Teachers Using Interactive Simulations to Scaffold Inquiry Instruction in Physical Science Education

2014 ◽  
pp. 249-270 ◽  
Author(s):  
David R. Geelan ◽  
Xinxin Fan
Keyword(s):  
Science Education ◽  
Physical Science ◽  
Inquiry Instruction ◽  
Interactive Simulations

Performance In Physical Science Education By Dint Of Advance Organiser Model Of Teaching

2010 ◽  
Vol 6 (1) ◽  
pp. 70-76
Author(s):  
P. B. Beulahbel Bency ◽  
◽  
B. William Dharma Raja ◽  
Keyword(s):  
Science Education ◽  
Physical Science

Physical Science, Society and Technology: A Case Study in the Sociology of Knowledge

1988 ◽  
Vol 32 (3) ◽  
pp. 375-386 ◽  
Author(s):  
Peter J. Fensham
Keyword(s):  
Science Education ◽  
Physical Science ◽  
Sociology Of Knowledge ◽  
Critical Role ◽  
School Curriculum ◽  
Social Forces ◽  
Career Selection ◽  
Curriculum Organisation ◽  
Science Subject

Strong social forces operate to control the content of learning in those parts of the school curriculum that play a critical role in subsequent levels of education or career selection. The development of the senior science subject, Physical Science, is used as a case study for exploring the aspects of epistemology and curriculum organisation that evoke these sorts of forces. Interest in making science and technology more relevant and more accessible to all students at this level of schooling is evident in many recent international and Australian reports. Some of the difficulties that are likely to face such a direction for science education are suggested from the case study.

The Place of Mathematics and Science in Undergraduate Psychology Education

1993 ◽  
Vol 20 (4) ◽  
pp. 205-208 ◽  
Author(s):  
Baron Perlman ◽  
Lee McCann
Keyword(s):  
Science Education ◽  
General Education ◽  
Scientific Literacy ◽  
Physical Science ◽  
Education Programs ◽  
Psychology Education ◽  
Science Courses ◽  
Undergraduate Psychology ◽  
Mathematics And Science Education ◽  
Mathematics And Science

A national survey of psychology departments (N = 520) revealed that their institutions' general education programs require that undergraduates take an average of one course in mathematics (algebra or above) and two natural or physical science courses. Requirements for BA and BS degrees were nearly identical. Some psychology departments are attempting to increase the scientific literacy of their majors through a variety of course and proficiency retirements. Two recommendations for further research concerning mathematics and science education are offered.

scholarly journals Primary Physical Science for Student Teachers at Kindergarten and Primary School Levels: Part II—Implementation and Evaluation of a Course

Interchange ◽  
2021 ◽  
Author(s):  
Federico Corni ◽  
Hans U. Fuchs
Keyword(s):  
Science Education ◽  
Primary School ◽  
Student Teachers ◽  
Physical Science ◽  
Course Structure ◽  
Research And Teaching ◽  
Depth Analysis ◽  
Master Thesis ◽  
And Performance ◽  
Concrete Elements

AbstractThis is the second of two papers on a novel physical science course for student teachers that develops and uses an imaginative approach to Primary Physical Science Education. General philosophical, cognitive, developmental, and scientific issues have been presented in the first paper; here, we briefly recapitulate the most important aspects. In the main part of the current paper, we present in some detail concrete elements of the implementation of the course at three Italian universities where Primary Physical Science Education has been taught for more than 6 years. After a brief description of the course structure, we discuss which parts of macroscopic physics are taught, and how this is done in lectures and labs. Most importantly, we show how the science is entwined with methods related to pedagogy and didactics that (1) help our students approach the science and (2) can be transferred quite readily to teaching children in kindergarten and primary school. These methods include the design of direct physical experience of forces of nature, embodied simulations, writing and telling of stories of forces of nature, and design and performance of Forces-of-Nature Theater plays. The paper continues with a brief description of feedback from former students who have been teaching for some time, and an in-depth analysis of the research and teaching done by one of the students for her master thesis. We conclude the paper by summarizing aspects of both the philosophy and the design of the course that we believe to be of particular value.

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