Promoting IBSE Using Living Organisms: Studying Snails in the Secondary Science Classroom

2018 ◽  
pp. 43-63
Author(s):  
Eliza Rybska
Keyword(s):  
Science Classroom ◽  
Secondary Science ◽  
Living Organisms

Cooperative Problem Solving: Enhancing Learning in the Secondary Science Classroom

1989 ◽  
Vol 51 (2) ◽  
pp. 112-115 ◽  
Author(s):  
Diane Lapp ◽  
James Flood ◽  
Lynne Thrope
Keyword(s):  
Problem Solving ◽  
Science Classroom ◽  
Secondary Science ◽  
Cooperative Problem Solving

Description and evaluation of an inservice model for implementation of a learning cycle approach in the secondary science classroom

1985 ◽  
Vol 69 (4) ◽  
pp. 491-500 ◽  
Author(s):  
Anne S. Lombard ◽  
Richard D. Konicek ◽  
Klaus Schultz
Keyword(s):  
Science Classroom ◽  
Secondary Science ◽  
Learning Cycle

scholarly journals Using cloud-computing applications to support collaborative scientific inquiry: Examining pre-service teachers’ perceived barriers towards integration / Utilisation d'applications infonuagiques pour appuyer la recherche scientifique collaborative

2013 ◽  
Vol 39 (3) ◽  
Author(s):  
Joel Donna ◽  
Brant G Miller
Keyword(s):  
Cloud Computing ◽  
Science Classroom ◽  
Perceived Barriers ◽  
Secondary Science ◽  
Social Loafing ◽  
Face To Face ◽  
First Order ◽  
Teachers Beliefs ◽  
Futurs Enseignants ◽  
Community Cloud

Technology plays a crucial role in facilitating collaboration within the scientific community. Cloud-computing applications can be used to model such collaboration and support inquiry within the secondary science classroom. Little is known about pre-service teachers’ beliefs related to the envisioned use of this technology in their teaching. These beliefs may influence future integration. This study finds several first-order barriers, such as perceptions that these tools would take too much time to use. Second-order barriers include perceptions that this technology would not promote face-to-face collaboration skills, would create social loafing situations, and beliefs that the technology does not help students understand the nature of science. Suggestions for mitigating these barriers within pre-service education technology courses are discussed. La technologie joue un rôle essentiel pour faciliter la collaboration au sein de la communauté scientifique. Les applications infonuagiques telles que Google Drive peuvent être utilisées pour donner forme à ce type de collaboration et pour appuyer le questionnement dans les cours de sciences du secondaire. On connaît pourtant peu les opinions que se font les futurs enseignants d’une telle utilisation des technologies collaboratives infonuagiques. Or, ces opinions pourraient influencer l’intégration future de ces technologies en salle de classe. Cette étude révèle plusieurs obstacles de premier plan, comme l’idée que l’utilisation de ces outils informatiques prend trop de temps. Parmi les obstacles de second plan, on note les perceptions selon lesquelles cette technologie ne promeut pas les compétences collaboratives de personne à personne, pose des problèmes de gestion de classe et n'aide pas les étudiants à comprendre la nature de la science. Des suggestions sont proposées pour atténuer ces obstacles dans les cours de technologie des programmes d’éducation.

Closing the Gap: Inquiry in Research and the Secondary Science Classroom

2008 ◽  
Vol 18 (1) ◽  
pp. 74-84 ◽  
Author(s):  
Lara M. Gengarelly ◽  
Eleanor D. Abrams
Keyword(s):  
Science Classroom ◽  
Secondary Science ◽  
Closing The Gap
Sign in / Sign up

Export Citation Format

Share Document