School Science and Mathematics Storylines

2021 ◽  
Author(s):  
Glen Aikenhead
Keyword(s):  
School Science ◽  
And Mathematics

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

scholarly journals PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION

2018 ◽  
Vol 17 (3) ◽  
pp. 364-366
Author(s):  
Muhammet Usak
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Scientific Journal ◽  
School Science ◽  
Scientific Journals ◽  
Related Research ◽  
To Come ◽  
And Mathematics ◽  
First Time ◽  
Science Education Journals

Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. At the end of the 70s, studies on constructivism, meaningful learning, misconception, conceptual learning (Driver, & Easley, 1978; Driver, 1983; Driver, & Oldham, 1986; von Glasersfeld, 1984; Ausubel, Novak, & Hanesian, 1978; Novak, 1979 & 1990, Novak, & Gowin, 1984; Novak, & Musonda, 1991) began to come forward. Conferences are being held especially on misconception. Many articles have been published and continue to be published on the topic. Starting with the second half of 80s, studies on PCK, which were first described by Shulman, began to surface in science education journals in the field of teacher training (Shulman, 1986; Usak, 2009, Usak, Ozden, & Eilks, 2011; Usak, Ozden, & Saglam, 2011).

Regional concept for the development of science education in the secondary school of Samarkand region

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Yunusov Kh.B
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Stage Of Development ◽  
Initial Stage ◽  
The Republic ◽  
And Mathematics ◽  
Favorable Conditions ◽  
City Schools ◽  
Current Stage

This concept creates favorable conditions for the development and implementation of mechanisms for the development of school science education in Samarkand region of the Republic of Uzbekistan taking into account the programs developed and implemented at the current stage of development of the region. This approach allows us to strengthen the position with staffing for teachers (biology, chemistry, physics, mathematics) of the secondary school and to achieve the integration of rural and city schools to create a single educational space. It will increase the motivation of students and activate the work of teachers of biology, chemistry, physics, and mathematics, which will lead to the full formation of the initial stage of professional orientation in the natural sciences

scholarly journals Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines

2019 ◽  
Vol 103 (5) ◽  
pp. 1176-1205 ◽  
Author(s):  
Avner Caspi ◽  
Paul Gorsky ◽  
Rakefet Nitzani‐Hendel ◽  
Zacharias Zacharia ◽  
Sherman Rosenfeld ◽  
...  
Keyword(s):  
High School ◽  
School Science ◽  
Ninth Grade ◽  
High School Science ◽  
Science Technology ◽  
And Mathematics ◽  
Ninth Grade Students

scholarly journals Designing Research-Based Professional Development for Elementary School Science and Mathematics

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Brian L. Gerber ◽  
Edmund A. Marek ◽  
Ellice P. Martin
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Teaching And Learning ◽  
School Science ◽  
Service Agency ◽  
Elementary School Science ◽  
Education Organization ◽  
Math And Science ◽  
Nonprofit Education ◽  
And Mathematics

A partnership including 11 school districts, a university, service agency, and private nonprofit education organization formed a collaborative partnership to improve teaching and learning in elementary school science and mathematics. The partnership designed research-based professional development for 150 teachers of grades 3–5. The professional development resulted in statistically significant increases for those elementary school teachers on math and science competency tests over a two-year period. The professional development was the vehicle for providing teachers with professional development so that they could (a) increase their content background in science and mathematics and (b) apply newly learned inquiry practices in their math and science instruction.

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