Home experiments - A way to increase the interest of young people in physics, technology and natural sciences

2019 ◽  
Author(s):  
Ivan Baník ◽  
Gabriela Pavlendová
Keyword(s):  
Young People ◽  
Natural Sciences

scholarly journals HOW TO MAKE NATURAL SCIENCE KNOWLEDGE INTERESTING AND SIGNIFICANT IN THE LIFE OF CONTEMPORARY PEOPLE

2010 ◽  
Vol 7 (2) ◽  
pp. 4-6
Author(s):  
Eleonora Melnik
Keyword(s):  
Science Education ◽  
Young People ◽  
Natural Science ◽  
Liberal Arts ◽  
Natural Sciences ◽  
School Education ◽  
Educational Systems ◽  
University Professors ◽  
Nature And Society ◽  
Natural Science Education

Integral-differential style in the understanding of the system of genetic interconnections and dependency between nature and society is considered to be innovative and is use by natural sciences as well as liberal arts, but in school education it is developed rather slowly. We can see the decrease of interest of young people to natural sciences. There are natural questions: Should the teachers nowadays foster the increase of interest to natural sciences among school children? Does the contemporary society need specialists in the sphere of environment: physi-cist, chemist, astronomers, physiologists and others? Perhaps to many of them specialties of natural science sphere seem to be not demanded in the society? We would also like to know the opinion of the teachers and university professors concerning the peculiarities of natural science education of young people in different educational systems. We are interested in your opinion about the selection of the educational content as well as about different techniques and educational methods used by specialists. Is there any considerable shift of interest among the teachers towards techniques of natural sciences education aimed precisely at young peo-ple? How is this phenomena connected with the new generation of standards and task-books in school education? We hope that mentioned above aspects of the system of natural science education will evoke understanding and response among the specialists and point out the ne-cessity of their discussion in our journal. Key words: natural science education, interest, nature and society.

The Natural Sciences

2021 ◽  
pp. 227-255
Author(s):  
Philip Kitcher
Keyword(s):  
Young People ◽  
General Education ◽  
Scientific Literacy ◽  
Human Population ◽  
Intrinsic Value ◽  
Natural Sciences ◽  
Turn On ◽  
Policy Debates ◽  
Material Benefits ◽  
New Research

Part II of the book takes up questions of curriculum, beginning with the natural sciences. The aim throughout Part II is to identify what all students should share. The sciences bring material benefits, not only to the societies out of which new research comes but also to the entire human population. Hence it is important to train young people who can build on past achievements to make new advances in the future. Scientific education is not merely for the few who fill this important role, or even for the larger number who will draw on established science in their daily employment. The results of science should be as widely available as possible, not simply because of the intrinsic value of understanding but, more importantly, because policy debates often turn on scientific details. General education in science should preserve the curiosity most children have, and instill scientific literacy. The chapter argues that this is best done by distinguishing the curriculum for specialists from a broad general education in science, and it formulates concrete proposals for how this might be achieved.

scholarly journals Problems of valeological education in the framework of the systemic approach

2020 ◽  
pp. 35-43
Author(s):  
Galyna Buchkivska ◽  
Iryna Demchenko ◽  
Inna Babii ◽  
Alona Nikitenko ◽  
Mykola Balukh ◽  
...  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Economic ◽  
Well Being ◽  
Natural Sciences ◽  
Educational Activity ◽  
Professional Activity ◽  
Definition Of Health ◽  
Mutual Relations ◽  
Definition Of

The main reason for the inefficiency of the system of valeological training of specialists in higher education institutions is that a set of its components isn‟t defined today (structure, content, form, term of study, blocks of disciplines, etc.), mutual relations aren‟t built between them, which ensure integrity, consistency and development. One of the greatest achievements of humanities and natural sciences of the end of the ХХ century and the beginning of the ХХІ century is the adoption of a humanitarian paradigm that includes a multidimensional definition of health as physical, social, economic and creative well-being. At the same time, a key role in its creation is assigned, firstly, to the person himself, secondly, near medical fields: professional activity, recreation, education, etc. Teachers should recognize: although educational activity is the main one in childhood and early youth, nevertheless other areas of life should be under the control of parents, teachers and, most importantly, young people themselves, not forcibly, but consciously and naturally.

scholarly journals CONCEPÇÕES DO ENSINAR CIÊNCIAS DA NATUREZA E MATEMÁTICA NO CURRÍCULO INTEGRADO DO PROEJA

2017 ◽  
Vol 9 (3) ◽  
pp. 156
Author(s):  
Eliane Maria Pinto Pedrosa
Keyword(s):  
Young People ◽  
Social Relations ◽  
Integrated Curriculum ◽  
Research Problem ◽  
Natural Sciences ◽  
Structured Interviews ◽  
Similarities And Differences ◽  
And Mathematics ◽  
Research Narrative ◽  
Narrative Mode

Neste artigo, são discutidos elementos da pesquisa sobre concepções de sujeitos envolvidos no ensino de Ciências da Natureza e de Matemática, no contexto da formação de jovens e adultos integrada à educação profissional. Assume como problema de pesquisa as concepções que sustentam o ensino das Ciências da Natureza e de Matemática, em um currículo integrado, formalmente enunciado por cursos técnicos integrados do Proeja. Concepção, neste estudo, significa uma forma própria de pensar e representar o mundo, construída a partir das experiências imbricadas nas relações sociais. Trata-se de uma pesquisa de natureza qualitativa, na modalidade narrativa que objetiva apreender concepções expressas em relatos de sujeitos do ensino destes campos de conhecimentos em foco, frente ao desafio do currículo integrado. Junto a quatro docentes das disciplinas: Química, Biologia, Física e Matemática, do curso técnico em Eletrotécnica Integrado/Proeja/IFMA, foram recolhidos dados por meio de entrevistas semiestruturadas e anotações em diários. Neste artigo, foca-se a reflexão na categoria denominada: O Ensinar as Ciências da Natureza e a Matemática: aproximações e distanciamentos. Foi possível apreender que as concepções expressas nas histórias contadas sobre o ensinar estes campos de conhecimentos revelam aproximações e distanciamentos do proposto pela formação de jovens e adultos que traz o currículo integrado como esteio.Palavras-chave: Ensino das Ciências da Natureza e de Matemática. Proeja. Currículo integrado.ABSTRACT This paper discusses elements of research on subjects of concepts involved in the teaching of Natural Sciences and Mathematics, in the training of young people and adults at integrated vocational education. It takes as research problem the concepts that support the teaching of Natural Sciences and Mathematics, an integrated curriculum, formally enunciated by Integrated Technical Courses of Proeja. Design, in this study, mean its own way of thinking and representing the world, built from the experiences imbricated in social relations. This is a qualitative research, narrative mode that aims to grasp concepts expressed in teaching the subject of reports of these fields of knowledge in focus, face the challenge of the integrated curriculum. Together with four teachers of these areas: Chemistry, Biology, Physics and Mathematics, the Technical Course in Integrated Electrical/Proeja/IFMA, collect data through semi-structured interviews and notes in diaries. In this article we reflection in the category called: The Teaching of Natural Sciences and Mathematics: similarities and differences. It was possible to learn that the views expressed in stories about teaching these skills courses reveal similarities and differences of the proposed for the formation of young people and adults that brings the integrated curriculum as mainstay. Keywords: Teaching of Natural Sciences and Mathematics. Proeja. Integrated curriculum.CONCEPCIONES DEL ENSEÑAR CIENCIAS DE LA NATURALEZA Y MATEMÁTICA EN EL CURRÍCULUM INTEGRADO DEL PROEJARESUMENEn este artículo discutimos elementos sobre concepciones de sujetos involucrados en la enseñanza de Ciencias de la Naturaleza y Matemática, en el contexto de la formación de jóvenes y adultos integrada a la  educación profesional. Se toma como problema de pesquisa las concepciones que apoyan el enseño de las Ciencias de la Naturaleza y Matemática, dentro de uno currículum integrado, formalmente resignado por los Cursos Técnicos Integrados del Proeja. Concepción, en este artículo, significa una forma propia de pensar y representar el mundo, construidas desde las experiencias imbricadas en las relaciones sociales. Se trata de una pesquisa de naturaleza cualitativa, en el modelo narrativo que objetiva aprender concepciones expresas en relatos de sujetos del enseño dentro de esas áreas de conocimiento en foco, frente al desafío del currículum integrado. Junto con cuatro maestro que enseñan: Química, Biología, Física y Matemática del curso técnico en lectrotécnica Integrada/Proeja/IFMA, recogemos dados por medios de entrevistas semiestructuradas y anotaciones en diarios. En este artículo enfocamos la reflexión en la categoría llamada: El enseñar de las Ciencias de la Naturaleza y Matemática: aproximaciones y distanciamientos. Hemos hecho posible que aprender las concepciones expresas en las historias dichas sobre el enseño en estas áreas del conocimiento revelan aproximaciones y distanciamientos del propuesto por la formación de jóvenes y adultos que lleva el currículum integrado como pilar. Palabras clave: Enseñanza de las Ciencias de la Naturaleza y Matemáticas. Proeja. Plan de estudios integrados.

Developing theory-based risk-reduction interventions for HIV-positive young people with haemophilia

Haemophilia ◽  
2001 ◽  
Vol 7 (1) ◽  
pp. 64-71 ◽  
Author(s):  
J. R. Schultz ◽  
R. B. Butler ◽  
L. Mckernan ◽  
R. Boelsen ◽  
Keyword(s):  
Young People ◽  
Risk Reduction ◽  
Hiv Positive

Young People, Comics and Reading

2019 ◽  
Author(s):  
Lucia Cedeira Serantes
Keyword(s):  
Young People

Deaf Young People and their Families

1995 ◽  
Author(s):  
Susan Gregory ◽  
Juliet Bishop ◽  
Lesley Sheldon
Keyword(s):  
Young People

Social representations of human rights violations: Further evidence

2001 ◽  
Vol 60 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Alain Clémence ◽  
Thierry Devos ◽  
Willem Doise
Keyword(s):  
Cluster Analysis ◽  
Human Rights ◽  
Costa Rica ◽  
Young People ◽  
Social Representations ◽  
Social Reality ◽  
Questionnaire Study ◽  
Human Rights Violations ◽  
High Tolerance ◽  
Individual Actions

Social representations of human rights violations were investigated in a questionnaire study conducted in five countries (Costa Rica, France, Italy, Romania, and Switzerland) (N = 1239 young people). We were able to show that respondents organize their understanding of human rights violations in similar ways across nations. At the same time, systematic variations characterized opinions about human rights violations, and the structure of these variations was similar across national contexts. Differences in definitions of human rights violations were identified by a cluster analysis. A broader definition was related to critical attitudes toward governmental and institutional abuses of power, whereas a more restricted definition was rooted in a fatalistic conception of social reality, approval of social regulations, and greater tolerance for institutional infringements of privacy. An atypical definition was anchored either in a strong rejection of social regulations or in a strong condemnation of immoral individual actions linked with a high tolerance for governmental interference. These findings support the idea that contrasting definitions of human rights coexist and that these definitions are underpinned by a set of beliefs regarding the relationships between individuals and institutions.

Information-Seeking on the Internet

Crisis ◽  
2015 ◽  
Vol 36 (3) ◽  
pp. 211-219 ◽  
Author(s):  
Vinod Singaravelu ◽  
Anne Stewart ◽  
Joanna Adams ◽  
Sue Simkin ◽  
Keith Hawton
Keyword(s):  
At Risk ◽  
Young People ◽  
Information Seeking ◽  
Significant Proportion ◽  
The Internet ◽  
Search Terms ◽  
Specific Advice ◽  
Restriction Sites ◽  
Self Harm ◽  
Negative Tone

Abstract. Background: The Internet is used by young people at risk of self-harm to communicate, find information, and obtain support. Aims: We aimed to identify and analyze websites potentially accessed by these young people. Method: Six search terms, relating to self-harm/suicide and depression, were input into four search engines. Websites were analyzed for access, content/purpose, and tone. Results: In all, 314 websites were included in the analysis. Most could be accessed without restriction. Sites accessed by self-harm/suicide search terms were mostly positive or preventive in tone, whereas sites accessed by the term ways to kill yourself tended to have a negative tone. Information about self-harm methods was common with specific advice on how to self-harm in 15.8% of sites, encouragement of self-harm in 7.0%, and evocative images of self-harm/suicide in 20.7%. Advice on how to get help was given in 56.1% of sites. Conclusion: Websites relating to suicide or self-harm are easily accessed. Many sites are potentially helpful. However, a significant proportion of sites are potentially harmful through normalizing or encouraging self-harm. Enquiry regarding Internet use should be routinely included while assessing young people at risk.

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