Mixing languages for science learning and participation: an examination of Korean-English bilingual learners in an after-school science-learning programme

2019 ◽  
Vol 41 (10) ◽  
pp. 1303-1323 ◽  
Author(s):  
Minjung Ryu
Keyword(s):  
Science Learning ◽  
School Science ◽  
After School ◽  
Bilingual Learners ◽  
English Bilingual

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

scholarly journals Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Arif Sholahuddin ◽  
Ratna Yulinda ◽  
M Fuad Sya'ban ◽  
Rasidah Rasidah
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
School Science ◽  
Learning Objectives ◽  
High School Science ◽  
Science Laboratory ◽  
Guided Inquiry ◽  
Laboratory Management

Laboratorium sebagai sarana pembelajaran IPA memiliki fungsi sangat penting dalam menfasilitasi peserta didik membangun kompetensi ilmiah. Oleh karena itu diperlukan manajemen yang tepat oleh pengelola yang memiliki kompetensi. Kegiatan workshop ini dilakukan untuk memperkuat kompetensi guru dalam optimalisasi fungsi laboratorium IPA. Kegiatan dilakukan dalam bentuk ceramah-tanya jawab, diskusi, praktik laboratorium berbasis inquiry dan latihan implementasi manajemen laboratorium di laboratorium sekolah. Peserta kegiatan sebanyak 19 orang guru IPA SMP di Kota Banjarmasin dan Kabupaten Banjar. Kegiatan workshop ini mampu memperkuat pengetahuan dan keterampilan guru SMP dalam pengelolaan laboratorium dan keterampilan merancang dan melaksanakan praktikum berbasis guided inquiry serta kemampuan menerapkan hasil workshop di laboratorium IPA sekolah. Peserta workshop sangat antusias selama mengikuti kegiatan dan merasa sangat terbantu dalam mengatasi kendala dan permasalahan yang dialami guru-guru IPA di sekolah masing-masing. Perlu perluasan peserta workshop di berbagai daerah agar mampu meningkatkan peran laboratorium dalam mendukung tujuan pembelajaran IPA yang meliputi pengetahuan, sikap dan keterampilan ilmiah peserta didik.The laboratory has a very important function as a means of science learning to facilitate students to build their scientific competences. Therefore, we need proper management which is performed by the competent laboratory managers. This workshop was conducted to strengthen the teachers’ competence in optimizing the functions of a science laboratory. The workshop methods including lectures, discussions, inquiry-based laboratory practices and implementation of school’s laboratory management. The participants were 19 junior high school science teachers in Banjarmasin City and Banjar Regency. This workshop was able to strengthen teachers’ knowledge and skills in mining school’s laboratory, teachers’ skills to design and implement guided inquiry-based practicum, and teachers’ ability to apply skills in managing science laboratory. The participants appear very enthusiastic during the workshop and they felt greatly helped in overcoming many laboratory obstacles and problems. It is necessary to expand the workshop’s participants in various regions in order to increase the role of laboratories in supporting science learning objectives which include scientific knowledge, attitudes, and skills of students. 

scholarly journals Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action

2020 ◽  
Vol 12 (16) ◽  
pp. 6400 ◽  
Author(s):  
Carlie D. Trott ◽  
Andrea E. Weinberg
Keyword(s):  
Climate Change ◽  
Science Education ◽  
Low Income ◽  
School Science ◽  
Education For Sustainability ◽  
After School ◽  
Youth Of Color ◽  
Science Engagement ◽  
Climate Action ◽  
After School Program

Scientists and sustainability scholars continue to make urgent calls for rapid societal transformation to sustainability. Science education is a key venue for this transformation. In this manuscript, we argue that by positioning children as critical actors for sustainability in science education contexts, they may begin to reimagine what science means to them and to society. This multi-site, mixed-methods study examined how children’s climate change learning and action influenced their science engagement along cognitive, affective, and behavioral dimensions. For fifteen weeks, ten- to twelve-year-olds participated in an after-school program that combined on-site interactive educational activities (e.g., greenhouse gas tag) with off-site digital photography (i.e., photovoice process), and culminated in youth-led climate action in family and community settings. Participants were 55 children (M = 11.1 years), the majority from groups underrepresented in science (52.7% girls; 43.6% youth of color; 61.8% low-income). Combined survey and focus group analyses showed that, after the program, science became more relevant to children’s lives, and their attitudes towards science (i.e., in school, careers, and in society) improved significantly. Children explained that understanding the scientific and social dimensions of climate change expanded their views of science: Who does it, how, and why—that it is more than scientists inside laboratories. Perhaps most notably, the urgency of climate change solutions made science more interesting and important to children, and many reported greater confidence, participation, and achievement in school science. The vast majority of the children (88.5%) reported that the program helped them to like science more, and following the program, more than half (52.7%) aspired to a STEM career. Lastly, more than a third (37%) reported improved grades in school science, which many attributed to their program participation. Towards strengthening children’s science engagement, the importance of climate change learning and action—particularly place-based, participatory, and action-focused pedagogies—are discussed.

Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers

2015 ◽  
Vol 45 (1) ◽  
pp. 91-99 ◽  
Author(s):  
Craig Rofe ◽  
Azra Moeed ◽  
Dayle Anderson ◽  
Rex Bartholomew
Keyword(s):  
New Zealand ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Inquiry ◽  
School Science ◽  
Indigenous Students ◽  
Depth Interviews ◽  
Insight Into

School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.

Collaboration between the Exploratorium Museum (San Francisco) and the University of Chicago MRSEC in Educational Outreach Programs

2007 ◽  
Vol 1046 ◽  
Author(s):  
Eileen Sheu ◽  
Heinrich Jaeger ◽  
Sidney Nagel ◽  
Barry Kluger-Bell ◽  
Shawn Lani ◽  
...  
Keyword(s):  
San Francisco ◽  
Materials Science ◽  
School Science ◽  
Educational Outreach ◽  
After School ◽  
University Of Chicago ◽  
Community Interactions ◽  
Science Clubs ◽  
K 12 ◽  
The University

AbstractScience centers and museums have long been at the forefront of communicating the wonder of science to the general public and the K-12 school community. Interactions between the Exploratorium Museum (San Francisco, CA) and the University of Chicago MRSEC are described in this paper. The Exploratorium-organized NEO program—part of the NSF-sponsored NISE network—has greatly influenced the Univ. of Chicago's approach to its materials science course for teachers and helped them incorporate inquiry more deliberately into their after-school science clubs. Also, Exhibit Developers at the Exploratorium collaborate with scientists at the Univ. of Chicago to design exhibits that explain contemporary cutting-edge research in materials. These exhibits emphasize the wonder and beauty of common phenomena that one rarely stops to notice but which leads to deep scientific inquiry.

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