Teachers and students’ views prior to introducing inquiry-based learning in Qatari science and mathematics classrooms

2021 ◽  
Vol 104 ◽  
pp. 103367
Author(s):  
Carol Murphy ◽  
Abdullah Abu-Tineh ◽  
Nigel Calder ◽  
Nasser Mansour
Keyword(s):  
Inquiry Based Learning ◽  
Mathematics Classrooms ◽  
Teachers And Students ◽  
And Mathematics

scholarly journals CyberSecurity and Technology: How Do They Fit into a Science Classroom?

2019 ◽  
Author(s):  
Andrea C Burrows ◽  
Mike Borowczak
Keyword(s):  
Secondary Students ◽  
Science Classroom ◽  
Biological Behavior ◽  
Science Courses ◽  
Mathematics Classrooms ◽  
Teachers And Students ◽  
And Mathematics ◽  
Differentiated Learning ◽  
Unit Conversion ◽  
Specialized Subject

This study bridges discipline silos between science courses and computer science by indicating how they fit into and complement each other. A study of eight K12 teachers and 26 K12 secondary students participated in a GenCyber (cybersecurity) camp for a week during July 2018. External evaluations of the camp show its success and how cybersecurity fits into science and mathematics classrooms. This GenCyber camp was a five-day introductory camp for middle school and high school teachers and students. The GenCyber camp offered morning modules of CORE instruction, or cyber-oriented reinforced education, with the afternoon focused on differentiated learning adventures for teachers and students in specialized subject options engaging in hands-on labs. Most instruction utilized Micro:bit technology. Teachers and students made explicit connections to chemistry (battery function chemistry, sensors), physics (frequency, particle vs. wave, movement, acceleration, photon detection, magnetic fields), biology (simulating biological behavior, synchronizing, pattern detection) and mathematics (matrix, functions, modeling, unit conversion).

scholarly journals Context and Implications Document for: Assessment And The Logic Of Instructional Practice In Secondary 3 English And Mathematics Classrooms In Singapore

2013 ◽  
Vol 1 (1) ◽  
pp. 122-123
Author(s):  
David Hogan ◽  
Melvin Chan ◽  
Ridzuan Rahim ◽  
Aye Khin Maung ◽  
Loo Siok Chen ◽  
...  
Keyword(s):  
Instructional Practice ◽  
Mathematics Classrooms ◽  
And Mathematics

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

A Remote Mobile Experiment in Brazilian Public Basic Education

TPACK ◽  
2019 ◽  
pp. 457-478
Author(s):  
Priscila Cadorin Nicolete ◽  
Juarez Bento da Silva ◽  
Marta Adriana da Silva Cristiano ◽  
Simone Meister Sommer Bilessimo ◽  
Giovanni Ferreira de Farias ◽  
...  
Keyword(s):  
Basic Education ◽  
Pilot Project ◽  
The Internet ◽  
Public High Schools ◽  
Theoretical Concepts ◽  
Pedagogical Content ◽  
Teachers And Students ◽  
And Mathematics ◽  
Remote Experimentation ◽  
The Impact

The STEM subjects (Science, Technology, Engineering, and Mathematics) are very important for education, but the lack of experimental laboratories for these subjects in a school might decrease the interest of its students in STEM fields. This chapter explores these issues in the Brazilian context where, in order to address this issue, remote experiments are used to share real experiments manipulated through the Internet. Teachers and students can use remote laboratories, equipped with real experiments, to put in practice theoretical concepts learned in class. This chapter presents a report on a pilot project that aims to explore the use of Mobile Remote Experimentation (MRE) by teachers and students of public high schools in Brazil. It involves the use of mobile devices to access remote experiments in STEM subjects through the Internet. The report demonstrates the effectiveness of using such educational resources to improve pedagogical results by applying the TPACK (Technological Pedagogical Content Knowledge) model to measure the impact of MRE by STEM teachers.

Early Childhood Teachers

2011 ◽  
pp. 126-150 ◽  
Author(s):  
Kevin Thomas ◽  
Kathleen Spencer Cooter
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Early Childhood Teachers ◽  
Field Experiences ◽  
Technology Training ◽  
Google Earth ◽  
Virtual Manipulatives ◽  
Mathematics Classrooms ◽  
And Mathematics

This chapter reviews the state of technology training for early childhood educators in teacher preparation institutions across the country. Using NCATE and NAEYC standards as benchmarks of practice, the chapter outlines some current issues and research on technology training at the preservice level, such as course sequence, textbook choice, content infusion, field experiences, et cetera. The chapter also outlines three technologies, Web 2.0, Google Earth, and the virtual manipulatives that are accessible, free to users, require little teacher training, and have evidence to support their instructional benefits. These three well-developed technologies can easily be introduced to students and teachers as exemplars of constructivist pedagogical technology in early childhood science and mathematics classrooms. Activities using each are included.

scholarly journals Co-Designing the Kits of IoT Devices for Inquiry-Based Learning in STEM

Technologies ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 16 ◽  
Author(s):  
Marge Kusmin
Keyword(s):  
New Technology ◽  
Real Life ◽  
Educational Institutions ◽  
Technology Platforms ◽  
Teachers And Students ◽  
Iot Devices ◽  
Innovative Resources ◽  
Group Interviews ◽  
And Mathematics ◽  
Desk Research

The rapidly developing technological landscape challenges require educational institutions to constantly renew the school's digital infrastructure in order to keep students engaged in learning difficult subjects such as Science, Technology, Engineering, and Mathematics (STEM). The Internet of Things (IoT) is one of such new technology platforms that could help the schools enhance learning processes with innovative resources, and to increase students' motivation to learn. This paper summarizes the first stage of a design-based research focusing on introducing IoT technologies to secondary education. Five kits of IoT devices were co-designed by researchers, teachers, and students, to optimize their match with the curricular objectives, cost, learning curve, and re-usability in various educational contexts. The study included three steps: (1) mapping out the IoT devices on the basis of the desk research, (2) literature review on STEM education practices, and (3) two focus group interviews with teachers and students from different schools. As a result of the study, five different kits of IoT devices were purchased for schools and pilot-tested in real-life settings.

scholarly journals School Architecture and Complexity

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Rena Upitis
Keyword(s):  
Standardized Test ◽  
Complexity Science ◽  
School Design ◽  
School Architecture ◽  
Music Drama ◽  
Waldorf Schools ◽  
Science Theory ◽  
Teachers And Students ◽  
And Mathematics ◽  
Physical Elements

Recent studies document the importance of well-designed facilities on the academic performance of students in language and mathematics, but there is very little research on how space dictates what is learned and how it is learned. What about learning that is not directly measurable by standardized test scores? How does architectural space affect what is learned in the “non-core” disciplines such as music, drama, dance, and the visual arts? How does the built environment affect the ways that teachers and students operate in what might be viewed as a learning collective? These are some of the central questions addressed in the present paper. These issues are first explored through a brief discussion of the main themes in school architecture research and discourse, followed by a description of how Froebel kindergartens, Reggio Emilia schools, and Waldorf schools have given attention to some of the physical elements that affect learning. Next, I explore engaging forms of adult learning and the perspectives of John Dewey. Then follows a discussion of the ways that classrooms and schools can be seen as collectives, using complexity science theory as a theoretical framework. Finally, the complexity science model is extended by including the actual physical spaces as important ‘agents’ in influencing a non-linear and dynamic system, and by drawing implications for school design based on the principles of complexity.

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