Notice of Retraction: Science Education and Fostering of Critical Thinking in China

2009 ◽  
Author(s):  
Cuilan Qiao
Keyword(s):  
Science Education ◽  
Critical Thinking

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

scholarly journals The environment and politics in science education: the case of teaching fracking

2021 ◽  
Author(s):  
Lynda Dunlop ◽  
Lucy Atkinson ◽  
Maria Turkenburg-van Diepen
Keyword(s):  
High School ◽  
Science Education ◽  
Critical Thinking ◽  
Young People ◽  
Hydraulic Fracturing ◽  
Environmental Issues ◽  
School Science ◽  
Research Literature ◽  
High School Science ◽  
Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

Do Debates Enhance Critical Thinking and Argumentation in Political Science Education?

2020 ◽  
Vol 32 (3) ◽  
pp. 159-184
Author(s):  
Taedong Lee ◽  
Whi Chang ◽  
Youcheer Kim ◽  
Hyo Won Lee ◽  
Jong-Yun Bae
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Political Science ◽  
Political Science Education

A case for critical constructivism and critical thinking in science education

1997 ◽  
Vol 27 (2) ◽  
pp. 309-322 ◽  
Author(s):  
Mike Watts ◽  
Zelia Jofili ◽  
Risonilta Bezerra
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Critical Constructivism

Fallacies and student discourse: Conceptualizing the role of critical thinking in science education

1992 ◽  
Vol 76 (4) ◽  
pp. 437-450 ◽  
Author(s):  
Dana L. Zeidler ◽  
Norman G. Lederman ◽  
Stephen C. Taylor
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Student Discourse

scholarly journals The Implementation of Cooperative Learning Model For Critical Thinking Skills in the History Subject at SMA Pekanbaru

2017 ◽  
Vol 1 (1) ◽  
pp. 36
Author(s):  
Isjoni Isjoni
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Paired Data ◽  
Students Attitudes ◽  
Student’S T

In the approach to learning, teachers must be able to create an active, creative, effective, and funlearing. One of the learning approaches that can be used to create this active, creative, effectiveand fun learning in a group is cooperative learning. Jigsaw was particularly selected from varioustypes of cooperative learning. It was because it is used by researchers in science education, andless popular in social science education. Jigsaw arouse students' attitudes to learning, including inthe History subject. Jigsaw that is one ofthe types of cooperative learning models that encouragesstudents to be active and help each others in mastering the subject matter to achieve maximumperformance. The aim of the study was to see the different models of cooperative learning onstudents' critical thinking skills in the History subject. The method used was by using the teststatistics with analysis using Excel for Windows. To determine whether there is any differences,tests of paired data (Student's t-test) were comducted. If there are no significant differencesbetween the dependent variable for the pre-test, it will be used followed by ANOVA in the posttest. The results showed that there is a difference between the type of cooperative learning modeljigsaw with traditional learning in the study on the critical thinking skills of students in the Historysubject.

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