Science teaching: science teachers in Trinidad and Tobago share their stories

2018 ◽  
Vol 20 (1) ◽  
pp. 27-41
Author(s):  
Rawatee Maharaj-Sharma ◽  
Aarti Sharma
Keyword(s):  
Trinidad And Tobago ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Science

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.

The Society’s Scientific Research in Schools Committee

1963 ◽  
Vol 18 (2) ◽  
pp. 181-184
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Royal Society ◽  
Ad Hoc ◽  
Scientific Research ◽  
School Science ◽  
Teaching Science ◽  
Teaching Staff ◽  
British Isles ◽  
Thomas Merton

In 1957 Council appointed an ad hoc committee under the Chairmanship of Sir Thomas Merton to consider whether the Royal Society might take any useful action to improve and extend the teaching of science in schools. One of its conclusions indicated that a difficulty in the recruitment of science teaching staff was the lack of facilities for research. A joint committee was therefore established in July 1957 with representatives of the Royal Society and the (then) Science Masters’ Association, to consider the problems of science masters who wished to pursue research and to arrange provision of advice in response to particular requests. The terms of reference were deliberately framed to give the widest scope and can be summed up as ‘To assist school science teachers who wish to pursue research’. In setting up this committee the Council of the Royal Society was of the opinion that the teaching of science in schools may be improved if those teaching science were enabled to carry out some kind of research at school in such a way that senior pupils may be able to take an interest in any research being pursued at their schools. On the inception of the scheme some 1383 schools in the British Isles were advised and publicity given in various appropriate journals; many replies were received warmly welcoming the formation of this new committee.

scholarly journals A cohort of novice Danish science teachers: Background in science and argumentation about science teaching

1970 ◽  
Vol 7 (2) ◽  
pp. 202-218 ◽  
Author(s):  
Birgitte Lund Nielsen
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Teaching Science ◽  
Large Subgroup ◽  
Approach To Teaching ◽  
Areas Of Concern ◽  
Danish Science ◽  
Practice Of Science

A survey on science background and argumentation about science teaching was conducted on a local cohort of newly qualified Danish science teachers. The survey was administered before the novice teachers began their first jobs in primary and lower secondary schools and focused on their reflections on specific scenarios of science teaching and themselves as teachers in various science fields. Three areas of concern were identified: There was evidence of reflection upon and argumentation for the practice of science teaching being stundent centred, but many respondents showed a tendency to focus on students’ activities as a goal in themselves, few considered what the students learned through the activities. Results furthermore suggest that the teachers’ own assessment of their subject matter knowledge in the physics field may, for a large subgroup in the cohort, affect their approach to teaching science.

Models in science and for teaching science: Data from an intervention programme

2017 ◽  
Vol 9 (1) ◽  
pp. 308-318
Author(s):  
Joana Torres ◽  
Clara Vasconcelos,
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching Science ◽  
Future Research ◽  
Intervention Programme ◽  
Science Data ◽  
General Terms ◽  
Models In Science ◽  
Prospective Science Teachers

Abstract     Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers’ views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research. Keywords: Intervention programme, modelling, models, prospective teachers’ views, science teaching.    

scholarly journals The Influence of a Science Methods Course on Prospective Elementary Teachers’ Visions of Science Teaching

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martha M Canipe ◽  
Jessica Y Coronado Verdugo
Keyword(s):  
Elementary Teachers ◽  
Science Teaching ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Teaching Science ◽  
Methods Course ◽  
Science Methods ◽  
Science Methods Course ◽  
Prospective Elementary Teachers

Prospective elementary teachers may enter their teacher education program having experienced science more as a collection of definitions and facts than in ways that support rich engagement with scientific phenomena. As a result, their visions of themselves as science teachers may not align with the most recent understandings about how to teach science to support student learning. Science methods courses are settings that have the potential to shift prospective teachers’ visions of science teaching. We used an explanatory sequential mixed methods approach with collection of survey data followed by interviews with selected participants. We analyzed how prospective elementary teachers’ visions of science teaching shifted over the course of a one-semester science methods course and what experiences they felt most influenced their visions of teaching science. We found that the visions of science teaching shifted towards or maintained alignment with the principles of science teaching introduced in the science methods course. Additionally, the prospective teachers identified model science activities and explicit connections between these activities and how students learn science as having influenced them in terms of how they thought about teaching science.

scholarly journals Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 148
Author(s):  
Xiaoshan Z. Gordy ◽  
Wesley Sparkmon ◽  
Hyllore Imeri ◽  
Andrew Notebaert ◽  
Marie Barnard ◽  
...  
Keyword(s):  
Distance Learning ◽  
Science Teaching ◽  
Science Teachers ◽  
Online Teaching ◽  
Structured Interview ◽  
School Science ◽  
Qualitative Inquiry ◽  
High School Science ◽  
Technology In Teaching ◽  
Medical Interest

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

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