Promoting Effective Science Education through Teacher Leadership

2009 ◽  
pp. 173-187
Keyword(s):  
Science Education ◽  
Teacher Leadership ◽  
Effective Science

scholarly journals Designing Effective Spaces, Tasks and Metrics for Communication in Second Life Within the Context of Programming LEGO NXT Mindstorms™ Robots

2010 ◽  
Vol 1 (1) ◽  
pp. 20-37 ◽  
Author(s):  
Michael Vallance ◽  
Stewart Martin ◽  
Charles Wiz ◽  
Paul van Schaik
Keyword(s):  
Decision Making ◽  
Science Education ◽  
Second Life ◽  
Science Learning ◽  
Pedagogical Approach ◽  
Construction Of Knowledge ◽  
Effective Science ◽  
Community Cooperation ◽  
Social Constructivist Learning

Science education is concerned with the meaningful pursuit of comprehension, knowledge and understanding of scientific concepts and processes. In Vygotskian social constructivist learning, personal interpretation, decision-making and community cooperation fosters long-term understanding and transference of learned concepts. The construction of knowledge requires learners to be actively involved in the process of learning. For effective science learning to take place an instructor’s pedagogical approach must be anchored in meaningful contexts so that students have actual opportunities to experience science. This paper presents the early stages of a research project that attempts to assess and define effective measurements for evaluating strategies for communicating science by using LEGO robots and Mindstorms™ RCX controllers that are collaboratively constructed and programmed by students using virtual technologies while physically situated in different locations.

Why Engaging in the Practices of Science Is Not Enough to Achieve Scientific Literacy

2016 ◽  
Vol 78 (5) ◽  
pp. 370-375 ◽  
Author(s):  
Wendy R. Johnson
Keyword(s):  
Science Education ◽  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Modern Science ◽  
Next Generation Science Standards ◽  
Habits Of Mind ◽  
Science Standards ◽  
Effective Science ◽  
Culture Of Science ◽  
K 12

The National Research Council's Framework for K–12 Science Education and the resulting Next Generation Science Standards call for engaging students in the practices of science to develop scientific literacy. While these documents make the connections between scientific knowledge and practices explicit, very little attention is given to the shared values and commitments of the scientific community that underlie these practices and give them meaning. I argue that effective science education should engage students in the practices of science while also reflecting on the values, commitments, and habits of mind that have led to the practices of modern science and that give them meaning. The concept of methodological naturalism demonstrates the connection between the values and commitments of the culture of science and its practices and provides a useful lens for understanding the benefits and limitations of scientific knowledge.

scholarly journals The roles of the formal and informal sectors in the provision of effective science education

2010 ◽  
Vol 46 (1) ◽  
pp. 1-44 ◽  
Author(s):  
Susan M. Stocklmayer ◽  
Léonie J. Rennie ◽  
John K. Gilbert
Keyword(s):  
Science Education ◽  
Effective Science ◽  
Formal And Informal Sectors

Implementing the Understanding by Design Framework in Higher Education

2015 ◽  
pp. 632-643
Author(s):  
Judy Alhamisi ◽  
Blanche Jackson Glimps ◽  
Chukwunyere E. Okezie
Keyword(s):  
Science Education ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Science Curriculum ◽  
Deep Understanding ◽  
Curriculum Planning ◽  
Clinical Experiences ◽  
Understanding By Design ◽  
Effective Science

This chapter describes an organizational initiative to develop and implement the Understanding by Design (UbD) curriculum-planning framework to improve learning outcomes for teacher candidates and their students during clinical experiences and in their future classrooms. This case study explores a pedagogical approach that has met with success in working with teacher candidates. The focus is on a narrow range of knowledge, skills, and dispositions related to effective teaching in science education: the ability to design, plan, and implement curriculum. Curriculum design using the Understanding by Design (UbD) Framework is a high priority when moving from simply covering subject matter to ensuring deep understanding. Using “Backward Design” helped many teacher candidates develop skills to plan effective science curriculum, units, and lessons. The experiences of two teacher education programs in building teacher candidates' skills in planning and implementing science education curriculum using the UbD Framework are presented in this case study.

Implementing the Understanding by Design Framework in Higher Education

2014 ◽  
pp. 64-79
Author(s):  
Judy Alhamisi ◽  
Blanche Jackson Glimps ◽  
Chukwunyere E. Okezie
Keyword(s):  
Science Education ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Science Curriculum ◽  
Deep Understanding ◽  
Curriculum Planning ◽  
Clinical Experiences ◽  
Understanding By Design ◽  
Effective Science

This chapter describes an organizational initiative to develop and implement the Understanding by Design (UbD) curriculum-planning framework to improve learning outcomes for teacher candidates and their students during clinical experiences and in their future classrooms. This case study explores a pedagogical approach that has met with success in working with teacher candidates. The focus is on a narrow range of knowledge, skills, and dispositions related to effective teaching in science education: the ability to design, plan, and implement curriculum. Curriculum design using the Understanding by Design (UbD) Framework is a high priority when moving from simply covering subject matter to ensuring deep understanding. Using “Backward Design” helped many teacher candidates develop skills to plan effective science curriculum, units, and lessons. The experiences of two teacher education programs in building teacher candidates' skills in planning and implementing science education curriculum using the UbD Framework are presented in this case study.

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