{"id":4984,"date":"2024-03-07T14:46:06","date_gmt":"2024-03-07T14:46:06","guid":{"rendered":"https:\/\/cymbrogi.org.uk\/?p=4984"},"modified":"2024-03-07T14:57:56","modified_gmt":"2024-03-07T14:57:56","slug":"concept-driven-learning-agency-the-anthropocene","status":"publish","type":"post","link":"https:\/\/cymbrogi.org.uk\/cy\/conversations\/concept-driven-learning-agency-the-anthropocene\/","title":{"rendered":"Dysgu Seiliedig ar Gysyniad, Asiantaeth a'r Anthropocene"},"content":{"rendered":"
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Mae colli bioamrywiaeth yn drasig ac yn ddiangen a'r bygythiad o ddifodiant biliwn o rywogaethau o bosibl yn frawychus. Caeodd Syr David Attenborough 'Difodiant: y ffeithiau'<\/a> gyda naws optimistaidd, \u201cmae'r hyn sy'n digwydd nesaf i fyny i bob un ohonom\u201d. Beth allai hyn ei olygu i Addysg a'r Cwricwlwm?<\/p><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

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Yn draddodiadol, gall disgyblaethau pwnc fel Daearyddiaeth 'ddarlledu' rhai o'r materion a godwyd yn rhaglen ddogfen y BBC. Er enghraifft, mae AQA TGAU Daearyddiaeth yn mandadu unedau arwahanol ar Newid Hinsawdd, Ecosystemau \u2013 gan arwain at gynnwys ar ddatgoedwigo Coedwigoedd Glaw Trofannol a diffeithdiro. Yn aml gall cwricwlwm, gwersi ac addysgeg fod yn un dimensiwn, gan ddefnyddio ymagwedd gwybodus at gyfarwyddo. Gall gwers Daearyddiaeth gynnwys achos newid hinsawdd mewn un wers, neidiwch at yr effeithiau yn y wers nesaf a dyna ddiwedd. <\/span><\/p>

Nid yw\u2019r ymagwedd fas, ddilyniannol hon at y cwricwlwm sy\u2019n canolbwyntio ar asesu yn addas ar gyfer dealltwriaeth ddofn o gydgysylltiad ein byd. Er mwyn i ddysgwyr heddiw gael dealltwriaeth ddyfnach o sut mae'r byd yn gweithio rhaid cael dull tri dimensiwn, gan hwyluso archwiliad a dealltwriaeth ddyfnach o berthnasoedd ar lefelau cynyddol o raddfa. Un llwybr y gallwn ei ddilyn i helpu i feithrin hyn yw defnyddio dull rhyngddisgyblaethol (IDL), gan blethu gwybodaeth o\u2019r disgyblaethau mewn astudiaeth unedig i gydnabod cymhlethdod, a galluogi dealltwriaeth ddyfnach. Rydym yn dadlau bod yn rhaid inni fynd \u00e2 hyn ymhellach, gan dynnu llinynnau rhyngddisgyblaethol at ei gilydd i bwynt angori canolog, sef Concepts. <\/span><\/p>

Mae rhaglenni\u2019r Fagloriaeth Ryngwladol yn crynhoi\u2019r dull a yrrir gan gysyniadau at gwricwlwm, ac eto nid yw\u2019r dull hwn yn galw am sefydlu Cysyniadau sy\u2019n uno, fel yr eiriolwn. Rydym yn cydnabod mai \u2018Syniad trefnu\/adeiladu meddwl\u2019 yw Cysyniad sy\u2019n cadw at 6 egwyddor:<\/span><\/p><\/div>

  1. Amserol<\/span><\/li>
  2. Cyffredinol<\/li>
  3. Haniaethol<\/li>
  4. Cynrychiolir gan 1 gair<\/li>
  5. Nid berf<\/li>
  6. Mae enghreifftiau yn rhannu nodweddion cyffredin.<\/li><\/ol><\/div><\/div>
    \u00a0<\/div>
    Mae cysyniadau'n bodoli ar wahanol lefelau o raddfa, gyda Chysyniadau Macro yr ehangaf, gyda chysyniadau micro a meso yn nythu o fewn y Macro. Pan fydd cysyniadau Nythu yn cael eu cymhwyso i ddyluniad y cwricwlwm gallant gynrychioli,<\/div>
    \u00a0<\/div>
    • Cysyniadau o sylwedd: mae'r rhain yn rhan o'r wybodaeth 'sylwedd' neu gynnwys mewn pwnc.<\/span><\/li>
    • Cysyniadau ail drefn: mae'r rhain yn siapio'r cwestiynau allweddol a ofynnir mewn pwnc ac yn trefnu'r wybodaeth bynciol.<\/li>
    • Cysyniadau trothwy: ar \u00f4l eu deall, mae'n addasu dealltwriaeth dysgwyr o faes penodol ac yn eu helpu i wneud cynnydd.<\/li><\/ul>


      Felly un ffordd bosibl o ddeall cymhlethdod yn y byd naturiol fyddai dechrau gyda'r Cysyniad Macro o 'Systemau'. Gallwn ddechrau meddwl ar draws y disgyblaethau academaidd fel y gellir cysylltu gwybodaeth, prosesau a chysyniadau sy'n nythu o fewn Daearyddiaeth, y gwyddorau, economeg, gwleidyddiaeth a pheirianneg er enghraifft. Mae cysyniadau nythu a adnabyddir ac a addysgir yn dod yn rhan annatod o sgema; mae ffeithiau a chynnwys yn dod yn gyd-destunol ac yn bwrpasol. Gellir deall effeithiau dinistriol lleol a byd-eang datgoedwigo trwy ddealltwriaeth systemig. Mae'n rhaid deall systemau seiclo a hydrolegol maetholion nid o fewn pynciau unigol ond wedi'u hintegreiddio a'u cysylltu'n glyfar \u00e2'r broblem ymbar\u00e9l a'r Cysyniad. Ceir dealltwriaeth bellach trwy gysylltu'r Cysyniad Systemau yn benodol \u00e2 chymhlethdodau dynol masnach fyd-eang, prisiau bwyd a dosbarthiad cyfoeth anwastad.<\/span><\/p><\/div><\/div>

      Gall ymagwedd Cysyniad ac IDL greu gofod o fewn cwricwlwm gorlawn ar gyfer cynnig cwricwlwm mwy eang. Un lle mae pobl ifanc yn cael cyfleoedd i gymryd cyfrifoldeb a gweithredu. Mae'r symudiad cyflym i ddysgu ar-lein yn gwneud i ni feddwl am sut a ble i ddysgu. Mae ymagweddau troi at gaffael gwybodaeth yn un maes lle mae gallu yn cael ei greu a all greu amser i gynhyrchu dysgu personol mwy cymhellol. Rhaid inni wthio ymhellach a gofyn y cwestiwn beth a pham a sut rydym yn hwyluso hyn?\u00a0<\/div>
      \u00a0<\/div>
      Nid dim ond oherwydd digwyddiadau ymhell oddi wrthym y mae difodiant yn digwydd, maent yn annatod gysylltiedig \u00e2 sut rydym yn ymddwyn ac \u00e2 systemau byd-eang yr ydym yn cymryd rhan ynddynt. Er mwyn i bobl ifanc wir ofalu am yr hyn sy'n digwydd yn y byd mae arnom angen iddynt gael optimistiaeth addysgedig a chreu'r amodau dysgu i'w galluogi i wneud hynny. Gellir cyflawni hyn i raddau helaeth drwy fod pobl ifanc yn cymryd rhan mewn prosesau ymholi; cymhwyso dysgu rhyngddisgyblaethol trylwyr sy'n seiliedig ar gysyniadau i broblemau'r byd go iawn; gweithio ar alldeithiau neu brosiectau dysgu yn eu hardaloedd; a myfyrio ar effeithiolrwydd gweithredoedd unigol a chyfunol fel rhan o fodel cwricwlwm integredig.\u00a0<\/div>
      \u00a0<\/div>
      Mae coronafeirws wedi gwneud i ni gyd ailfeddwl pwrpas addysg. Mae cyfle i agor sgyrsiau am ddatblygu cynaliadwy; gwerth disgyblaethau academaidd a rhyngddisgyblaeth; meddylfryd systemau naturiol a dynol; ac integreiddio gwybodaeth a sgiliau yn y byd go iawn. Dylai deall y byd naturiol, dyfodol cynaliadwy ac annog yr asiantaeth i roi newid cadarnhaol ar waith fod wrth wraidd cynllun y cwricwlwm modern. Credwn fod hyn yn cael ei gyflawni trwy ddull sy'n cael ei yrru gan gysyniad a dull IDL.<\/div><\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"

      Caeodd Syr David Attenborough 'Difodiant: y ffeithiau' gyda naws optimistaidd, \u201cmae'r hyn sy'n digwydd nesaf i fyny i bob un ohonom\u201d. Beth allai hyn ei olygu i Addysg a'r Cwricwlwm?<\/p>","protected":false},"author":1,"featured_media":4985,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[21],"tags":[],"class_list":["post-4984","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-curriculum-for-wales"],"yoast_head":"\nConcept-driven Learning, Agency & the Anthropocene - Cymbrogi<\/title>\n<meta name=\"description\" content=\"Sir David Attenborough closed \u2018Extinction: the facts\u2019 with an optimistic tone, \u201cwhat happens next is up to every one of us\u201d. 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