Integrated Education and Learning

Preface
Contents
1 Introduction to Integrated Education and Learning
	1 Introduction
		1.1 The Train is on Its Way
		1.2 No Excuse is Acceptable
		1.3 On Our Journey
			1.3.1 Form “Integrated Science” to “Thinking”
		1.4 On “Integrated Education and Learning”
			1.4.1 From Cognitive Semiotics to Scientific Thinking
	2 Methods of Integrated Education and Learning
		2.1 Transdisciplinarity
		2.2 Linking
		2.3 Networking
	3 Important Topics for Consideration in Integrated Education and Learning
		3.1 Early Childhood Education
		3.2 Environment
		3.3 Play
		3.4 Native Language
		3.5 Emotion Regulation
		3.6 Art Experiences
	4 Challenges in Integrated Education and Learning
	5 Teaching Requirements for Effective Integrated Education and Learning
	6 Mathematics, Arts, and Entrepreneurship that Promote Success in Integrated Education and Learning Settings
	7 Experience Before Us
		7.1 An Integrated Classroom for Children with Disabilities and Normal Children
		7.2 Integrated Technology, Education, and Learning
		7.3 Integrated Psychology, Education, and Learning
		7.4 Project-Based Learning in Integrated Education and Learning
		7.5 Integrated Different Knowledge Types, Education, and Learning
		7.6 Integrated Differentiation, Education, and Learning
		7.7 Integrated Arts, Education, Learning
	8 Conclusion
	References
2 The Cognitive Semiotics of Pictorial Evolution and Development
	1 Introduction
	2 An Excursus on Integrated Science
	3 From Classical Semiotics to Cognitive Semiotics
	4 The Cognitive Semiotics of Pictures
		4.1 Ontogenesis: How Children Develop Picture Understanding
		4.2 Phylogenesis: The Appearance of the Picture Sign in Evolution
		4.3 Microgenesis: The Perception of Pictures
	5 Approaches to the Epistemology of Cognitive Semiotics
		5.1 The Domains of Semiosis
		5.2 Three Methods and Three Modes of Access
		5.3 A Sketch of Epistemology for Cognitive Semiotics
	6 Conclusion
	References
3 Scientific Thinking: A Mindset for Everyone
	1 Introduction
	2 Brief Definition and History
	3 The Essence of Scientific Thinking
	4 Conclusion
	Acknowledgements
	References
4 Integrated Education
	1 Introduction to the Chapter Title–Unpacked
	2 My Influences–Described
	3 The Action Research–Explored
	4 My Research Discoveries–Illustrated
	5 Conclusion–My Research Discoveries–Revisited
	References
5 The Need to Cultivate More Linking in Learning to Promote More Effective Thinking
	1 Introduction
	2 What Kinds of Linking Are Necessary–And Why?
		2.1 Linking to Develop Learning (Understanding)
		2.2 Linking to Combine Learning (Integration)
		2.3 Linking to Organize Learning (Schematizing)
		2.4 Linking to Distill Learning (Abstraction)
		2.5 Linking to Extend Learning (Inference)
		2.6 Linking to Export Learning (Transfer)
	3 How Can We Promote More Reliable Linking in Learning?
		3.1 Linking Subject Disciplines
		3.2 Linking Locations and Purposes of Learning
		3.3 Questioning and Verbal Linking
		3.4 Visual Linking
		3.5 Linking People
	4 Conclusion
	References
6 The Learning Society and the New Frontiers of Knowledge on the Web
	1 Introduction: On the Shoulders of Giants: Paradigm of the “New Knowledge”
		1.1 The Scenarios
		1.2 The Complexity
		1.3 The Fractal Nature
		1.4 Liquid Nature
		1.5 New Ideas and Concepts of Space/Time
	2 The Knowledge … Ignorant
	3 New Horizons of Knowledge
	4 The Birth of Co-constructed “Knowledge” Generated by the Masses
	5 Conclusion
	References
7 Creative and Critical Thinking in Early Childhood
	1 Introduction–Why Early Childhood?
	2 Intellectual Growth and Development
	3 Vygotsky: The Zone of Proximal Development
	4 Vygotsky and Creative Imagination
		4.1 Imagination
	5 The “Period of the Imagination”
	6 Play: Informal Experimentation
	7 Creative Thinking
	8 Creative Problem-Solving
	9 Divergent Thinking
	10 Critical Thinking
	11 Intelligence
	12 Conclusion
	References
8 Development of Critical Thinking Skills Through Science Learning
	1 Introduction
	2 Literature Review
		2.1 Science Learning
		2.2 Critical Thinking Skill
	3 Science Learning to Develop Critical Thinking Skills
		3.1 Impact of Inquiry Learning to Improve Critical Thinking Skills
		3.2 Improving Critical Thinking Skills Through Problem-Solving Laboratory Learning
		3.3 Physics Learning with Multi Representation: An Effort to Foster Critical Thinking Skills in Vocational High School Students
	4 Conclusion
	References
9 Constructivist Education: The Learner Tongue as a Prerequisite to Constructivist Practice
	1 Introduction
	2 Constructivism
	3 Constructivism in Practice
	4 Constructivist Principles in Qur’an Teachings
		4.1 Learning as a Mediated Process
		4.2 Learning as a Process of Constructing Meaning
		4.3 Learning as the Result of Cognitive Conflict
			4.3.1 Descriptions
			4.3.2 Narratives
			4.3.3 Hypothetical Situations
	5 Conclusion
	References
10 Thinking Extended Trans Level Based on Local Culture to Achieve Super-Smart People
	1 Introduction
	2 Level of Thinking Based on Genetic Decomposition
		2.1 Extended-Trans-Level
		2.2 Trans-Level
		2.3 Semi-Trans-Level
		2.4 Inter-Level
		2.5 Semi-Inter Level
		2.6 Intra-Level
		2.7 Pre-Intra-Level
	3 Super Smart People: Super Extended Trans of Thinking Levels
	4 Local Culture for Mathematics Learning
	5 Levels of Thinking Super Extended Trans Through Local Cultures
	6 Conclusion
	References
11 Integrated Science Curriculum in the Unpredictable World
	1 Introduction
	2 Brief History of Some Efforts for the Development of Integrated Science Across the Globe
	3 The Highlight of the Integrated Science Curriculum Reform in Indonesia
	4 Integrated Science Curriculum for Unpredictable Situations: Disaster Education in Indonesia
	5 Integrated Science Curriculum for Sustainability in Indonesia
	6 Science Education in the COVID-19 Pandemic: Indonesian Context
	7 Conclusion
	References
12 Thinking About Emotions in Education: Integrating the Transformation of Learning at School
	1 Introduction
	2 Creativity and SEL in School Contexts
	3 Creativity and SEL in the French School Context
	4 Evidence of the Need of Emotional Learning at School
	5 Conclusion
	References
13 Surprise and Story in Thinking and Learning and Their Absence from Mathematics Education
	1 Introduction
	2 Review of Research on Surprise, Aesthetics, and Story in Mathematics Education
		2.1 Surprise in Mathematics Education Research
		2.2 Stories in Mathematics Education Research
	3 Exploring the Concepts of Surprise and Story in Mathematics Curriculum Documents
		3.1 Surprise in Mathematics Curriculum Documents
		3.2 Stories in Mathematics Curriculum Documents
	4 Conclusion
	References
14 Storytelling: The Ancient Tool of Using Stories to Communicate Knowledge for a Sustainable Future
	1 Introduction
	2 The Western and the Indigenous Concept of Sustainability
	3 Traditional Knowledge and Indigenous Knowledge
	4 Traces of the Sustainability Concept in Aboriginal Cultures
		4.1 Sustainable Development, Traditional Knowledge, and Biodiversity—How Are They Connected?
	5 Storytelling
	6 Transformative Tourism: A Possible Pathway Forward with the Guidance of Skilled Nature Entrepreneurs
	7 The Nature Entrepreneur: A Link Between Modern Man and Nature
	8 Discussion
	9 Conclusion
	References
15 Unshackling Learning
	1 Introduction
	2 How Thinking Occurs Within the Brain
	3 The Dance Between Thinking and Learning
		3.1 Language and Thinking
		3.2 Cultural Stereotypes Go Wrong
	4 Can Education Systems Unshackle Learning?
	5 The Opened Mind
	6 Conclusion
	References
16 Relevant Social Problems, Socially Alive Questions, and Gender in Social Science Teaching: A Conceptual and Methodological Review for the Development of Social Thinking Skills
	1 Introduction
	2 Relevant Social Problems, Socially Alive Questions, and Controversial Issues in the Training Programs for Future Teachers
	3 Relevant Social Problems, Socially Alive Questions, and Controversial Issues in the Social Science Classroom
	4 Gender Inequalities: A Socially Alive Question in Teacher Training
	5 Conclusion
	References
17 Milestones of Bioeducational Approach in Mind, Brain, and Education Research
	1 Introduction
	2 Individual Differentiation
	3 Adaptive Variability
	4 Conclusion
	References
18 Critical Thinking for Teachers
	1 Introduction
	2 Emphasis on Teaching (Critical) Thinking Skills in Schools
	3 Definitions and Perspectives of Critical Thinking
		3.1 Critical Thinking as Cognitive Processes and Skills
		3.2 Critical Thinking as Cognitive Skills Plus Dispositions
	4 Alternative Critical Thinking Conceptualizations
	5 Implications of Different Critical Thinking Perspectives in Teacher Education
		5.1 Implications of the Instrumental Perspective of Critical Thinking in Teacher Education
		5.2 Implications of the Situated Critical Thinking Perspective in Teacher Education
	6 Conclusion
	References
19 Education of Integrated Science: Discussions on Importance and Teaching Approaches
	1 Introduction
	2 Importance of Integrated Science—A Close Look from Educational Science Perspective
	3 How to Teach and Learn Integrated Science
		3.1 Multidisciplinary Approach
		3.2 Interdisciplinary Approach
		3.3 Transdisciplinary Approach
	4 Thinking Skills for Teaching Integrated Science
		4.1 Creative Thinking
		4.2 Critical Thinking
		4.3 Computational Thinking
	5 An Example of Transdisciplinary Education Course
	6 Conclusion
	References
20 Cultivating Thinking Skills in Education
	1 Introduction
	2 The Contextualizing of Thinking Skills Through Successful Intelligence Theory
	3 Thinking Through Successful Intelligence Theory [5]
		3.1 Analytical Thinking Intelligence
		3.2 Creative Thinking Intelligence
		3.3 Practical Thinking Intelligence
	4 Thinking Through Multiple Intelligences Theory [15]
	5 Three Engaging Ways to Teach Thinking Skills
		5.1 Thinking Using Multiple Intelligences Activity
		5.2 Thinking Using Case-Based Learning Activity
		5.3 Thinking Using a Thinking Map [19]
	6 Case Study 1: Educate Fun Learning Approach: The Development of Interactive Application Cerdik BM Series 1 Towards Empowering Remedial Class Students in Malay Language Subject
	7 Case Study 2: Science Smart i-Think: Construction of Interactive Pedagogical Tools to Improve HOTS in Primary Level Learning and Teaching Science
	8 Conclusion
	References
21 Concept Mapping: A Tool for Adolescent Science Teachers to Improve Learning Activity Design
	1 Introduction
	2 Increasing Expectations for Complexity, Depth, and Rigor in Science Teaching and Learning
	3 Concept Mapping and the Teaching and Learning of Science
	4 Methods
	5 Findings
		5.1 Concept Map Organization and Complexity
		5.2 Textual Analysis of Linking Phrases
		5.3 Learning Activity Development and Bloom’s Taxonomy
		5.4 Networks for Codes
	6 Discussion
		6.1 Concept Map Evolution
		6.2 Learning Activities and Bloom’s Revised Taxonomy
		6.3 Co-evolution of Concept Maps and Learning Activities
		6.4 Implications and Suggestions for Further Research
	7 Conclusion
	References
22 Measuring, Assessing and Evaluating Thinking Skills in Educational Settings: A Necessity for Twenty-First Century
	1 Introduction
	2 Thinking Skills
	3 Dimensions of Thinking Skills
		3.1 Understanding the Meaning (Analytical Thinking)
		3.2 Critical Thinking
		3.3 Creativity/Creative Thinking
		3.4 Decision-Making Skills
		3.5 Problem-Solving Skills
	4 Conclusion
	References
23 Developing Computational Thinking Skills to Foster Student Research: Contemporary Scientific Education Through Modeling and Simulations
	1 Introduction
	2 CT for Research and Modern STEM Education
	3 Mathematical Modelling in Education as a Learning Model for Scientific Research
		3.1 Formulation of the Research Problem
		3.2 Formulation of a Mathematical Model
		3.3 Description of the General Method of Model Implementation
		3.4 Numerical Implementation of the Method
		3.5 Analysis of Results, Including Testing for Particular (Marginal) Cases
		3.6 The Study of the Simplest Model
		3.7 Formulation of the Next Level Model
	4 Mathematical Modeling in the Course of Discrete Mathematics
		4.1 Mathematical Modeling in the Development of Formal Grammar of an Informally Given Language
			4.1.1 Model 1
			4.1.2 Model 2
			4.1.3 Model 3
			4.1.4 Model 4
			4.1.5 Model 5
			4.1.6 Model 6
			4.1.7 Model 7
			4.1.8 Model 8
		4.2 Pedagogical Experiment
		4.3 Summarising Remarks
	5 Conclusion
	Acknowledgements
	References
24 Contemporary Artists’ Work: A Critique of the Possible in STEAM Education
	1 Introduction
	2 Advocacy for STEAM
	3 Divergent Goals of STEAM
	4 Maker Spaces
	5 Contemporary Artists’ Work: A Critical Resource for Transdisciplinary Teaching and Learning
	6 Local and Global Geology
	7 Finding Space
	8 Bones—The Skeletal System
	9 Chemistry of Color/Pigments
	10 Heat and Sand = Glass
	11 Curricula Constructions
	12 Clay-Making Processes and Products
	13 Evolution and the Dinosaur Fossil Record
	14 Fibonacci and the Golden Ratio
	15 Bird Migration
	16 Further Implications
	17 Conclusion
	Acknowledgements
	References
25 Entrepreneurial STEM for Global Epidemics
	1 Introduction
	2 STEM Education to Develop the Society, Economy, Environment, and Health
	3 Understanding Entrepreneurship: Business, Competence, Process, or More?
	4 Incorporation of Entrepreneurship and STEM Education
		4.1 The Ways that Entrepreneurship Contribute to STEM Education
		4.2 The Importance of the Incorporation of STEM and Entrepreneurship
		4.3 The Impact of the Incorporation of Entrepreneurship and STEM on a Global Epidemic
	5 Road Map to Create Entrepreneurial Citizens Through STEM Education
	6 Conclusion
	Acknowledgements
	References
26 Integrated Education and Learning 2050
	1 Introduction
	2 From Cognitive Semiotics to Thinking Skills
		2.1 Cognitive Semiotics
		2.2 Thinking Skills
			2.2.1 Computational Thinking
			2.2.2 Scientific Thinking
			2.2.3 Critical Thinking
	3 Early Childhood Education
		3.1 A New Intelligence
		3.2 Emotional Learning
	4 The Role of Arts in Education
	5 Future Forms of Education
		5.1 E-Learning
		5.2 Inquiry-Based Learning
		5.3 Self-Directed Learning
		5.4 Developmental Education
		5.5 Evidence-Based Education
		5.6 Education in the Information Age
		5.7 Entrepreneurial STEM Education
		5.8 Education for a Super-Smart Society
	6 Conclusion–The Role of Integrated Science in Education
		6.1 Education for the Equality
		6.2 Controlling Scientific Ethics and Social Issues
	References
Index