Using citizen science beyond teaching science content: a strategy for making science relevant to students’ lives

2011 ◽  
Vol 6 (2) ◽  
pp. 501-508 ◽  
Author(s):  
Lynda L. Jenkins
Keyword(s):  
Citizen Science ◽  
Teaching Science ◽  
Science Content

scholarly journals Teaching science content in nursing programs in Australia: a cross-sectional survey of academics

BMC Nursing ◽  
2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Melanie Birks ◽  
Nicholas Ralph ◽  
Robyn Cant ◽  
Elspeth Hillman ◽  
Ylona Chun Tie
Keyword(s):  
Nursing Programs ◽  
Teaching Science ◽  
Science Content ◽  
Cross Sectional Survey ◽  
Cross Sectional

scholarly journals Science learning via participation in online citizen science

2016 ◽  
Vol 15 (03) ◽  
pp. A07 ◽  
Author(s):  
Karen Masters ◽  
Eun Young Oh ◽  
Joe Cox ◽  
Brooke Simmons ◽  
Chris Lintott ◽  
...  
Keyword(s):  
Content Knowledge ◽  
Citizen Science ◽  
Scientific Knowledge ◽  
Science Learning ◽  
Science Content ◽  
Science Knowledge ◽  
General Science ◽  
Scientific Content ◽  
Econometric Methods ◽  
Science Projects

We investigate the development of scientific content knowledge of volunteers participating in online citizen science projects in the Zooniverse (http://www.zooniverse.org). We use econometric methods to test how measures of project participation relate to success in a science quiz, controlling for factors known to correlate with scientific knowledge. Citizen scientists believe they are learning about both the content and processes of science through their participation. We don't directly test the latter, but we find evidence to support the former — that more actively engaged participants perform better in a project-specific science knowledge quiz, even after controlling for their general science knowledge. We interpret this as evidence of learning of science content inspired by participation in online citizen science.

Self-Directed Learning to Improve Science Content Knowledge for Teachers

2016 ◽  
Vol 52 (4) ◽  
pp. 236-242 ◽  
Author(s):  
Delinda van Garderen ◽  
Deborah Hanuscin ◽  
Cathy Newman Thomas ◽  
Melissa Stormont ◽  
Eun J. Lee
Keyword(s):  
Students With Disabilities ◽  
Content Knowledge ◽  
Special Educators ◽  
Teaching Science ◽  
Science Content ◽  
Self Directed Learning ◽  
Science Content Knowledge ◽  
Quality Instruction ◽  
Inclusive Settings ◽  
Directed Learning

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are often solely responsible for teaching science to students with disabilities in resource settings and self-contained classrooms; while in inclusive settings, special educators may be called on to coteach or consult. Given their increased role in teaching this content, special educators may experience anxiety about their own science knowledge. This column provides special educators, via self-directed learning, with information and resources to enhance their science content knowledge and build awareness of students’ ideas in science so they can provide high-quality instruction in science for students with disabilities.

scholarly journals Galaxy zoo: Science content knowledge of citizen scientists

2019 ◽  
Vol 28 (6) ◽  
pp. 636-651
Author(s):  
Michael Jordan Raddick ◽  
Edward E. Prather ◽  
Colin S. Wallace
Keyword(s):  
Content Knowledge ◽  
Citizen Science ◽  
Large Scale ◽  
Science Content ◽  
Multiple Choice Questions ◽  
Science Content Knowledge ◽  
Assessment Scores ◽  
First Response ◽  
Small Effect Size ◽  
Galaxy Classification

We report the results of a large-scale study of the state of science content knowledge of volunteers in Galaxy Zoo ( www.galaxyzoo.org ), an online citizen science project in which public volunteers classify galaxies in an effort to benefit cutting-edge astronomy research. We were interested in whether participating in Galaxy Zoo leads to any increase in participants’ astrophysical content knowledge. To assess volunteer content knowledge, we examined the responses of 1476 Galaxy Zoo volunteers to 32 conceptually challenging multiple-choice questions. We looked for any relationships between participants’ assessment scores and the number of galaxies classified upon answering the first assessment question, the number of galaxies classified between their first response and their final response to the assessment, and the length of time since they first created their Galaxy Zoo account. All relationships were of small effect size. These results suggest that participation in the project’s central galaxy classification task, in and of itself, is not associated with increased astrophysical content knowledge. We strongly recommend that future studies of online citizen science environments examine how volunteers take advantage of opportunities to develop their knowledge and skills outside of the self-contained central task, especially in the context of opportunities for interactions with other volunteers.

scholarly journals The anthropology of didactics and learning

2018 ◽  
Author(s):  
Glenn Hultman
Keyword(s):  
Teaching Science ◽  
Actual Situation ◽  
Science Content ◽  
Learning And Teaching ◽  
Starting Point ◽  
Teachers And Students ◽  
Curriculum Policies ◽  
Teacher's Perspective

Definitions of learning (and teaching) are sometimes made on the basis of references outside and above the immediate classroom event. The didactic questions phrased in terms of what, How and Why. The curriculum, policies and the various substances when these issues are preserved and problematized. At the same time, there is the school's reality in the classrooms, but more as a recipient of this problem. This reality can be the starting point of a self-sustaining reflection emanating from teachers and students and their actual situation. This is approaching it as the terms "implementing the field" where I want to continue the discussion. How do we get a different perspective on What, How and Why based on teachers ' practice? Are these questions at all realistic to ask (in practice) and what answers can you expect? What is an example for teaching science content from a student's perspective? And how is the issue from the teacher's perspective in the practical stage?

Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

2014 ◽  
Vol 32 (2) ◽  
pp. 182-215 ◽  
Author(s):  
Ana Belén Borrachero ◽  
María Brígido ◽  
Lucía Mellado ◽  
Emilio Costillo ◽  
Vicente Mellado
Keyword(s):  
Secondary Teachers ◽  
Teaching Science ◽  
Science Content ◽  
Prospective Secondary Teachers
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