The role of natural science courses to implement the environmental education in elementary school (curriculum 2013)

1st International Conference on Environmental Sciences

生态环境科学

Titiek Winanti, E.^1 ; Kustini, Indiah^1 ; Rahmadiyanti, Erina^1

Faculty of Engineering, Department of Civil Engineering, Universitas Negeri Surabaya, Ketintang, Surabaya, Indonesia^1

关键词: Assessment system;    Elementary schools;    Environmental education;    Human behaviours;    Human being;    Learning models;    Learning resource;    Teachers';   

Others  :  https://iopscience.iop.org/article/10.1088/1755-1315/314/1/012063/pdf
DOI  :  10.1088/1755-1315/314/1/012063

学科分类：环境科学（综合）

来源: IOP

【 摘 要 】

Human behaviour is strongly influenced by prerequisite knowledge, residential, working place, and schools/studying place situation as well as friend or companion's behaviour. Soldiers have different behaviours compared to educators, doctors, farmers, traders, and so forth. To make students become environmentally friendly-human beings, they need to have knowledge on how to protect the environment. Since 1986, the Republic of Indonesia government has included environmental education into school curriculum; and the end is the 2013 curriculum (C-13). There are eight subject courses in elementary school's 2013 curriculum. Of the eight subjects, Natural Science is relevant subjects as a means to implement the environmental education (EE) concepts. Natural Science is taught in grades IV, V, and VI using thematic approaches for 9 x 40 minutes a week. However, the implementation of C-13 in elementary schools is still less optimal because there are still many prerequisite factors to be fulfilled, such as: infrastructure, learning resources, teachers' skills, and assessment systems. In conclusion, Natural Science subjects has a significant role to debrief the environmental education concepts especially in elementary school. Thus, learning model and media of natural science need to be further developed.