Hypatia’s heterodox scientific teaching

Two early nineteenth century texts treating the production and use of wax models of fruit reveal the history of these objects in the context of courtly decoration. Both sources emphasise the models' decorative qualities and their suitability for display, properties which were not simply by-products of the realism that the use of wax allowed. Thus, such models were not regarded merely as visual aids for educational purposes. The artists who created them sought to entice collectors of art and natural history objects, as well as teachers and scientists. Wax models of fruits are known to have been collected and displayed as early as the seventeenth century, although only one such collection is extant. Before the early nineteenth century models of fruits made from wax or other materials (glass, marble, faience) were considered worthy of display because contemporaries attached great importance to mastery of the cultivation and grafting of fruit trees. This skill could only be demonstrated by actually showing the fruits themselves. Therefore, wax models made before the early nineteenth century may also be regarded as attempts to preserve natural products beyond the point of decay.

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Development of a scientific teaching faculty resource site (720.6)

The FASEB Journal ◽

10.1096/fasebj.28.1_supplement.720.6 ◽

2014 ◽

Vol 28 (S1) ◽

Author(s):

Melissa Palmer ◽

Noah Holm ◽

Marshall Stern ◽

Marcia Hathaway ◽

Krishona Martinson ◽

...

Keyword(s):

Scientific Teaching ◽

Teaching Faculty ◽

Resource Site

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PENERAPAN METODE SAINTIFIK MELALUI INOVASI KONDISI PEMBELAJARAN PADA MATA PELAJARAN IPA-BIOLOGI UNTUK MENINGKATKAN KOMPETENSI SISWA DI SMA N 1 SIPAHUTAR

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v7i2.23241 ◽

2020 ◽

Vol 7 (2) ◽

pp. 135

Author(s):

Oloan Pandopotan Pangaribuan

Keyword(s):

Learning Outcomes ◽

Teaching Methods ◽

Scientific Method ◽

Student Learning Outcomes ◽

Male Students ◽

Classroom Teachers ◽

Activity Increase ◽

Biology Students ◽

Scientific Teaching ◽

Improving Student Learning

Abstrak: Penelitian ini bertujuan untuk mengetahui (1) peningkatan aktifitas serta keaktifan siswa dalam kegiatan pembelajaran menggunakan Metode Pengajaran Saintifik (2) peningkatan hasil belajar siswa pada pembelejaran dengan menggunakan Metode Pengajaran Saintifik. Subjek dalam penelitian ini adalah siswa kelas XII yang berjumlah 39 siswa yang seluruhnya di dominasi siswa laki-laki di SMA Negeri 1 Sipahutar . Pengambilan siswa kelas XII sebagai subjek dalam penelitian ini berdasarkan hasil observasi dan kesepakatan dengan beberapa guru lainnya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang dilakukan secara kolaboratif dengan guru-guru SMA Negeri 1 Sipahutar , artinya dilakukan kerja sama dengan guru kelas. Ada peningkatan hasil belajar dan keaktifan siswa dalam penggunaan Metode Pengajaran Saintifik pada mata pelajararan IPA-Biologi siswa kelas XII SMA Negeri 1 Sipahutar . Rata-rata hasil belajar siklus I sebesar 70,83 dengan ketuntasan 64,10% kemudian pada siklus II terjadi peningkatan rata-rata hasil belajar yaitu 80,48 dengan ketuntasan 89,74%. Peningkatan juga dapat dilihat pada keaktifan siswa, rata-rata keaktifan siswa pada siklus I sebesar 50,00% dan siklus II sebesar 78,00%. Jadi peningkatan rata-rata keaktifan siswa sebesar 28,00%. Kata Kunci: Metode Saintifik, Pembelajaran, IPA-Biologi, IPA Biologi Abstract: This study aims to determine (1) increase activity and activeness of students in learning activities using the method of scientific teaching (2) improving student learning outcomes on the pursuit by using the method of scientific teaching. Subjects in this study were the students of class XII which amounted to 39 students who are all dominated by male students in SMA Negeri 1 Sipahutar . Class XII as a subject in this study based on observation and agreement with some other teachers. This study uses Classroom Action Research (PTK) which is done collaboratively with teachers of SMA Negeri 1 Sipahutar , meaning that it is done in cooperation with classroom teachers. There is an increase in learning outcomes and student activeness in the use of Scientific Teaching Methods in the eyes of science-biology students of grade XII SMA Negeri 1 Sipahutar . Average learning outcomes cycle I of 70.83 with 6410% completeness and then on the second cycle there is an increase in the average learning outcome is 80.48 with a complete 89.74%. Improvement can also be seen on student activeness, student's active activity on cycle I is 50,00% and cycle II is 78,00%. So the average student activity increase is 28.00%. Keywords: Scientific Method, Learning, Science-Biology, Science Biology

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On the Construction of Higher Vocational Teachers’ Ethnics in Education Poverty Alleviation

Journal of Higher Education Research ◽

10.32629/jher.v2i2.300 ◽

2021 ◽

Vol 2 (2) ◽

Author(s):

Pei Zhang

Keyword(s):

Teaching Methods ◽

Poverty Alleviation ◽

Vocational Teachers ◽

Scientific Teaching ◽

Decisive Victory ◽

Political Integrity ◽

Vocational Colleges ◽

Teacher Ethics

2020 is the year of decisive victory in building a well-off society in an all-round way, and decisive battle against poverty. Higher vocational colleges need a team of teachers with good ethics and style, as well as both ability and political integrity. Higher vocational teachers should use their own wisdom and choose scientific teaching methods. They should also warm students with love and influence students with noble teacher ethics, so that every impoverished student can learn something. In the end, this can achieve education poverty alleviation, and higher vocational teachers can contribute their own strength to the country's poverty alleviation.

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Epistemic Inclusion and STEM

Advances in Psychology, Mental Health, and Behavioral Studies - Decreasing School Violence, Bullying, and Delinquency With Epistemic Inclusion ◽

10.4018/978-1-7998-4366-5.ch010 ◽

2021 ◽

pp. 176-190

Keyword(s):

Science Technology ◽

Scientific Teaching ◽

And Mathematics ◽

Mathematics Reasoning

It is extremely difficult to maintain interest in an IQ-considered domain when the student is convinced of being ungifted. Hybrid scientific teaching that promotes using combined science, technology, engineering, and mathematics reasoning to resolve problems can be used jointly with epistemic inclusion (making students feel competent and encouraged to acquire and display their competence in their own manner) to arouse students' curiosity and interest. Indeed, those who are convinced of their own incompetency can excel once teachers break the scheme related to their reputation, proving to them that they are competent.

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Using social media and scientific teaching to enhance undergraduate learning

Learning Everywhere on Campus ◽

10.4324/9781315205809-12 ◽

2017 ◽

pp. 135-145

Author(s):

Greg Heiberger ◽

Ruth Harper

Keyword(s):

Social Media ◽

Scientific Teaching

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Design and Implementation of Digital Art Teaching System Based on Interactive Virtual Technology

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v11i11.6254 ◽

2016 ◽

Vol 11 (11) ◽

pp. 49 ◽

Cited By ~ 1

Author(s):

You-tian Ye

Keyword(s):

Digital Art ◽

University Management ◽

Virtual Technology ◽

Teaching System ◽

Design And Implementation ◽

Science And Art ◽

Scientific Teaching ◽

Art Teaching ◽

Education Innovation ◽

Art Design

Aiming at design a digital art teaching system and improve its performance, the interactive virtual technology is proposed. The art design major education innovation must abide by the open character and build scientists’ teaching and curricula system and quality judgment criteria and mechanisms. We can exploit digital art major education with creativity, so invigorated digital art design stimulates education develops soundly, orderly and creatively. The system was implemented in 9 levels of the 206 universities. The results indicate that the system will help the combination of science and art, highlight distinctive university management with scientific teaching system and transform students 9 intelligence cultivation into wisdom and creation.

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Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching

CBE—Life Sciences Education ◽

10.1187/cbe.17-06-0106 ◽

2018 ◽

Vol 17 (1) ◽

pp. ar2 ◽

Cited By ~ 16

Author(s):

Melinda T. Owens ◽

Gloriana Trujillo ◽

Shannon B. Seidel ◽

Colin D. Harrison ◽

Katherine M. Farrar ◽

...

Keyword(s):

Professional Development ◽

Active Learning ◽

Development Program ◽

Audio Analysis ◽

Biology Department ◽

Scientific Teaching ◽

Published Evidence ◽

Large Numbers ◽

Learning Techniques ◽

Teaching In Higher Education

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department’s faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department–wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations.

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