Learning and teaching science through assessment

2018 ◽  
pp. 127-144
Author(s):  
Bronwen Cowie
Keyword(s):  
Teaching Science ◽  
Learning And Teaching

Pre-Service Teachers' Self-Efficacy and Attitudes toward Learning and Teaching Science in a Content Course

2015 ◽  
pp. 1397-1415
Author(s):  
Cindi Smith-Walters ◽  
Heather L. Barker
Keyword(s):  
Traditional Approach ◽  
Teaching Science ◽  
Methods Course ◽  
Learning Science ◽  
Science Methods ◽  
Learning And Teaching ◽  
Attitudes Toward Learning ◽  
Science Efficacy ◽  
Teaching Content ◽  
Science Methods Courses

Science teaching is approached with hesitation by many PreK-8 teachers. This chapter explores the research on attitudes toward science and learning science as well as the perceived science efficacy of elementary pre-service teachers. It also describes a content-based, pedagogically rich life science course for pre-service preK-8 teachers that incorporates active and interactive teaching techniques in lieu of the traditional science methods course. Using evidence from this project and other research studies, the chapter argues for the inclusion and modeling of these approaches when preparing teachers of science and proposes that this non-traditional approach for teaching content-based courses for preparing teachers be considered in place of traditional science methods courses.

scholarly journals Learning and teaching science as inquiry: A case study of elementary school teachers' investigations of light

2005 ◽  
Vol 89 (6) ◽  
pp. 1007-1042 ◽  
Author(s):  
Emily H. van Zee ◽  
David Hammer ◽  
Mary Bell ◽  
Patricia Roy ◽  
Jennifer Peter
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Teaching Science ◽  
School Teachers ◽  
Learning And Teaching ◽  
Science As Inquiry

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals Potencialidades pedagógicas do filme Bambi no ensino de Ecologia e Educação Ambiental

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Eliane Gonçalves dos Santos ◽  
Caroline Santos dos Anjos
Keyword(s):  
Environmental Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Social Issues ◽  
Qualitative Approach ◽  
Teaching Science ◽  
Environmental Aspects ◽  
Learning And Teaching ◽  
New Directions ◽  
Teacher Needs

Resumo: O professor precisa analisar e pensar sobre sua prática visando a novos encaminhamentos que favoreçam o ensino e a aprendizagem. Um desses encaminhamentos podem ser os filmes comerciais, os quais possibilitam discussões e questionamentos de várias áreas para a educação e o ensino de Ciências e Biologia. Esta pesquisa tem por objetivo analisar as potencialidades pedagógicas do filme comercial Bambi (EUA, 1942) e Bambi II (EUA, 2006) para o ensino de Ecologia e Educação Ambiental. A pesquisa é de cunho qualitativo em Educação, na qual se fez um estudo descritivo e exploratório das referidas obras cinematográficas. O encaminhamento metodológico deu-se pelo contato com o filme, assistindo-o de diferentes modos (sem interrupção, com pausas para registros, assistindo aos extras), com registro em caderno de campo e a escolha de cenas para a análise. As categorias definidas após a análise foram questões ambientais, tópicos de ecologia e visão antropocêntrica. A partir da análise, foi possível constatar que os filmes apresentam temáticas que podem ser trabalhadas em sala de aula, tais como os conteúdos de Ecologia, aspectos ambientais  ̶  como o cuidado com a natureza e sua conservação  ̶  e aspectos da visão antropocêntrica. Os filmes Bambi e Bambi II apresentam potencial para o ensino, pois possibilitam a compreensão de processos vitais que ocorrem na natureza, a discussão sobre questões ambientais e sociais além de poderem auxiliar na compreensão de conteúdos e temas da área da Ecologia no ensino de Ciências e Biologia.Palavras-chave: Cinema. Metodologia didática. Meio ambiente. Ensino de Ciências. Ensino de Biologia. PEDAGOGICAL POTENTIALITIES OF THE BAMBI FILM IN ECOLOGY TEACHING AND ENVIRONMENTAL EDUCATIONAbstract: The teacher needs to analyze and think about his / her practice, aiming at new directions that support in teaching and learning. One of these directions may be commercial movies, which allow discussion and questioning in several subjects for education and  broaden world issues as disciplinary ones, showing a potential for learning and teaching Science and Biology. This research aims to analyze the pedagogical potential of the commercial movies Bambi (USA, 1942) and Bambi II (USA, 2006) for Ecology teaching and Environmental Education. The research is a qualitative approach in education, in which a descriptive and explanatory study related to cinematographic fiction was made. The methodological referral was given by the contact with the films, which have being watched in different ways (without interruption, with breaks for records, watching the extras), with record in a diary and the choice of scenes for analysis. The categories defined after the analyses were: environmental, ecology topics and anthropocentric view. From the analysis it was possible to verify that the films present themes that can be worked in the classroom about environmental aspects as the care and conservation of nature, the contents of Ecology and on aspects of anthropocentric vision. Bambi and Bambi II movies show a potential for teaching as they allow the understanding of life processes which happen in nature, the discussion of environmental and social issues as well as the understanding of content and themes from Ecology in the teaching of Sciences and Biology.Keywords: Cinema. Didactic Methodology. Environment. Science teaching. Biology teaching.

Perspectives on Learning and Teaching Science

2021 ◽  
pp. 1-19
Author(s):  
Maria José de Almeida ◽  
Isabel Vitória Figueiredo ◽  
Maria Margarida Caramona
Keyword(s):  
Health Professionals ◽  
European Association ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Educational Opportunities ◽  
Pharmaceutical Sciences ◽  
Learning And Teaching ◽  
Equal Educational Opportunities

Since birth, humans absorb information from what surrounds them. Kindergartens, schools, and universities work as institutions to insert everyone in a culturally similar environment, giving equal educational opportunities to future citizens. These institutions develop human competencies for a society enabled to feed everyone, to sustain healthcare, and to protect the environment. This effort implies educational performances, whose grounds should rely on theories of learning and different modes of teaching. Pharmacy faculties, apart from teaching, reinforcing, and updating the students' knowledge on pharmaceutical sciences, guide students towards respecting different health professionals, aware of their role as educational supporters of patients and families who use pharmacies as the closest advising and health caring places. This is especially important nowadays, with the complexity of some diseases and the rising costs of healthcare. This chapter gives an overview of pharmacy teaching and learning according to the European Association of Faculties of Pharmacy.

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