Textbook Development for SDGs, STEM, and Energy by Cross-border Education
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1 APEC Khon Kaen International Symposium XII 9-12 September 2017 Innovation of Mathematics Education through Lesson Study Textbook Development for SDGs, STEM, and Energy by Cross-border Education The case of Indonesia Wahyudi & Russasmita Sri Padmi SEAMEO Regional Center for QITEP in Mathematics
2 BACKGROUND As a continuation of APEC-Tsukuba and UNESCO (MGIEP) International Conference XI, which was held in Tokyo, February 9-12, 2017, Indonesia and Thailand have embarked on Cross-Border Lesson Study together. The cross-border lesson study was conducted on August 8, Tasks using APEC Energy Database. The preparation start in the beginning of June
3 LESSON STUDY STUDY Teaching materials; consider long term goals for students. PLAN Research Lesson, Unit, Anticipate students thinking REFLECT On Lesson Data and the implication of teaching and learning DO Research Lesson, collect data (Lewis, 2016)
4 PHASE 1: STUDY
5 CONSIDERATION PRIOR TO DESIGNING THE LESSON Theme set during APEC- Tsukuba meeting APEC energy database Curriculum of statistics in Indonesia and Thailand Lesson Plan
6 THE THEME OF THE LESSON Imagine hidden variables and relations through the questioning the graphs, and appreciate the significance of being able to analyze the situation and predict the future by using them.
7 APEC DATABASE
8 CURRICULUM ON STATISTICS IN INDONESIA Grade 7 Types of data Representing data Grade 8 Measures of central tendency Probability Grade 9
9 PHASE II: PLAN
10 TIMELINE DATE ACTIVITIES 22 May 21 July, 2017 Desining lesson plan 2 June 23 July 2017 Discussing and editing lesson plan together between Thailand and Indonesia via and video call July, 2017 Prepare for Cross Border Lesson study 1 and 8 August, 2017 Cross-border Lesson study between Thailand and Indonesian students Writing of the Report
11 INDONESIAN TEAM Researchers Dr. Wahyudi Ms. Russasmita Sri Padmi Ms. Fina Hanifa Hidayati Ms. Mutiatul Hasanah Model teacher Darto Staffs Mr. Deni Saputra Mr. Febriarto Mr. Agus
12 THAILAND TEAM Maitree Inprasith Nalumon Inprasith Auijit Pattanajak Narumon Changsri Phuangthong Poonrueng Prapawadee Suwannatrai
13 THE LESSON PLAN Title: The Cost of Our Bright World Grade: 9 Topic: Statistics (in the context of energy) Materials: Worksheets 1.1 and 1.2 (for students) PowerPoint presentation (for teacher) Graph paper or graphing software (Ms. Excel) projector and screen A3 graphing paper. WebEx meeting room and internet connection SDG to be addressed: SDG 13: take urgent action to combat climate change and its impacts. SDG 7: ensure access to affordable, reliable, and sustainable energy for all.
14 LESSON OBJECTIVES represent and describe energy-related data in the form of tables, graph, and charts interpret data in the context of energy explain the correlation between different energy consumption and CO 2 emission
15 OVERVIEW OF THE TASK Focus was on The data of electricity consumption and CO 2 emission. Analyzing data visually, mainly through the shape of the graph. Meeting 1 (Worksheet 1) The students compare electricity consumption of Indonesia and Thailand using APEC Energy Database. This meeting is conducted separately in each country. Meeting 2 (Worksheet 2) The students investigate the primary source of energy used to generate electricity and how it is related to CO 2 emission. This meeting is connected via WebEx.
16 Worksheet 1 THE COST OF OUR BRIGHT WORLD How much electricity do Indonesia and Thailand use? Which country, between Thailand and Indonesia, consume more electricity? What could be the reason behind this phenomenon?
17 Worksheet 1 THE COST OF OUR BRIGHT WORLD How much electricity do Indonesia and Thailand use? The table on the right shows electricity comparison of Thailand and Indonesia during the period Represent the data in the form of line graph; blue pen for Indonesia and red pen for thailand. You can also plot it on Microsoft Excel and then copy it to the grid provided below. Use the graph to help you answer the given questions in the following pages. Data can be accessed online at: database/database-top.html There are two sections of the worksheet: DESCRIBING DATA and INTERPRETING DATA.
18 INTERPRETING DATA 1 By looking at the graph, describe the differences and similarities between electricity consumption of Thailand and Indonesia. 2 The following are the population count of Indonesia and Thailand from 1990 to Source: 3 Do you agree that the consumption of electricity is related to the number of people living in the country? Explain your reason. What do you think is the factor that influence the amount of electricity consumption of a country? Explain.
19 Worksheet 2 THE COST OF OUR BRIGHT WORLD Does electricity consumption cause air pollution? Total electricity Consumption (in ktoe) Total Production of CO 2 in kt Indonesia Thailand Indonesia Thailand #REF! Can you observe any relation between electricity consumption and production of CO 2?
20 The students are going to investigate data from the following countries.
21 Graph 1 Total Electricity consumption (in ktoe) China Indonesia Thailand United States of America source:
22 Graph 2 SOURCE OF ENERGY TO CREATE ELECTRICITY The following are pie charts depicting source of energy for electricity in What can you conclude? Indonesia China USA Thailand source:
23 Graph 3 Coal Consumption for Power Generation (in ktoe) China Indonesia Thailand United States of America source:
24 Graph 4 Total CO 2 Emission in kt China Indonesia Thailand United States of America source:
25 INTERPRETING DATA 1 Observe Graph 1. For China and USA, their electricity consumption is going up. However, in Graph 4, CO 2 production of China is going up while USA s CO 2 production is going down. What do you think is the cause behind these phenomenon? Explain your answer. Use the graph to support your reasoning. 2 Does higher electricity consumption influence higher CO 2 production? Explain your assumptions.
26 PHASE III: DO
27 OUR STUDENTS 34 grade 8 students from SMPN (Junior High School) 4 Pakem 32 grade 8 students from Demonstration School of Khon Khaen University (Mo Ding Dang)
28 LESSON DAY 1 August 1, 2017
29 LESSON DAY 1 August 1, 2017
30 EXAMPLE OF STUDENTS ANSWER: MEETING 1 Indonesian students
31 LESSON DAY 2 August 8, 2017
32 VIDEO: MEETING 2
33 EXAMPLE OF STUDENTS ANSWER: LESSON DAY 2
34 PHASE IV: REFLECT
35 REFLECTION The students were enthusiastic and greatly enjoyed the lesson. They can understand the world through mathematics lesson by investigating real life, raw data from reliable sources. The lesson opens the possibility for the use of ICT which is completely new to Indonesian education: connectivity. The study needs to be implemented in more than one cycle to accommodate the revision.
36 REFLECTION Internet connection was a big obstacle. Even though most of the time teachers and students can speak English well, sometimes words are hard to comprehend due to internet connection. Recording the sound of the room makes it hard to understand through internet.
37 SUGGESTION FOR THE NEXT LESSON STUDY: For internet, it is recommended to use LAN/cable connection. The broadcast should be provided with subtitles. It is recommended that instead of recording the sound of the room, the microphone should be connected through the internet instead.
38 WHAT DO THE STUDENT THINK? What did they like about the lesson? What do they want to improve from the lesson?
39 Thank you.
Textbook Development for SDGs, STEM, and Energy by Cross-border Education
APEC Tsukuba and UNESCO (MGIEP) International Conference XII February 7-12, 2018 Innovation of Mathematics Education through Lesson Study Textbook Development for SDGs, STEM, and Energy by Cross-border
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