Ten Years Out: The Long-Term Benefits of a Year Working as a Physical Science Teacher

2013 ◽  
pp. 103-117
Author(s):  
Lee Meadows
Keyword(s):  
Science Teacher ◽  
Physical Science

Teaching with Socio-Scientific Issues in Physical Science: Teacher and Students’ Experiences

2016 ◽  
Vol 5 (4) ◽  
pp. 271 ◽  
Author(s):  
Joy de la Pena Talens
Keyword(s):  
Science Teacher ◽  
Physical Science ◽  
Negative Impact ◽  
Real Life ◽  
Learning Approach ◽  
School Year ◽  
Teacher Researcher ◽  
Science Educators

<p>Socio-scientific issues (SSI) are recommended by many science educators worldwide for learners to acquire first hand experience to apply what they learned in class. This investigated experiences of teacher-researcher and students in using SSI in Physical Science, Second Semester, School Year 2012-2013. Latest and controversial news articles on sources of energy were chosen for analysis. Based on the findings, the teacher-researcher was able to choose issues based on a set of criteria and students related what they learned inside the classroom with real life situations and its positive and negative impact to people and environment. A model of learning approach for teaching SSI in Physical Science was proposed.</p>

scholarly journals Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding

2015 ◽  
Author(s):  
◽  
Deepika Menon
Keyword(s):  
Elementary Education ◽  
Elementary Teachers ◽  
Science Teacher ◽  
Conceptual Understanding ◽  
Self Efficacy ◽  
Physical Science ◽  
Efficacy Beliefs ◽  
Preservice Elementary Teachers ◽  
Theory Approach ◽  
Science Content

Teacher beliefs that relate to teachers' motivation and performance have been an important area of concern for science education at all levels. This study focused on investigating science self-efficacy beliefs and the factors associated, and the relationship between the changes science self-efficacy beliefs and changes in physical science conceptual understanding in a specialized elementary physics content course for elementary education majors (N=51). The data were collected using science self-efficacy beliefs surveys, physical science concept instrument, class observations, interviews and artifacts. The data analysis procedures included a pre-post, repeated meaures multivariate analysis of variance (MANOVA) design, and grounded theory approach. Results indicated statistically significant gains in participants' science self-efficacy beliefs. Additionally, a positive moderate relationship between science conceptual understanding and personal science teaching efficacy beliefs was found. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Findings suggest that despite of the nature of prior science experiences preservice elementary teachers previously had, an exposure to a course that integrates relevant science content along with modeled insturctional strategies can positively impact science self-efficacy beliefs. These finding have important implications for preservice science teacher preparation programs.

scholarly journals Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry

2009 ◽  
Vol 8 (1) ◽  
pp. 15-28 ◽  
Author(s):  
David P. Pursell
Keyword(s):  
Physical Chemistry ◽  
Physical Science ◽  
Life Science ◽  
Student Outcome ◽  
Student Resistance ◽  
Undergraduate Biology ◽  
Chemistry Students ◽  
Outcome Goals ◽  
Biology Curriculum

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.

Therapy and prevention for mental health: What if mental diseases are mostly not brain disorders?

2019 ◽  
Vol 42 ◽  
Author(s):  
John P. A. Ioannidis
Keyword(s):  
Mental Health ◽  
Mental Disease ◽  
Brain Disorders ◽  
Social Stressors ◽  
Labor Education ◽  
Mental Diseases ◽  
Long Term Follow Up ◽  
Political Decisions

AbstractNeurobiology-based interventions for mental diseases and searches for useful biomarkers of treatment response have largely failed. Clinical trials should assess interventions related to environmental and social stressors, with long-term follow-up; social rather than biological endpoints; personalized outcomes; and suitable cluster, adaptive, and n-of-1 designs. Labor, education, financial, and other social/political decisions should be evaluated for their impacts on mental disease.

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