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Educational sciences --- Education --- Enseignement --- Experimental methods --- Méthodes expérimentales --- 37.013.75 --- Experimentele pedagogiek: theorie --- Pedagogiek en onderwijskunde --- experimentele pedagogiek --- Pedagogical methods --- 37.013.75 Experimentele pedagogiek: theorie --- experimentele pedagogiek. --- Pedagogical methods. --- Méthodes expérimentales --- Pédagogie. Méthodologie. --- Opvoedkunde. Methodologie. --- Pédagogie

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This book “Approaches and Methods of Science Teaching and Sustainable Development”, edited by Dr. David González Gómez and Dr. Jin Su Jeong, aims to provide a solid research corpus for addressing the challenges needed to provide adequate science and sustainable development education to scholars with different levels of education. Sustainability is starting to form a part of the curricula for many educational institutions. However, efforts must be taken to ensure proper implementation and development of sustainability-oriented topics seeking the sustainable development goals (SDGs) in higher education as well as fresh perspectives on continuing challenges.

Research & information: general --- creativity development methods --- visual mnemonic devices --- creativity --- fluid mechanics --- renewable energy --- learn to learn --- windpump --- reflective thinking --- higher education --- sustainability --- education --- engineering --- micro-curriculum --- PMU --- sustainability education --- design-based learning --- individual competency --- engineering education --- STEM education --- primary education --- science teaching --- active teaching methodologies --- active methodologies --- Sustainable Development Goals --- non-formal education --- Ethnobotany --- learning assessment --- STEM --- motivation --- learning strategies --- science learning achievement --- secondary school students --- MSLQ questionnaire --- real-world contexts --- constructivist pedagogical methods --- STEM teaching projects --- SDGs --- Vietnam --- educational innovation --- social sciences --- competences --- active methodology --- heritage --- teacher training --- university education --- debate of ideas --- questioning --- teaching games --- skill execution --- decision-making --- transdisciplinary education --- involvement of young people --- (education for) sustainable development --- community well-being --- empowerment --- learning outside the classroom (LOtC) --- industrial visits --- education for sustainable development --- temperature inversion --- damped harmonic motion --- stem education --- teaching methodologies --- sustainable sevelopment goals --- sustainable education --- epistemology --- mathematical modeling --- Escape Room --- gamification --- attitude/auto-efficiency --- emotion --- PST --- flipped classroom --- energy efficiency --- CO2 emissions --- APEC databases --- cross-border classes --- sustainable development --- digital transformation --- digital learning resources --- virtual science classroom --- creativity development methods --- visual mnemonic devices --- creativity --- fluid mechanics --- renewable energy --- learn to learn --- windpump --- reflective thinking --- higher education --- sustainability --- education --- engineering --- micro-curriculum --- PMU --- sustainability education --- design-based learning --- individual competency --- engineering education --- STEM education --- primary education --- science teaching --- active teaching methodologies --- active methodologies --- Sustainable Development Goals --- non-formal education --- Ethnobotany --- learning assessment --- STEM --- motivation --- learning strategies --- science learning achievement --- secondary school students --- MSLQ questionnaire --- real-world contexts --- constructivist pedagogical methods --- STEM teaching projects --- SDGs --- Vietnam --- educational innovation --- social sciences --- competences --- active methodology --- heritage --- teacher training --- university education --- debate of ideas --- questioning --- teaching games --- skill execution --- decision-making --- transdisciplinary education --- involvement of young people --- (education for) sustainable development --- community well-being --- empowerment --- learning outside the classroom (LOtC) --- industrial visits --- education for sustainable development --- temperature inversion --- damped harmonic motion --- stem education --- teaching methodologies --- sustainable sevelopment goals --- sustainable education --- epistemology --- mathematical modeling --- Escape Room --- gamification --- attitude/auto-efficiency --- emotion --- PST --- flipped classroom --- energy efficiency --- CO2 emissions --- APEC databases --- cross-border classes --- sustainable development --- digital transformation --- digital learning resources --- virtual science classroom

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Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program Oportunidades. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.

Academic ability --- Academic achievement --- Academic quality --- Academic year --- Access to university --- Achievement --- Achievement standards --- Assignment mechanism --- Average treatment effect --- Career --- College --- College education --- Curriculum --- Dropout rate --- Economic development --- Economics of education --- Education --- Education for all --- Education institutions --- Education level --- Education programs --- Educational modalities --- Educational outcomes --- Effective schools & teachers --- Elite schools --- Employment --- Enrollment --- Ethnic composition --- Exam --- Fees --- Geographic distribution --- Grade levels --- Graduate --- Graduation rate --- Grants --- High school --- High school level --- High school students --- High schools --- Higher education --- Human capital --- Information technology --- ITS --- Labor markets --- Learning --- LET --- Literature --- Low-income students --- Lower secondary --- Lower secondary school --- Middle school --- Middle schools --- Ministry of education --- Mobility --- Number of students --- Number of students per teacher --- Open access --- Parental education --- Pedagogical methods --- Primary education --- Public education --- Public school --- Public schools --- Returns to education --- Scholarships --- School attendance --- School census --- School completion --- School curriculum --- School days --- School facilities --- School infrastructure --- School level --- School principals --- School program --- School programs --- School quality --- School students --- School supplies --- School vouchers --- School year --- Schooling --- Secondary education --- Secondary enrollment --- Secondary school --- Secondary schooling --- Skills --- Statistics --- Student ability --- Students --- Students per teacher --- Study --- Teacher --- Teachers --- Technical education --- Technical schools --- Technical track --- Tertiary education --- Tertiary level --- Test scores --- Training --- Tuition --- Tuition costs --- Tuition fees --- University --- University degree --- University programs --- Upper secondary --- Upper secondary education --- Upper secondary level --- Vocational education --- Vocational school --- Vocational schools --- Vouchers --- Workshops

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Educators believe that they are adequately preparing youth for the labor market while at the same time employers lament the students' lack of skills. A possible source of the mismatch in perceptions is that employers and educators have different understandings of the types of skills valued in the labor market. Using economics and psychology literature to define four skills sets-socio-emotional, higher-order cognitive, basic cognitive, and technical-this paper reviews the literature that quantitatively measures employer skill emand, as reported in a preference survey. A sample of 27 studies reveals remarkable consistency across the world in the skills demanded by employers. While employers value all skill sets, there is a greater demand for socio-emotional skills and higher-order cognitive skills than for basic cognitive or technical skills. These results are robust across region, industry, occupation, and education level. Employers perceive that the greatest skills gaps are in socio-emotional and higher-order cognitive skills. These findings suggest the need to re-conceptualize the public sector's role in preparing children for a future labor market. Namely, technical training is not equivalent to job training; instead, a broad range of skills, many of which are best taught long before labor market entry, should be included in school curricula from the earliest ages. The skills most demanded by employers-higher-order cognitive skills and socio-emotional skills-are largely learned or refined in adolescence, arguing for a general education well into secondary school until these skills are formed. Finally, the public sector can provide programming and incentives to non-school actors, namely parents and employers, to encourage them to invest in the skills evelopment process. Skills, labor demand, cognitive, non-cognitive, behavioral skills, competences, employer surveys, skills policy, education policy, training policy.

Ability. --- Academic Learning. --- Access and Equity in Basic Education. --- Achievement. --- Adolescence. --- Adolescents. --- Adult Literacy. --- Adults. --- Applied Skills. --- Attitudes. --- Basic Knowledge. --- Basic Literacy. --- Basic Numeracy. --- Basic Skills. --- Body Language. --- Caregivers. --- Child Development. --- Childhood Evelopment. --- Children. --- Classroom. --- Cognition. --- Cognitive Development. --- Cognitive Skills. --- Cognitive Test. --- Communication. --- Computer Literacy. --- Computer Skills. --- Concepts. --- Creativity. --- Critical Thinking. --- Curricula. --- Curriculum. --- Decision Making. --- Developmental Psychology. --- Disadvantaged Children. --- Early Childhood Development. --- Early Childhood. --- Early Enrichment. --- Early Stimulation. --- Educated Workers. --- Education for All. --- Education Institutions. --- Education Policy. --- Education Providers. --- Education Sector. --- Education System. --- Education. --- Educational Achievement. --- Educational Infrastructure. --- Educational Sciences. --- Educators. --- Effective Schools and Teachers. --- Effort. --- Elementary School. --- Emotional Development. --- Ethics. --- Exams. --- Experience. --- General Education. --- Girls. --- Global Education. --- Groups. --- Head Start. --- High School. --- Higher Education Institutions. --- Higher Education. --- Human Development. --- Information Processing. --- Instruction. --- Intelligence. --- Interventions. --- Investment. --- Job Training. --- Knowledge. --- Language. --- Leadership. --- Learning Outcomes. --- Learning. --- Levels of Education. --- Life Skills. --- Literacy Survey. --- Literacy. --- Memory. --- Needs. --- New Entrants. --- Numeracy. --- Nutrition. --- Oral Communication. --- Participation. --- Pedagogical Methods. --- Perception. --- Performance. --- Personality Traits. --- Personality. --- Preschool Education. --- Primary Data. --- Primary Education. --- Primary School. --- Primary Schooling. --- Problem Solving. --- Professional Knowledge. --- Psychology. --- Reasoning. --- Regional Education. --- School Activities. --- School Climate. --- School Clubs. --- School Curricula. --- School Curriculum. --- School Improvement. --- School Schools. --- School Setting. --- School. --- Schooling. --- Schools. --- Science. --- Secondary Education. --- Secondary School. --- Skill Acquisition. --- Skill Evelopment. --- Skilled Workers. --- Skills Acquisition. --- Skills Evelopment. --- Skills for Employment. --- Skills. --- Students. --- Study. --- Teacher Qualifications. --- Teacher. --- Teaching Methods. --- Teaching. --- Thinking. --- Training Programs. --- Training. --- Understanding. --- Values. --- Vocational Education. --- Women. --- Work Experience. --- Writing. --- Youth.

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This book “Approaches and Methods of Science Teaching and Sustainable Development”, edited by Dr. David González Gómez and Dr. Jin Su Jeong, aims to provide a solid research corpus for addressing the challenges needed to provide adequate science and sustainable development education to scholars with different levels of education. Sustainability is starting to form a part of the curricula for many educational institutions. However, efforts must be taken to ensure proper implementation and development of sustainability-oriented topics seeking the sustainable development goals (SDGs) in higher education as well as fresh perspectives on continuing challenges.

creativity development methods --- visual mnemonic devices --- creativity --- fluid mechanics --- renewable energy --- learn to learn --- windpump --- reflective thinking --- higher education --- sustainability --- education --- engineering --- micro-curriculum --- PMU --- sustainability education --- design-based learning --- individual competency --- engineering education --- STEM education --- primary education --- science teaching --- active teaching methodologies --- active methodologies --- Sustainable Development Goals --- non-formal education --- Ethnobotany --- learning assessment --- STEM --- motivation --- learning strategies --- science learning achievement --- secondary school students --- MSLQ questionnaire --- real-world contexts --- constructivist pedagogical methods --- STEM teaching projects --- SDGs --- Vietnam --- educational innovation --- social sciences --- competences --- active methodology --- heritage --- teacher training --- university education --- debate of ideas --- questioning --- teaching games --- skill execution --- decision-making --- transdisciplinary education --- involvement of young people --- (education for) sustainable development --- community well-being --- empowerment --- learning outside the classroom (LOtC) --- industrial visits --- education for sustainable development --- temperature inversion --- damped harmonic motion --- stem education --- teaching methodologies --- sustainable sevelopment goals --- sustainable education --- epistemology --- mathematical modeling --- Escape Room --- gamification --- attitude/auto-efficiency --- emotion --- PST --- flipped classroom --- energy efficiency --- CO2 emissions --- APEC databases --- cross-border classes --- sustainable development --- digital transformation --- digital learning resources --- virtual science classroom --- n/a