Şunu aradınız:: green science and technology (İngilizce - Endonezce)

qur'anic science and interpretation
ushuluddin

the app was developed by the ministry of communication and technology and ministry of health.
aplikasi ini dikembangkan oleh kementerian komunikasi dan teknologi dan kementerian kesehatan.

an online map and dashboard from the john hopkins university center for systems science and engineering with live updates
peta dan dasbor daring dari pusat sains dan teknik sistem universitas john hopkins dengan pembaruan langsung

the progress of science and technology has been very rapid, there are various kinds of sophisticated application applications from social media such as: facebook, youtube, google tiktok, twitter, instragram, and so on.
karena kemajuan ilmu pengetahuan dan teknologi sudah sangat pesat, muncul berbagai macam aplikasi aplikasi canggih dari media sosial seperti: facebook, youtube, google tiktok, twitter, instragram, dan sebagainya.

first we go to tmii (beautiful indonesia mini park) where we take pictures and after 15 minutes passed, then we continue the journey to science and technology, and soon we reached the science and technology, there we got a lot of knowledge and play there, after 1 hours in our science and technology continued on to the ancol rink
pertama tama kita menuju ke tmii (taman mini indonesia indah) disitu kami berfoto foto dan setelah 15 ment berlalu, lalu kami melanjutkan perjalanan ke iptek,dan tak lama kami sampai di iptek,disana kami mendapat banyak pengetahuan dan bermain main di sana,setelah 1 jam di iptek kami pun melanjutkan perjalanan ke gelanggang ancol

n many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. in the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. consistent evidence since the introduction of national quality standards in australia has identified a need to strengthen teacher capabilities in assessment. this research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the northern territory (nt), australia. teachers were introduced to the nt preschool science games and were supported to apply an assessment tool designed for the observation and development of science process skills. adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. to support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of assessment for playful learning.
pendidikan sains yang terintegrasi dengan seni melibatkan siswa dalam kegiatan dan memungkinkan mereka untuk mengaitkan konsep sains dengan kehidupan sehari - hari (de beer et al., 2018; pugh