Tuesday Onsite Presentation Session 2

Primary & Seconday Education

Session Chair: Michal Stanislaw Pachocki

11:25-11:50

67574 | Implementing Stop Motion in Learning Quadratic Functions to Develop Mathematical and Global Competence for Students in Vietnam for the SDGs

Chi Ton Le, To Van On High School, Vietnam

In this research, 10th - grade students at To Van On high school in Vietnam participated in a Project Based Learning with three stages. In the first stage, the students collaborated together to do some research on quadratic functions and Stop Motion technique as well. In the second stage, the students studied the local social problems focusing on the environment and discussed the suitable solution for the problems. In the last stage, the students used the application Stop Motion Studio combined with their own knowledge of the quadratic functions to create videos which conveyed things such as “Climate Action”, “Life below Water”, and “Life on Land”. They are three of seventeen goals of the Global Goals, were adopted by the United Nationals in 2015. From the research process, we knew that the students were not only demonstrating their understanding about mathematical knowledge but also giving their standpoints and helping raise community awareness on the mentioned goals of Sustainable Development Goals. Participating in the project helped the students develop mathematical modeling skills, enhance digital skills as well as thrive global competence. This research can be seen as an interesting reference for teachers, who want to implement digital technology and global competence in their own practices.

11:50-12:15

68409

| Does in-service Training Abroad Provide Benefits for Vocational Teachers?

Michal Pachocki, Graduate School for Social Research/Polish Academy of Sciences, Poland

The essential aim of initial vocational education and training (IVET) is to equip the learners with skills that could enable them to smooth their transition from school to work. Hence, such kind of training should respond closely not only to learners’ needs but to labor market demands as well. One of the ways to catch up with current work standards is the transnational exchange of knowledge, including in-service training for teachers and vocational trainers. It seems reasonable, however, to determine to what extent the effects of such training stand valuable to educators and how they affect their IVET providers. Furthermore, the difference in gaining international experience patterns between IVET educators and general education teachers also seems worth investigating. To answer that, this mixed method research combined quantitative (online survey) and qualitative (interviews) approaches. The target group was the members of education staff working in vocational schools in Poland. During surveys and interviews, the participants shared the impressions of their stay abroad. The study showed that foreign experience gained by IVET educators is used not only in teaching vocational subjects. It can also contribute to IVET education quality by shaping values and attitudes like openness, tolerance, and intercultural awareness of young learners, which can positively affect their soft and communication skills at the early stage of vocational learning.

12:15-12:40

66873 | Promoting Children’s

Pro-environmental Behavior: A Multilevel Analysis

Peggy Ng, The Hong Kong Polytechnic University, Hong Kong

Cherry Tin Cheung, The Hong Kong Polytechnic University, Hong Kong Ellesmere Choy, Newcastle University, Australia

Pro-environmental behavior is essential to reduce the negative influence on nature and the built world. Children are in the age of emergence which is crucial to develop and amend their behavior and achieve a more sustainable future. More understanding of the factors that motivate their pro-environmental behavior is vital. Based on the Theory of Planned Behavior, this paper merges the two levels of influence (individual children and teacher levels) and investigates cross-level interactions in establishing children's pro-environmental behaviors. Besides, teachers are the main stakeholder in the school’s environmental education in generating and transferring environmental knowledge to children. Substantial research focuses on pro-environmental behavior of children at a solely individual level while little research takes into account both individual and school (teacher) levels. In particular, the multilayered hierarchical inter-correlations of student and teacher with respect to proenvironmentalism have been neglected. This paper adopted a multilevel framework in exploring the effectiveness of teachers’ environmental knowledge sharing, including knowledge-generating, knowledge sharing and knowledge application on children’s pro-environmental behavior at teacher level while at the individual level, the influence of children’s attitude, subjective norm and perceived behavioral control are explained to generate pro-environmental behavior using the theory of planned behavior.