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Property Damage Dilemmas: The Role Of A Car Accident Lawyer
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Received: February 20, 2022. / Revised: March 11, 2022 / Received: March 14, 2022 / Published: March 17, 2022
The Ethical Dilemmas Of Cybersecurity: Balancing Privacy And Security
(This article belongs to Education and Humanities topics to improve knowledge, society and digital transformation)
This article reports the results of a study on the implementation of the STEAM ethical dilemma teaching model in secondary schools in Jakarta, Indonesia. This interdisciplinary approach to the curriculum uses “ethical dilemma conversation pedagogy” in a STEAM education project designed to engage students in values-based chemistry learning. Based on art, specially written stories about ethical dilemmas that pose real environmental problems engage students in exploring value systems. Students think about the pros and cons of ethical dilemmas related to the daily use of synthetic fertilizers, the disposal of used oil and detergent waste, and the environmental pollution caused by plastic waste. The purpose of the study is to explore the potential of the STEAM learning model for the ethical dilemma of empowering Indonesian high school students with both chemical knowledge and interdisciplinary skills to solve environmental problems. Researchers conducted an interpretive study of four middle school chemistry classes to understand student learning experiences and outcomes. Data were obtained from students’ reflective diaries, semi-structured interviews, and classroom observations. The results showed that students engage in advanced chemistry learning while developing critical reflective social thinking, collaborative decision-making skills, and awareness of the need for environmental protection to support sustainable development. The study found that chemistry education can play a strategic role by teaching ethical values in empowering students to become change agents for environmental sustainability. Further research is needed on the effectiveness of the STEAM model of teaching ethical dilemmas to empower students in sustainable development education in a variety of science-related topics and socio-cultural contexts.
Education is the key to creating a sustainable environment through human resource development. Therefore, educators play an important role in promoting sustainable education [1] and environmental education [2] so that students appreciate all the resources available to support their livelihoods [3]. According to Morris [3], awareness is the starting point for reconceptualizing knowledge, which is strongly influenced by the nature of the environment, so educators need to design and organize learning to support sustainable learning.
The current education curriculum in Indonesia, called Curriculum 2013, develops knowledge and skills with an emphasis on character building through the development of ethics and personal values. Increasing the scope of curriculum objectives has had a variety of implications for implementation, such as a review of curriculum development and teacher competency and related assessment systems, including management of chemistry learning. As a result, a holistic curriculum requires a paradigm shift from teachers and students. Teachers must adapt the curriculum to provide transformative and enriching learning opportunities and to develop students’ skills and knowledge.
California’s Dilemma: How Do You Harness An Epic Amount Of Rain In A Water Scarce State? Let It Flood, Scientists Say
One way to empower students with sustainable development education is to implement values-based learning such as “ethical dilemma story pedagogy” (EDSP) with ethical dilemma stories as a teaching tool. Ethical dilemma stories involve students in real-life situations [4] where they are challenged to make decisions about environmental conditions that may lead to bad outcomes [5]. EDSP requires people to think about problems and interpret solutions based on their personal values [6]. In addition, conversations about ethical dilemmas engage students in social learning through group discussion and emotional learning through presenting different opinions and perspectives [4]. Ethical dilemma narratives have been developed in several countries in relation to the relevant environmental context and include the “mining dilemma”, “rice-fish dilemma”, “nuclear energy dilemma” and “climate change dilemma” [7]. Previous research has shown that engaging students in the pedagogy of ethical dilemmas through case studies can help them expand their conceptual understanding, increase empathy, and increase their commitment to social justice principles [8]. In the Indonesian context, the implementation of EDSP has been shown to increase learning motivation, responsibility, interest and courage to discuss issues [9]. Previous research has also shown that EDSP develops students’ ability to work collaboratively, reflects their values, and increases their awareness of environmental and social issues related to chemistry education [ 10 ]. In addition, the integration of EDSP with chemistry allows students to actively participate in learning. Meaningful learning opportunities linked to real-life events [11] develop students’ chemical literacy, and teachers play a supportive role [12].
STEAM education promotes transformative integrated learning that offers students unique interdisciplinary learning and pedagogic opportunities to solve problems that arise in their environment. STEAM is a relatively new educational paradigm that emphasizes creative, interdisciplinary, contextual, problem-based, or project-based teaching and learning [13]. STEAM is a derivative of STEM; Appendix A, which stands for art, promotes collaboration, creativity and innovation [14, 15], as well as the development of 21st century skills [16], such as increased interest and motivation in learning [17, 18, 19], communication and collaboration [20, 21], critical thinking [22, 23, 24] and creative thinking [17, 19, 24, 25, 26].
The study reviewed in this article combined EDSP with the STEAM Education Project to create a “STEAM Learning Model with an Ethical Dilemma.” This model provides opportunities and challenges for integrating the values of sustainable education and transformative learning. Solving life’s complex problems requires conceptual understanding and skills of various disciplines [27]. Therefore, this study aims to integrate EDSP with STEAM chemistry education projects to engage students in sustainable education. The main goal is to increase the importance of chemistry in the everyday life of students, thereby encouraging them to study in depth.
Sustainability has become an important issue in political, economic, social and environmental forums since the early 2000s [28]. “Sustainability” and “sustainable development” appeared at the 1992 United Nations conference in Rio de Janeiro. Sustainability is an important key to development that promotes accelerated development that minimizes or eliminates adverse environmental impacts [28]. These two concepts, sustainability and sustainable development, have been widely discussed in various disciplines during the last decade, especially in the field of education [29].
The End Of Nature
The role of education in environmental sustainability is known by different terms. Chansomsak and Vale [30] explain that sustainability education has the same goals and objectives as environmental education. The term environmental education first appeared at the UNESCO meeting in Belgrade in 1975 [31]. Environmental education plays an important role in the formation of responsibility and directly enables students to think critically, cooperate and participate through personal actions to preserve and improve the quality of the physical and aesthetic environment [31, 32]. In the case of Indonesia, environmental education is integrated into the curriculum as part of science education. Education plays an important role in creating awareness of the need to protect the environment [33] and by changing people’s attitudes from viewing the Earth as an exploitable resource [3] to be preserved.
To understand the role of education in raising sustainability awareness, Stirling [34] identified three forms of sustainability education: “sustainability education”, “sustainability education” and “education as sustainability”. Education for resilience focuses on curriculum content, education for resilience emphasizes purpose, and education for resilience refers to opportunities and action. Therefore, sustainability education is valued as a dynamic, contextual, inclusive, integrated system that enhances individual concern for environmental sustainability [34]. Therefore, in order to achieve a holistic environmental education process, teachers need to include education as sustainability, not just for/for sustainability. It is important to empower teachers and students to take action in their daily lives for a better future environment
