Scientific Knowledge as a Culture: A Paradigm for Meaningful Teaching and Learning of Science

2017 ◽  
pp. 203-233
Author(s):  
Igal Galili
Keyword(s):  
Scientific Knowledge ◽  
Teaching And Learning

scholarly journals Primary school student teachers’ views about making observations

2012 ◽  
Vol 5 (2) ◽  
pp. 128-141 ◽  
Author(s):  
Maija Ahtee ◽  
Liisa Suomela ◽  
Kalle Juuti ◽  
Jarkko Lampiselkä ◽  
Jari Lavonen
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Scientific Observation ◽  
Primary School Student

Scientific observation plays a central part in the formation of scientific knowledge and thus it has animportant role in the teaching and learning of science. Despite its importance there are only a few studies that focus on the problems in making observations. The paper begins with the collection offactors effecting scientific observation. In order to find out primary school student teachers’ conceptions of scientific observation 110 student teachers were asked to write what things they connect tomaking scientific observations. For the majority of the student teachers making observations seemsto mean in the first place just noticing things. Only about 30% of the student teachers connectedearlier experiences and knowledge with observations and only 30% of the student teachers mentioned processing of information. To become efficient at it, student teachers need plenty of practice and experience of the different features of scientific observation.

scholarly journals Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Norman G. Lederman ◽  
Judith S. Lederman
Keyword(s):  
Empirical Research ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Curriculum And Instruction ◽  
The Body ◽  
Science Practices ◽  
History Of Research ◽  
History Of ◽  
Déjà Vu ◽  
Teaching Learning

AbstractThis review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

scholarly journals Student’s Science Literacy in the Aspect of Content Science?

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
F. Fakhriyah ◽  
S. Masfuah ◽  
M. Roysa ◽  
A. Rusilowati ◽  
E. S. Rahayu
Keyword(s):  
Science Teaching ◽  
Learning Strategies ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Literacy ◽  
Science Teaching And Learning ◽  
Teaching And Learning Strategies ◽  
Scientific Context ◽  
Scientific Competence

<p>The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe the ability of a student science concepts from the aspect of scientific literacy that includes aspects of scientific knowledge, scientific competence, scientific context as well as the factors that influence the students’ science literacy skills. This research was quantitative descriptive analysis. The instrument used was a matter of objective 40 along with the reasons of the physics concept and biology concepts that are used to measure aspects of scientific knowledge, scientific competence, and scientific context, while the students’ attitudes towards science and science teaching and learning strategies measured by questionnaire instrument. Instruments used included multiple-choice test questions reasoned and questionnaires (the attitude of science and science teaching and learning strategies). Based on data analysis it was known that the ability of science literacy PGSD UMK students varied, 66.2% of students were at the level of nominal and 33.8% of the students were at the functional level. It showed that 66.2% of students already had a concept for connecting science with other disciplines, could write a scientific term, but students still had misconceptions, while 33.8% of students considered the theory and explained concepts correctly, but they had a limited understanding and were difficult to connect to the concept of his own opinion.</p>

scholarly journals A IMPORTÂNCIA DA CIÊNCIA NA EDUCAÇÃO ESCOLAR: REFLEXÕES DA TEORIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA

2021 ◽  
Vol 18 (1) ◽  
pp. 49-60
Author(s):  
Isis Azevedo Chaves ◽  
Rafael Rossi
Keyword(s):  
Critical Pedagogy ◽  
Scientific Knowledge ◽  
School Environment ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Learning Task ◽  
School Education ◽  
Historical Process ◽  
Historical Importance ◽  
Human Psyche

This text is an instrument through which we demonstrate the origin, nature and social function of scientific knowledge and its historical importance in school education from the contributions of the marxian ontological perspective, historical-critical pedagogy and historical-cultural theory. The objective is to demonstrate, based on the historical process of human self-construction, the essence of science, as well as the need for more and more school education to defend it. Our intention is to reflect on the constitution and humanizing potential of scientific knowledge in the school environment. We emphasize that these elements are essential for the development of the human psyche and their appropriation requires the teaching, research, teaching and learning task in the school space-time.

scholarly journals Dyskurs akademicki jako praktyka społeczna. Zwrot dyskursywny i Społeczne Badania Szkolnictwa Wyższego

2019 ◽  
Vol 12 (2) ◽  
pp. 105-128
Author(s):  
Marta Natalia Wróblewska ◽  
Johannes Angermuller
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Studies ◽  
Social Theory ◽  
Scientific Knowledge ◽  
Social Order ◽  
Teaching And Learning ◽  
The Other ◽  
Institutional Power ◽  
Academic Decision Making

One can broadly divide research on higher education settings into three strands investigating 1) the production of specialized scientific knowledge, 2) the dynamics of institutional power (academic decision-making and governance), 3) teaching and learning. In all three areas the notion of ‘discourse’ has been salient in the last decades. However, the term is often understood differently by researchers from different fields, and the respective disciplines haven’t always been receptive one to another. In the paper we present an overview of discursive approaches to the study of higher education in 1) social theory, poststructuralism in particular, and 2) linguistics. We explain the outlook on discourse which is prevalent in these areas and present the most significant studies on higher education contexts conducted within them. We argue that while social theory often lacks analytical detail and focus on empirical objects, linguistics on the other hand does not account for the way practices produce and reproduce social order. Therefore, a study of academic discourse drawing on both strands would enable putting forward a robust theory and a precise methodology. In the last section of the paper we present an outline of such a field informed by both poststructuralism and pragmatics – Social Studies of Higher Education.

scholarly journals Open-minded Environmental Education in the Science Classroom

Paideusis ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 36-43
Author(s):  
David P. Burns ◽  
Stephen P. Norris
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Science Teaching ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Environmental Concerns ◽  
Environmental Advocacy ◽  
Science Teaching And Learning ◽  
Scientific Facts

In this paper we will discuss the issue of environmental advocacy in science education in light of William Hare’s concept of open-mindedness. Although we shall assume that science teaching and learning must go beyond the scientific facts and theories and deal with the implications of science for society, we shall argue that science education should also demand an open-mindedness about environmental concerns such that all proposals for sustainability and the like are weighed against the alternatives using the best scientific knowledge available. Our approach will be to describe two examples of environmental education that recommend insufficiently open-minded forms of teaching and a third example that avoids this shortcoming yet provides a sound basis in environmental education.

scholarly journals Development of the Sci-math Sensemaking Framework: categorizing sensemaking of mathematical equations in science

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
FangFang Zhao ◽  
Anita Schuchardt
Keyword(s):  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Review Of The Literature ◽  
Complex Problems ◽  
Making Sense ◽  
Mathematics Knowledge ◽  
Mathematical Equations ◽  
And Mathematics ◽  
Scientific Ideas

AbstractScientific ideas are often expressed as mathematical equations. Understanding the ideas contained within these equations requires making sense of both the embedded mathematics knowledge and scientific knowledge. Students who can engage in this type of blended sensemaking are more successful at solving novel or more complex problems with these equations. However, students often tend to rely on algorithmic/procedural approaches and struggle to make sense of the underlying science. This deficit may partly be the fault of instruction that focuses on superficial connections with the science and mathematics knowledge such as defining variables in the equation and demonstrating step-by-step procedures for solving problems. Research into the types of sensemaking of mathematical equations in science contexts is hindered by the absence of a shared framework. Therefore, a review of the literature was completed to identify themes addressing sensemaking of mathematical equations in science. These themes were compiled into nine categories, four in the science sensemaking dimension and five in the mathematics sensemaking dimension. This framework will allow for comparison across studies on the teaching and learning of mathematical equations in science and thus help to advance our understanding of how students engage in sensemaking when solving quantitative problems as well as how instruction influences this sensemaking.

scholarly journals INTERATIVIDADE E COMPLEMENTARIDADE: O USO DE PROJETOS AULAS DO CICLO BÁSICO DAS ENGENHARIAS

e-xacta ◽  
2013 ◽  
Vol 6 (1) ◽  
pp. 9
Author(s):  
Wagner Marcelo Pommer ◽  
Clarice Peres Carvalho Retroz Pommer
Keyword(s):  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Technological Environment ◽  
Educational Project ◽  
Complementary Action

<p align="justify">Naturalmente, é próprio das Engenharias desenvolverem projetos aplicados às disciplinas específicas, de modo a produzir relatórios técnicos especializados. Frente à necessária expectativa de que as universidades cultivem profissionais com qualidade, abre-se espaço para discutir o papel formativo das disciplinas dos cursos das Engenharias. Uma das possibilidades consiste em articular competências e conhecimentos no ciclo básico, associados ao desenvolvimento de projetos educativos. A efetivação dos projetos educativos na sala de aula dos cursos de Engenharia possibilita a interatividade do aluno, que deve ser acompanhada e valorizada pela reflexão, situando uma ação complementar que promova desafios. Este artigo relata as etapas de desenvolvimento de um projeto que objetivou a confecção e construção de uma bomba eólica, inserida num contexto de desafio aos alunos. No desenvolvimento das etapas do referido projeto educativo, os alunos vivenciaram a interatividade e a complementaridade, processos fundamentais para alavancar o ensino e a aprendizagem. Foi observado que o projeto educativo favoreceu a interatividade com os conhecimentos científicos desenvolvidos nas diversas disciplinas, num contexto complementar com o ambiente técnico e tecnológico, possibilitando a imersão dos alunos envolvidos em uma dimensão qualitativa e criteriosa, quadro que favorece o desenvolvimento de habilidades e competências básicas para um futuro engenheiro.</p><p align="justify">Abstract</p><p align="justify">Naturally, it is typical from Engineering to develop projects applied in specific disciplines, in a way to produce specialized technical reports. Facing the required expectation from Universities to prepare quality professionals, it opens up space to discuss the formative role of engineering courses disciplines. One possibility is to articulate skills and knowledge in the basic cycle, associated with developing educational projects. The use of educational projects in classroom engineering courses enables student interactivity, which must be associated and valorized by reflection, establishing a complementary action that promotes challenges. This paper reports the developing stages of and educational project that aimed to create and construct a wind pump, inserted in a challenging context to the students. In the intermediate stages of this educational project, students experienced interaction and complementarity, fundamental processes to leverage teaching and learning. We observed that the educational project favored interactivity with scientific knowledge developed in the different disciplines, in a complementary context with technical and technological environment, enabling students’ immersion in a qualitative and judicious dimension, framework that encourages the development of skills and essential competences to a graduated engineer.</p>

scholarly journals Educación en tecnología para la sociedad del siglo XXI: el papel de la tecnología en la sociedad del siglo XXI / Technology Education in the XXI Century Society: The Role of Technology in XXI Century Society

2016 ◽  
Vol 5 (1) ◽  
pp. 165-175
Author(s):  
Maria Esther Tellez Acosta
Keyword(s):  
Technology Education ◽  
Scientific Knowledge ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Process ◽  
Starting Point ◽  
Socialization Processes ◽  
And Training

ABSTRACTConsidering the importance of technology in today's society and its relationship to science, not only reflect chang-es  in  the  educational  process  are  necessary  but,  in  order  to  contribute  to  a  more  comprehensive  training  of  subjects.  So, deserves special attention to achieve technological and scientific knowledge reach all citizens so that they mitigate and cope with various problems, environmental, social, cultural and even teaching and learning. Consequently, an analysis of socialization processes of technological knowledge in Colombia is made, from general (national policies) and from the particular (teaching practice), to identify if you are taking and how the approach to technology; as a starting point for the promotion and planning of strategies to improve teaching practices and thus learning and training of citizens.RESUMENAtendiendo a la importancia que tiene la tecnología en la sociedad actual y en su relación con la ciencia, se hace necesario no solo una reflexión, sino algunos cambios en el proceso educativo, a fin de contribuir a una formación más integral de los sujetos.  Así pues, merece especial atención lograr que el conocimiento tecnológico, así como el científico llegue a todos ciudadanos con el fin de que se mitiguen y se haga frente a diversas problemáticas, tanto ambientales, socia-les, culturales y hasta de la enseñanza-aprendizaje. En consecuencia, se realiza un análisis de los procesos de socialización del conocimiento tecnológico en Colombia, desde lo general (políticas nacionales) y desde lo particular (práctica profesio-nal docente), a fin de identificar si se está dando y de qué manera el acercamiento a la tecnología; como punto de partida para la promoción y planteamiento de estrategias de mejoramiento de las prácticas de enseñanza, por ende de aprendizaje y de formación de ciudadanos.

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