in environmental science must be: (1) able to guide students to identify the impact of what human activity does to environment condition change, (2) able to guide students to adopt various prevention and controlling method to

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environmental pollution, (3) able to encourage the use of natural resources effectively and continously, and (4) nurture an eco-friendly environmental awareness. TABLE 4. The median values of five core ESC themes acccepted as expert consencus Study materials coverage Median

ESC Themes

Fundamentals of environmental science Global environmental issues Ecosystems and Biodiversity

Environmental pollution Environmental Policy

Principles and Concepts of Environmental Science The Importance of Environmental Science Environment as an ecological unity Global Warming and Climate Change The impact of human growth Environmental issues at local and Indonesian levels The concept of ecosystems and biodiversity Types of ecosystems The tropical relation in the ecosystem Biogeochemical Cycle Ecosystems and biodiversity at local and Indonesian levels The basic concept of environmental pollution Pollution forms (water, soil, air, sound) Environmental Toxicology Environmental management Environmental pollution at local and Indonesian levels Renewable Energy Environmental and social impact assessment (ESIA) Ethics and Environmental Law

Interpretation

5

High

4.5

High

4.5

High

5

High

3.8

High

Round 2 Delphi Findings To implement the ESC themes in table 3 to the 21CCS in table 1 and table 2, a learning indicator is developed by integrating it to analyze what aspects will be obtained from the 21CSS. For example, information literacy contains various skills such as access, analyze, using, and evaluate information, which are then selected in accordance with the context of the ESC themes. The example of integration between the ESC spesific themes (global environmental issues) and the 21CSS can be seen in Table 5. 21CSS

4Cs

ICTs

Character building Spiritual values

TABLE 5. The examples of learning indicators on integration ESC spesific themes and 21CSS Examples of learning indicators of global environmental issues

1. Create data from various sources related to greenhouse gas emissions and propose creative ideas in reducing the impact of greenhouse gas emissions. 2. Explain the impact of global warming on climate change by identifying the evidence and data from various related sources and reflect it in everyday life. 3. Describe the impact of human growth on climate change and communicate it using technology tools. 4. Work together effectively in assessing environmental issues at national and Indonesian level using technology tools. 1. Access information from various sources related to environmental issues at global, national and local level. 2. Create media-messenger to convey information about the impact of human growth on climate change 3. Use some software to generate media-messenger about the impact of human growth on climate change 1. Show a scientific attitude (curiosity and thoroughness) related to scientific evidence about environmental problems at global, national and local level. 2. Show environmental behavior and awareness related to environmental issues. 1. Appreciate the greatness of the God Almighty through understanding how the nature works in overcoming environmental problems. 2. Internalize spiritual values through an understanding of how nature works in overcoming environmental problems.

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CONCLUSION Based on the expert agreement in round one of Delphi study, we decided to adopt three (3) 21CSS specific domains: ICT literacy, thinking skill, and intrapersonal skills. Thinking skills and intrapersonal thinking in this study are grouped in unity which P21 calls as 4Cs. We also construct two (2) specific domains of 21st century education which become the benchmark of education in Indonesia, namely spiritual values and character building. In round 1 Delphi study, we obtained a panelist consensus on what essential themes should be taught in the ESC as well as a consensus to integrate several ESC themes to support the study in other subjects in the courses and reduce the overlap of study materials between courses. These themes include fundamentals of environmental science, global environmental issues, ecosystems and biodiversity, environmental pollution, and environmental policy. In round twoof Delphi study, we integrate the frameworks of the 21CSS and the ESC themes decided by panelist to develop learning indicators on each ESC theme. The development of this learning indicator is preceded by an analysis of what 21st century skills contained in Table 1 and Table 2 to be adapted to the ESC themes, student characteristics, selected tasks, and the availability of learning tools.The existence of this framework is expected to facilitate teachers in deciding which 21st century skills can be taught accordance with the context and characteristics of teaching materials. Overall, this study produced a new ESC syllabus framework based on the 21CSS for prospective science teachers.

ACKNOWLEDGEMENT I would like to express my gratitude to all the participants whom helped and involved in this research, especially to my supervisor who provides a place for me in the umbrella research group funded from PNBP UNS 2018.

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