Building Community in Online Learning Environments

2021 ◽  
pp. 259-277
Author(s):  
Jason Anthony Singh
Keyword(s):  
Social Interaction ◽  
Student Teacher ◽  
School Science ◽  
Transactional Distance ◽  
High School Science ◽  
Student Interactions ◽  
Building Community ◽  
Classroom Communities ◽  
Science Classes ◽  
Activity Design

This self-study assesses the impact on classroom communities using distance learning activities. Five activities used in the author's high school science classes during the COVID-19 pandemic are analyzed based on a bilateral framework interweaving transactional distance (student-teacher interactions) and social interaction (student-student interaction). A reflective narration of activity development leads to a discussion of the effects of activity design on student-teacher and student-student interactions. The intersection between these interactions serves as a foundation for analyzing their impact on the classroom community. A predominant theme is the psychological separation students face when learning remotely and how activity design can intensify or diminish this perceived detachment. This chapter provides an exemplar for other educators to consider how transactional distance and social interaction play a role in the development of their own classroom communities.

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

2021 ◽  
pp. 073563312110015
Author(s):  
Ting-Ling Lai ◽  
You-Sheng Lin ◽  
Chi-Yin Chou ◽  
Hsiu-Ping Yueh
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Electrochemical Cells ◽  
Head Mounted Display ◽  
Science Classes ◽  
Desktop Vr ◽  
Experimental Group

The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

scholarly journals La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

2016 ◽  
Vol 12 (19) ◽  
pp. 354
Author(s):  
Kouamé Nguessan
Keyword(s):  
High School ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Science ◽  
High School Science ◽  
Constructivist Pedagogy ◽  
Training Course ◽  
Science Classes

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

Evolution and Catholicism: A Few Modest Proposals

Horizons ◽  
2008 ◽  
Vol 35 (2) ◽  
pp. 203-227
Author(s):  
James L. Heft
Keyword(s):  
New York ◽  
New York Times ◽  
School Science ◽  
Science And Religion ◽  
High School Science ◽  
Public High School ◽  
Catholic Theology ◽  
Science Classes ◽  
Relationship Of ◽  
The Relationship

ABSTRACTDuring 2006, two events, one involving mainly Protestants and the other Catholics, triggered widespread debate on evolution and Christianity. The Dover, Pennsylvania case focused on whether intelligent design (ID) should be taught alongside evolution in public high school science classes; a New York Times Op-Ed by Cardinal Schönborn of Austria argued that Catholics should reject neo-Darwinianism. Once again, these debates raise the important issue of the relationship of science and religion, and more specifically, science and Catholicism, and call for further reflection on how Catholic theology should conceive of its role in an age still dominated by science.

scholarly journals Using Digital Games in the Science Classroom

2021 ◽  
Author(s):  
Tamara L. Anderson
Keyword(s):  
High School ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Science Classroom ◽  
Digital Games ◽  
School Science ◽  
High School Science ◽  
Teachers And Students ◽  
Science Classes ◽  
Scaffolding Learning

High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.

Collaborative Learning in Pre-service/In-service Communities of Practice

2010 ◽  
pp. 228-244
Author(s):  
Ronald J. MacDonald
Keyword(s):  
High School ◽  
Teacher Education ◽  
Real World ◽  
School Science ◽  
High School Science ◽  
Data Loggers ◽  
Pre Service Teacher Education ◽  
Science Classes ◽  
Pre Service Teacher ◽  
Education Courses

This chapter will describe how a research-based Community of Practice (CoP) of pre-service and in-service teachers supported teachers’ reflection and learning about how and when to integrate hand-held data loggers. This study suggests that the CoP narrowed the gap between theory (in teacher education) and practice (in the school classroom). Findings will describe effective ways to use hand-held data loggers in senior high school science classes, as well as in pre-service teacher education courses. The possibilities of building even stronger connections between the traditionally theoretical world of teacher education and the real world of school are suggested.

Reading guidance in high-school science classes

1940 ◽  
Vol 24 (4) ◽  
pp. 204-208
Author(s):  
Florence Marie Cook
Keyword(s):  
High School ◽  
School Science ◽  
High School Science ◽  
Science Classes
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