Gender and Science Studies Competence for Students in Engineering, Natural Sciences, and Science Education. The Project “Degendering Science” at the University of Hamburg, Germany

2012 ◽  
pp. 101-114 ◽  
Author(s):  
Helene Götschel
Keyword(s):  
Science Education ◽  
Science Studies ◽  
Natural Sciences ◽  
The University

scholarly journals Didáctica De Las Ciencias Para Educación Infantil

2013 ◽  
Vol 2 (16) ◽  
pp. 72
Author(s):  
Adriana Patricia Gallego-Torres ◽  
María Consuelo Torres-Angel
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Primary Education ◽  
Round Table ◽  
Natural Sciences ◽  
La Paz ◽  
Catholic University ◽  
Early Grades ◽  
The University

Este artículo presenta algunas perspectivas sobre la enseñanza de las ciencias en los primeros grados de educación básica. Se trata de realizar una discución sobre la importancia de cómo abordar las ciencias en las primeras edades, respondiendo a cuatro preguntas relacionadas: ¿qué es educación en ciencias?, ¿son educativas las ciencias?, ¿cuáles son los factores de carácter histórico, epistemológico, didáctico y pedagógico que delimitan el carácter educativo? y ¿en qué consiste la educabilidad que con ellas se propicia? Respuestas que se elaborarán desde una perspectiva general, para después situarlas en el trabajo pedagógico deaproximar a los educandos del nivel primario a dichas ciencias de la naturaleza. Se analizarán igualmente temáticas relacionadas con lo curricular y con la formación de profesores para el nivel que se ha especificado. Hemos de aclarar que este trabajo forma parte de una serie de investigaciones que se vienen desarrollando en conjunto con la Universidad Catolica de Chile y la Universidad de la Paz en Barrancabermeja. AbstractThis paper presents some perspectives on science education in the early grades of primary education. This is to make a round table on the importance of how to approach science in the early ages responding to four questions What is a science education?, Educational Are science?, What are the factors of a historical, epistemological, didactic and pedagogical educational define that? and What is the educability that favors them? Answers are drawn from an overall perspective, then place them in pedagogical work, as noted, bring learners from primary to such natural sciences. It shall also examine issues that have to do with the curriculum and teacher training to the level specified. We have to clarify that this work is part of a series of works that are being developed in conjunction with the Catholic University of Chile and the University of Peace in Barrancabermeja.ResumoEste artigo apresenta algumas perspectivas em ensino de ciências nas séries iniciais do ensino fundamental. Isso é para fazer uma mesa redonda sobre a importância de como abordar a ciência nos primeiros séculos respondendo a quatro perguntas que é um ensino de ciências?, Educacional são ciência?, Quais são os fatores de um histórico, epistemológico, didá- tico e pedagógico educacional definir isso? E qual é a educabilidade que os favorece? Respostas são retiradas de uma perspectiva global, em seguida, colocá-los no trabalho pedagógico, como se referiu, trazer alunos de primário para tais ciências naturais. Deve também examinar as questões que têm a ver com o currículo e formação de professores para o nível especificado. Temos que esclarecer que este trabalho é parte de uma série de trabalhos que estão sendo desenvolvidos em conjunto com a Universidade Católica do Chile e da Universidade da Paz, em Barrancabermeja.

Environmental engineering education in conjunction with or as Part of social sciences curricula

2000 ◽  
Vol 41 (2) ◽  
pp. 47-54 ◽  
Author(s):  
H.H. Hahn
Keyword(s):  
Social Sciences ◽  
Engineering Education ◽  
Business Administration ◽  
Natural Sciences ◽  
Environmental Engineering ◽  
Basic Question ◽  
Basic Training ◽  
The University ◽  
Engineering Programme ◽  
Environmental Infrastructure

Traditionally in Germany environmental engineering education took place within the context of a civil engineering programme. There were reasons for this: the beginning of much of what we understand today to be environmental works fell within the parameters of city engineering. There were and are advantages mostly in view of the necessary planning, construction and operation of environmental infrastructure. There are also disadvantages which become more and more pronounced as the field of environmental protection expands: the civil engineer frequently lacks basic training in disciplines such as biology and chemistry and carries a large and sometimes burdensome knowledge of other less relevant subjects. Thus, educators begin to look for alternatives. This paper deals with an alternative that was developed some ten years ago and therefore has proven viable and successful: at the University of Karlsruhe students may choose to major in environmental engineering within the context or on the basis of an economics and business administration curriculum. The basic question here is as to what extent the student masters the field of environmental engineering if he or she has predominantly a solid background in social sciences and very little in natural sciences. The paper will describe the curriculum in structure and intensity and evaluate the accumulated knowledge and suitability of these students in terms of actual environmental problems. This will be done in terms of examination performance parallel and/or relative to traditionally trained civil environmental engineers as well as in terms of topics successfully treated in Masters' theses. In conclusion, it is argued that such combination of curricula should not be confined to economic sciences and environmental engineering but also be planned for legal sciences and environmental engineering.

scholarly journals Training in Astronomy

1998 ◽  
Vol 11 (2) ◽  
pp. 910-911
Author(s):  
M. Gerbaldi
Keyword(s):  
Science Education ◽  
Theoretical Models ◽  
Public Understanding Of Science ◽  
Public Understanding ◽  
Primary Science ◽  
University Colleges ◽  
University Level ◽  
Understanding Of Science ◽  
Physical Laws ◽  
The University

Astronomy offers a unique opportunity for promoting the science teaching in its present crisis. Astronomy can be introduced at various levels and become the medium by which both primary science education and public understanding of science are stimulated.At the University level, astronomy can be introduced in the curricula of university colleges and be a subject for M.Sc. and Ph.D. degrees. Astronomy, can give students the opportunity to work scientifically from observations and known physical laws in order to derive knowledge in another field of science. Astronomy can be taught with less formalism and more experimentation, giving students a feel for the link between a phenomenon and its theoretical representation, and how and why a given observation can be represented by different theoretical models.

scholarly journals Mastery of Pedagogical Content Knowledge for Students of Natural Science Education

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Sri Murni Soenarno
Keyword(s):  
Science Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Undergraduate Students ◽  
Education Program ◽  
Natural Sciences ◽  
Literature Study ◽  
Pedagogical Content ◽  
The Republic ◽  
Natural Science Education

The Law of The Republic of Indonesia number 14 in 2005 concerning Teacher and Lecturer opened opportunities for a fresh graduate of S1/D4 programs to become a teacher. This opportunity is a big challenge for a fresh graduate of Natural Sciences Education Program in competition against a fresh graduate of pure natural sciences program to be a teacher. This study was a literature study and observation. The purpose of this study was to explain how to prepare undergraduate students of Natural Sciences Education Program facing competition to become teachers. The result of this study showed that the mastery of pedagogical content knowledge becomes important for the students of Natural Sciences Education Program to show their advantages in employment competition.

scholarly journals Introduction: Talking STS

2018 ◽  
Vol 4 ◽  
pp. 179 ◽  
Author(s):  
Fadhila Mazanderani ◽  
Isabel Fletcher ◽  
Pablo Schyfter
Keyword(s):  
Science And Technology Studies ◽  
Science Studies ◽  
Science And Technology ◽  
Fiftieth Anniversary ◽  
Technology And Society ◽  
Technology Studies ◽  
Science Technology ◽  
The Future ◽  
History Of ◽  
The University

Talking STS is a collection of interviews and accompanying reflections on the origins, the present and the future of the field referred to as Science and Technology Studies or Science, Technology and Society (STS). The volume assembles the thoughts and recollections of some of the leading figures in the making of this field. The occasion for producing the collection has been the fiftieth anniversary of the founding of the University of Edinburgh’s Science Studies Unit (SSU). The Unit’s place in the history of STS is consequently a recurring theme of the volume. However, the interviews assembled here have a broader purpose – to present interviewees’ situated and idiosyncratic experiences and perspectives on STS, going beyond the contributions made to it by any one individual, department or institution. Both individually and collectively, these conversations provide autobiographically informed insights on STS. Together with the reflections, they prompt further discussion, reflection and questioning about this constantly evolving field.

scholarly journals Identification of Aquifer in the MIPA Faculty - University of Jember Using 1D Geoelectrical Resistivity Method with Schlumberger Array

2020 ◽  
Vol 21 (2) ◽  
pp. 123
Author(s):  
Bayu Buwana ◽  
Nurul Priyantari ◽  
Supriyadi Supriyadi
Keyword(s):  
Volcanic Rocks ◽  
Natural Sciences ◽  
Subsurface Structures ◽  
Resistivity Method ◽  
Academic Activities ◽  
Geoelectric Resistivity ◽  
Geoelectrical Resistivity ◽  
Resistivity Log ◽  
The University ◽  
Schlumberger Array

Faculty of Mathematics and Natural Sciences University of Jember located in Sumbersari District with lithological conditions in the form of volcanic rocks, lithosol soils, and regosol soils that are capable of absorbing water and potentially as aquifers. In point of fact, in the campus zona of the University of Jember including in the Faculty of Mathematics and Natural Sciences, there is always a shortage of freshwater for various academic and non-academic activities. Therefore, research needs to be conducted to assess the lithology of subsurface structures in the FMIPA zone so that the depth of groundwater layers and aquifer layers can be determined. The study was conducted using the Schlumberger array geoelectric resistivity method at 5 VES points. The results obtained in the form of resistivity log curves can be seen that at the five points VES has lithology in the form of clay, gravel, sandstone, and groundwater layer. Each VES point was identified the groundwater layer and some of them were identified as aquifers. The aquifer with the greatest thickness is found at point VES 2, which is to the west of the Baitul Ilmi Mosque, so it is recommended as the location of a new well.Keywords: lithology, aquifers, geoelectric resistivity method, groundwater.

scholarly journals Hvem publiserer hva? Hvordan kjønn påvirker publiseringsgrad

2021 ◽  
pp. 99-118
Author(s):  
Øystein Gullvåg Holter ◽  
Lotta Snickare ◽  
Greta Gober
Keyword(s):  
Natural Sciences ◽  
Scholarly Publishing ◽  
And Gender ◽  
Number Of Publications ◽  
University Of Oslo ◽  
The University ◽  
The Relationship ◽  
Gender Influences ◽  
Publishing Practices

Who is Publishing What? How Gender Influences Publication This chapter examines scholarly publishing within the Faculty of Mathematics and Natural Sciences at the University of Oslo from a gendered perspective. The question posed is whether women publish less than men, and if so, why. Based on self-reported publishing volumes, the study applies multivariable methods to investigate the relationship between the number of publications and factors such as position, total worktime and gender. The analyses show that gender has little significance when these other factors are entered into the model. The results are discussed in light of other studies on publishing practices.

scholarly journals Menn, maskuliniteter og faghierarkier

2021 ◽  
pp. 49-74
Author(s):  
Lotta Snickare ◽  
Øystein Gullvåg Holter ◽  
Knut Liestøl
Keyword(s):  
Gender Equality ◽  
Academic Career ◽  
Significant Proportion ◽  
Natural Sciences ◽  
Male Dominance ◽  
Limited Extent ◽  
Masculine Norms ◽  
Informal Communities ◽  
University Of Oslo ◽  
The University

Abstract: Men, Masculinities and Professional Hierarchies Research on gender equality in academia only addresses men’s experiences to a limited extent, and the significance of masculine norms is also poorly elucidated. In this chapter, we present our results on the effects of male dominance in the Faculty of Mathematics and Natural Sciences at the University of Oslo. We first discuss whether it is an advantage to be a man at the faculty. The simple answer, based on our data, is “yes”. However, although we could not identify a specific “male” pattern of problems, a significant proportion of men experience problems – some feel “as affected as women” and oppose specific measures for women. There are also indications of informal communities of men, a poorly-considered majority position, the notion that an academic career is incompatible with family and caregiving – not just for women, but for men too – and tendencies toward an unyielding connection between men, masculinity and professional hierarchies.

scholarly journals Posibilidades didácticas del cine en la etapa de primaria. La edad de hielo entra en las aulas

2009 ◽  
pp. a123
Author(s):  
Verónica Marín Díaz ◽  
Ignacio González López ◽  
Julio Cabero Almenara
Keyword(s):  
Science Education ◽  
Elementary Students ◽  
Primary Stage ◽  
Development Objectives ◽  
The University ◽  
Level Of Agreement

El desarrollo curricular de los estudiantes de primaria viene determinado por la rigurosidad a la hora de emplear los diferentes recursos que para la consecución de los objetivos de etapa son necesarios. Este articulo pretende mostrar como un recurso como el cine puede ayudar a que los objetivos establecidos en la Ley Orgánica de Educación para la etapa de Primaria, para ello se ha contado con la participación de los alumnos de 1º de Psicopedagogía de la Facultad de Ciencias de la Educación de la Universidad de Córdoba, quienes han determinado su grado de acuerdo o desacuerdo en el desarrollo de los objetivos a través de este film en concreto.AbstractCurriculum development for elementary students is determined by the rigorous use of different resources to achieve the objectives of phase are needed. This article aims to show how a resource such as film can help make the goals set in the Organic Law of Education for the Primary stage, this has involved the participation of students the first course of Psycopedagogy, Faculty of Science Education at the University of Cordoba, who have given their level of agreement or disagreement development objectives through this film in particular.

scholarly journals TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

2019 ◽  
Vol 77 (5) ◽  
pp. 636-649
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Science Education ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Studies ◽  
Mother Tongue ◽  
Integrated Learning ◽  
Teacher Interviews ◽  
Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

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