scholarly journals Science Education in a Museum: Enhancing Earth Sciences Literacy as a Way to Enhance Public Awareness of Geological Heritage

Geoheritage ◽  
2014 ◽  
Vol 6 (3) ◽  
pp. 217-223 ◽  
Author(s):  
J. Reis ◽  
L. Póvoas ◽  
F. J. A. S. Barriga ◽  
C. Lopes ◽  
V. F. Santos ◽  
...  
Keyword(s):  
Earth Sciences ◽  
Science Education ◽  
Public Awareness ◽  
Geological Heritage

scholarly journals Education of Earth Sciences. Earth Science Education in New Zealand.

1996 ◽  
Vol 105 (6) ◽  
pp. 779-782
Author(s):  
Sandra COPELAND ◽  
Yosuke KAWACHI ◽  
Daphne LEE
Keyword(s):  
Earth Sciences ◽  
Science Education ◽  
New Zealand ◽  
Earth Science ◽  
Earth Science Education

SCIENCHY - catchy science with IBSE approach

2020 ◽  
Author(s):  
Valentina Brombin ◽  
Enrico Calore ◽  
Roberta D'Onofrio ◽  
Claudia Lauro ◽  
Chiara Marchina ◽  
...  
Keyword(s):  
Earth Sciences ◽  
Sustainable Development ◽  
Science Education ◽  
Greenhouse Effect ◽  
Instructional Model ◽  
Geological Time ◽  
Student Difficulties ◽  
Geological Processes ◽  
5E Instructional Model ◽  
The Future

<p>The Sustainable Development Goal 4 of UN 2030 Agenda requires the implementation of education for sustainable development and sustainable lifestyle. In this context, Earth Sciences and related disciplines such as Environmental and Soil Sciences are fundamental teachings in any school to make younger generations aware about the effects of geological processes and human activities on climate change and to achieve possible solutions for sustainability. This aim clashes with the student difficulties in learning geosciences. In particular scientific terminology, abstract concepts, and depth of geological time make Earth Sciences difficult to understand and less attractive than others disciplines (King, 2012). As one of the hardest tasks for students is visualising unseen processes, Inquiry-Based Science Education (IBSE) is one of the best approaches to contrast this trend. This is an empirical learning method, based on “inquiry”, where students are encouraged to solve problems and explain phenomena, performing experiments. Despite in 1996 the USA National Science Education Standards defined IBSE as the best approach in natural science teaching, the majority of European classrooms are not implementing them (Rocard et al., 2007).</p><p>NOVA A.P.S. (Ferrara, Italy) promotes and disseminates STEAM (Science, Technology, Engineering, Arts, Mathematics) disciplines in secondary schools using the IBSE method. To evaluate the success of this approach, NOVA asked ninety 11-year-old students from an Italian school to perform a questionnaire about “Greenhouse gases: nature, potential sources, and effects on climate” after studying the theory with traditional frontal lessons. The questionnaire was proposed again to same group after the application of IBSE approach through its “5E” phases (Engage, Explore, Explain, Elaborate, Evaluate; Bybee, et al., 2006). Students were engaged to confirm the greenhouse theory exploring the phenomena in small different ecosystems built in cut-in-half plastic bottles, partially filled with 1) soil and 2) soil with plants, covered at the top with plastic wrap and exposed to sunlight. Another bottle with soil remained unwrapped to study also the potential effects in “absence of atmosphere”. For each bottle temperature changes and CO<sub>2</sub> emissions were monitored with sensors connected to Arduino boards. The comparison of these parameters in different ecosystems and conditions led students to explain the greenhouse effect and elaborate this concept revealing also i) difference between global warming phenomena and greenhouse effect (a common misconception); ii) relevant role of soils on CO<sub>2</sub> emissions; iii) importance of vegetation in preventing the rising temperature. Finally, students were encouraged to self-evaluate the new acquired knowledge. The future task of this project is creating a sharing platform for teachers, where downloading instructions of the experiment and questionnaire form, and, in turn, uploading feedbacks. Testing and evaluating this method could bring teachers to combine traditional deductive lessons with more practical and stimulating approaches.</p><p> </p><p>Bybee R.W., et al. (2006). The BSCS 5E Instructional Model: Origins, effectiveness and applications. Retrieved from http://www.bscs.org/bscs-5e-instructional-model</p><p> </p><p>King H. (2012). Student difficulties in learning geoscience, Planet, 25, 40-47.</p><p> </p><p>Rocard M., et al. (2007). Science Education NOW: A renewed Pedagogy for the Future of Europe, Luxembourg, Office for Official Publications of the European Communities.</p>

Decoding the Historical Authenticity of Science Education and Policy in India

2017 ◽  
pp. 207-222
Author(s):  
Prashant Mehta ◽  
Om Prakash
Keyword(s):  
Science Education ◽  
Science Policy ◽  
Social Scientist ◽  
Public Awareness ◽  
Science And Technology ◽  
Traditional Values ◽  
Colonial India ◽  
Policy Measures ◽  
The Government ◽  
Proper Perspective

This chapter aims to dig deep into how science education and policy evolved during colonial India and how after independence the government made efforts to streamline the science education and initiated policy measures. The developments are categorized into four sections- evolution in the Ancient period; pre independence colonial period; post-independence till the era of liberalization; and post liberalization phase. The thinking does not only narrate the evolution and development of science education but also diagnoses the inherent issues and seeks to provide policy measures for the state and civil society to radically change the approaches in the existing system. The science policy studies can help in integrating various branches of science along with social sciences for a proper perspective of science. In developing science policy when social scientists are cooperating with scientist it helps develop a common language. Social scientist can also be an important link between the policy planners and scientist by persuading them to take the science and technology with a developmental perspective. A scientist having a policy oriented approach could create public awareness of the role of science and technology in society. Awareness could also involve consequences of such major decisions and their impact on man, society and environment. They could also be useful in pointing major gaps that exist in the area of research and development. Science and technology must not alienate tradition and culture. Science policy must integrate traditional values and culture with technology. This is possible through incorporating aspects of the traditional scientific and technological culture into current innovations for social development.

scholarly journals The Unique Granite Gorge in Mountainous Adygeya, Russia: Evidence of Big and Complex Geosite Disproportions

Geosciences ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. 372 ◽  
Author(s):  
Anna V. Mikhailenko ◽  
Dmitry A. Ruban ◽  
Natalia N. Yashalova ◽  
Maksim B. Rebezov
Keyword(s):  
Science Education ◽  
Spatial Distribution ◽  
Geological Heritage ◽  
Late Paleozoic ◽  
Full Spectrum ◽  
Heritage Sites ◽  
Significant Concentration

Geological heritage sites (geosites) are subject to conservation and exploitation for science, education, and tourism. Some geosites are big and comprise diverse phenomena. Concentration of the latter in some parts of these geosites makes them disproportionate. A typical example is the Granite Gorge in SW Russia that is of recognizable tourism importance. It stretches for ~5 km and represents a deep valley of the Belaya River and Late Paleozoic granitoids of the Dakh Crystalline Massif. However, the full spectrum of unique features is much wider. Their inventory permits the establishment of geomorphological, igneous, metamorphic, sedimentary, mineralogical, paleogeographical, tectonic, economic, engineering, and hydrological and hydrogeological types of geological heritage. Spatial distribution of these types and the relevant features indicates their significant concentration near the northern entrance to the gorge and a less important concentration near the southern entrance. This is evidence of geosite disproportion. Apparently, the latter implies the need to focus geoconservation and geotourism activities on the noted loci of concentration. However, this would ’disrupt’ the geosite integrity, and, thus, management of the Granite Gorge geosite requires attention to all its parts, including those with lower heritage value.

scholarly journals Does Your Article Need A Methods Or Methodology Sub-Section?

2018 ◽  
Vol 5 (2) ◽  
pp. i-ii
Author(s):  
Timothy F. Slater
Keyword(s):  
Earth Sciences ◽  
Science Education ◽  
Education Research ◽  
Science Education Research ◽  
Traditional Methods ◽  
Education Researcher ◽  
Research Article ◽  
Or Methodology

In the process of writing a discipline-based science education research article for the Journal of Astronomy & Earth Sciences Education, authors are faced with the question of titling each of the article’s subjections. Some editors and authors advocate a METHODS section whereas others advocate for a METHODOLOGY(IES) section.  What do we currently prefer in JAESE?  The answer is an unsatisfying, “it depends.”  The vast majority of papers in the JAESE Journal of Astronomy & Earth Sciences Education use a traditional METHODS section because most—but certainly not all—papers to date describe studies in which the method of inquiry is based on a balance of pragmatism, cost, usefulness, and actionable information.  This is in contrast to a METHODOLOGY section, which takes time to argue for why a particular approach will be most fruitful for the question at hand.  A robust mix of both are vitally important across the broader discipline-based science education researcher community. 

Sign in / Sign up

Export Citation Format

Share Document