Developing Educational Materials for Sustainable Development and to foster Attitude toward Science in Secondary Education

1教育材料的开发、修订和实践以可持续发展教育为追求提高生活质量，我们建立了一个有三个目标的框架：了解科学技术的收益和风险的两面性，通过了解科学家和工程师的努力对科学技术有积极的思考，并表现出做出判断和决策的意愿，并对科学技术问题表现出积极的态度。我们发现，电学材料是可能的，包括大量的插图和图形，使用不同的教学风格，三个学生扮演三个字符，所有学生一起朗读台词。学生在学习历史记录表上对他们印象的描述表明，他们学习了框架中定义的目标，因为与每个目标相关的内容都写在其中。我们有机会在菲律宾、马来西亚和印度尼西亚练习英文版的空气污染材料。学生们忠实地解决了这个问题。我们发现教师没有使用教材中包含的一些教学方法，如调查活动，在实施教材之前，有必要对教学方法进行充分的讨论。2.一页档案袋评价的实践我们制作了基于一页档案袋评价的学习历史记录表，并将其作为评价我们开发的教材的方法。学生在学习教材后对自己印象的描述显示出对教材和科学技术的良好反应。我们制定并练习了12个检查点来做总结。我们发现，如果你给他们时间思考如何做总结和学习，他们写的内容和方法都发生了很大的变化。

1 Development, revision and practice of educational materialsTaking aim of education for sustainable development as pursuing to improve the quality of life, we established a framework with three objectives : to understand the duality of benefits and risks of science and technology, to have positive thinking about science and technology through knowing the efforts of scientists and engineers, and to show a willingness to make judgments and decisions and to be active about scientific and technological issues. We found it is possible to implement the Electricity material, included a lot of illustrations and figures, using various teaching styles as three students played three characters and all students read lines together. The students' descriptions of their impressions written in the study history sheets showed they learned the objectives defined in the framework, because the contents related to each objective were written in them. We had the opportunities to practice the Air Pollution material English version in the Philippines, Malaysia and Indonesia. The students tackled it faithfully. We found the teachers did not use some teaching methods included the material, for example investigation activities, and it was necessary to discuss the teaching method sufficiently before implementing the material.2 Practices of one page portfolio assessmentWe made the study history sheets based on one page portfolio assessment and used them as the method to assess the educational materials we developed. The students' descriptions of their impressions written after learning the educational materials showed favorable reactions to the materials as well as to science and technology. We developed and practiced twelve check points to make summaries. We found the contents and the methods they wrote have changed large if you gave them the time to think how to make summaries and to be taught it.