Enhancing Local Education for Sustainable Development Through Learning Cycle Instructional Model  

作　　者：Hussein Zanaty Toshio Eisaka 

机构地区：[1]Kitami Institute of Technology, Kitami, Japan

出　　处：《US-China Education Review(B)》2015年第6期382-391,共10页美中教育评论（B）

摘　　要：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） instruetional model.

关 键 词：education for sustainable development active learning learning cycle SELF-REGULATION MOTIVATION 

分 类 号：X-4[环境科学与工程] TS262[轻工技术与工程—发酵工程]