scholarly journals Not Only Why but Also How to Trust Science: Reshaping Science Education Based on Science Studies for a Better Post-pandemic World

2022 ◽  
Author(s):  
Nathan Willig Lima ◽  
Matheus Monteiro Nascimento
Keyword(s):  
Science Education ◽  
Science Studies

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.

scholarly journals Guest editorial: Science studies and science education call for papers deadline: March 31, 2007

2006 ◽  
Vol 90 (6) ◽  
pp. 961-964 ◽  
Author(s):  
Richard Duschl ◽  
Sibel Erduran ◽  
Richard Grandy ◽  
John Rudolph
Keyword(s):  
Science Education ◽  
Guest Editorial ◽  
Science Studies

scholarly journals Acquiring Scientific and Technological Proficiency: State of Science Education in Bangladesh

2019 ◽  
Vol 6 (2) ◽  
pp. 179-194
Author(s):  
Sabina Yeasmin ◽  
Md. Dulal Mahmud
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Studies ◽  
Technological Development ◽  
Current Situation ◽  
Sharp Decline ◽  
The Past ◽  
The People ◽  
Short Period ◽  
Education Science

Developing scientific values in students’ mind is the goal of science teaching. Bangladesh, of late, has adopted various strategies to educate the people and mainly the children. There are still many challenges for the country to attain an acceptable standard of education. Science education here in Bangladesh is in a state of crisis. The enrolment for science studies in the country shows a sharp decline over the past few years. This discipline, what once used to be the most sought after subject at secondary, higher secondary and tertiary levels in the country, is losing its appeal in an alarming shift of choice. Indeed it is important know what the obstacles are and how they are removed within a stipulated short period. This paper aims to present the current situation of Bangladesh in terms of science and technological development in the education sector. There is no alternative of a scientifically and technologically literate workforce as the future economy will also be science i.e. ICT based.  

Introduction to special issue: Science Studies and Science Education

2008 ◽  
Vol 92 (3) ◽  
pp. 385-388 ◽  
Author(s):  
Richard Duschl ◽  
Sibel Erduran ◽  
Richard Grandy ◽  
John Rudolph
Keyword(s):  
Science Education ◽  
Science Studies ◽  
Special Issue

scholarly journals Relevance of Life-Cycle Assessment in Context-Based Science Education: A Case Study in Lower Secondary School

2019 ◽  
Vol 11 (21) ◽  
pp. 5877 ◽  
Author(s):  
Tolppanen ◽  
Jäppinen ◽  
Kärkkäinen ◽  
Salonen ◽  
Keinonen
Keyword(s):  
Science Education ◽  
Life Cycle Assessment ◽  
Life Cycle ◽  
Secondary School ◽  
Life Cycle Analysis ◽  
Science Studies ◽  
Consumer Products ◽  
Lower Secondary School ◽  
School Students ◽  
Relevant Topic

The article introduces a science education intervention using life-cycle analysis of consumer products. The intervention aims to promote lower secondary school students’ science career awareness and interest toward science studies. In this study, two lower secondary school teachers planned an intervention on life-cycle analysis, which aimed to be relevant for the students from an individual, societal, and vocational perspective. The study then examined how students perceived the relevance of the intervention, based on classroom observations, students’ life-cycle presentations, questionnaire responses, as well as interviews. The findings indicate that students found life-cycle assessment to be a relevant topic both from an individual and societal perspective. However, findings on vocational relevance were two-fold, as students gained knowledge on different occupations, but this did not seem to directly affect their future career aspirations.

How “Discover the COSMOS” and “PATHWAY” are changing the science education in European high schools.

2013 ◽  
Vol 1583 ◽  
Author(s):  
Christine Kourkoumelis
Keyword(s):  
Science Education ◽  
Science Studies ◽  
Hadron Collider ◽  
High Energy ◽  
Space Physics ◽  
Event Analysis ◽  
Positive Attitudes ◽  
First Results ◽  
Robotic Telescopes ◽  
And Mathematics

ABSTRACTIt has been noted by various reports that during recent years, there has been an alarming decline in young people’s interest for science studies and mathematics. Since it is believed that the traditional teaching methods often fail to foster positive attitudes towards learning science, the European Commission has made intensive efforts to promote science education in schools though new methods based on the inquiry based techniques: questions, search and answers. This is coupled to hands-on experience, playful learning accompanied by laboratory exercises and examples.“Discover the COSMOS” is such a project which brings into synergy resources from high energy, astronomy and space physics to promote e-Science in Europe. Event analysis tools from the ATLAS experiments at the Large Hadron Collider of CERN -such as the “hunt for the Higgs” application- as well as time slices in various robotic telescopes around the world and the related software to process the images, are all available as educational scenaria for both the students and the educators. Moreover, the best practices are presented in a more theoretical for the teachers in the “Pathway” project. Examples of the available resources as well as first results from the evaluation of the programs are presented.

scholarly journals SCIENTIFIC PRACTICES AS CULTURAL ACTIVITIES: A CHALLENGE AND AN OPPORTUNITY FOR EDUCATION

2014 ◽  
Vol 13 (3) ◽  
pp. 296-297
Author(s):  
Peter Heering
Keyword(s):  
Science Education ◽  
Science Studies ◽  
Scientific Practice ◽  
Time Dependent ◽  
Scientific Practices ◽  
Cultural Activity ◽  
Two Cultures ◽  
Key Word ◽  
The Two Cultures ◽  
History Of

During the 20th century, the sciences have been considered as disciplines that are significantly distinct from the humanities, C.P. Snows term of the “two cultures” has become the key word for this development. However, recent science studies produced arguments for the thesis that sciences are also a cultural activity. As a consequence, science and the related practices become time dependent – what was an accepted scientific practice in a particular period would not meet the standards of another period. Understanding science as a cultural activity poses several challenges to educators, but offers also opportunities. One approach that meets these opportunities is the implementation of the history of science in science education. In the following, two specific approaches in this respect will be discussed: storytelling and the reenactment of historical experiments.

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