Toward an Expansion of Science Education Through Real-Life Activities in Japan

2010 ◽  
pp. 187-202 ◽  
Keyword(s):  
Science Education ◽  
Real Life

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

scholarly journals Changes in Connotative Perception of Notions from the Area of Science Education at a Science Camp

2019 ◽  
Vol 24 (1-2) ◽  
pp. 53-60
Author(s):  
Petra Ivánková
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Positive Impact ◽  
Statistical Significance ◽  
Real Life ◽  
Semantic Differential ◽  
Differential Method ◽  
Science Camp ◽  
Before And After ◽  
Science And Education

Abstract The main reason of children’s low interest in the study of natural science subjects is the inability to link the knowledge acquired at school to subjects such as chemistry or physics with real life outside the classroom. Their ideas about the scientists are often mistaken and glamorized. With the effort of the Vebor camp, these ideas are corrected and shifted towards reality. The research was focused on the perception of children of selected concepts before and after the camp. There are many researches fields dealing with science camps or teaching outside of school. Our research has used the semantic differential method, which we have seen only sporadically in research on this subject. The results of the research are mostly positive and show that the scientific camp has a positive impact on the understanding and perception of children of selected aids from the area of science and education. Very interesting are the results, for example, when the term of “teacher”, where the connotative perception of the term has changed from very negative to highly positive with statistical significance of 99 %. Many of the more interesting results are presented in the article.

Identifying Pupils’ Mental Model of the Day and Night Concept

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
T Aci Parlina ◽  
Neni Hermita ◽  
Mahmud Alpusari ◽  
Eddy Noviana
Keyword(s):  
Science Education ◽  
Mental Models ◽  
Mental Model ◽  
Mental Representations ◽  
Real Life ◽  
Student Understanding ◽  
Research Subjects ◽  
School Students ◽  
Physical Knowledge ◽  
Quantitative Descriptive

Many students and even teachers still cannot recognize the relevance of the model to build physical knowledge. The study of mental representations built by students in their interactions with the world, phenomena and artifacts, is an important line of research in science education. Therefore, it is not surprising that analogies play an important role in science education, because the construction of students in mental models of abstract phenomena must be rooted in some existing or previous experiences, to interpret more complex ideas. The purpose of this study is to investigate mental models elementary school students against the phenomenon of day and night. This research is quantitative descriptive. The research subjects were 20 students in grade six. The results showed that 20% of students had a low mental model (LMM), 45% of students had a moderate mental model (MMM), and 35% of students had a high mental model (HMM). Based on the results of the study it can be said that, (1) 20% of students cannot explain the concepts scientifically and students' understanding is at the level of symbolic representation. (2) 45% of students cannot explain the causes of a phenomenon, student understanding is at the level of macrocospic representation, (3) and 35% of students have concepts with understanding based on real-life observations with scientific concepts learned at school and students' understanding is at the level of representation of microcosms.

scholarly journals Didactical Model that Integrates the Student’s Knowledge about Nature and its Effectiveness Analysis

2015 ◽  
Vol 1 ◽  
pp. 409
Author(s):  
Jānis Dzerviniks ◽  
Jānis Poplavskis
Keyword(s):  
Science Education ◽  
Empirical Research ◽  
Real Life ◽  
Oecd Countries ◽  
Average Level ◽  
Knowledge And Skills ◽  
Effectiveness Analysis ◽  
Nature Studies ◽  
Physics Knowledge ◽  
Physics Curriculum

Nowadays the main goal of science education is to development a competence of nature studies and tehnologies. The relatively low arhievements of Latvian students when compared to the average level of OECD countries, points towards the need to develop the students’ capabilities to use the knowledge and skills acquired in school in real life situations.The authors based upon the theoretical and empirical research developed and approbated a didactical model that integrates the student’s knowledge about nature. This mentioned model forsees a more effective acquisition of physics knowledge, a deeper understanding of physics curriculum, the interaction between nature and technologies, the use of physics knowledge, the development of abilities of scientific enquiries, enrichment of positive emotional attitude, development of expressions of scientific reflexion.

Fostering Practical Developers in Computer Science Classrooms

2019 ◽  
pp. 55-87
Author(s):  
Yin Zhang
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Software Development ◽  
Computer Science ◽  
Teaching And Learning ◽  
Computer Science Education ◽  
Real Life ◽  
Visual Programming ◽  
Traditional Teaching ◽  
Science Classrooms

Real-life software development requires practical developers. This chapter discusses the challenges put by real-life software development on computer science education of modern universities, and how to face these challenges by changing traditional teaching and learning to a PBL-based approach. Based on a literature review on PBL theories, methods and tools, and observations made in classrooms and group rooms at Aalborg University, this chapter discusses possible aspects to consider when changing traditional computer science classrooms. A case is then used to demonstrate the process of changing traditional teaching and learning of a computer science course named Visual Programming and Applications to a PBL-based approach.

Localizing Socioscientific Issues and Globalizing Citizen Science Through Computer-Supported Collaborative Learning

2020 ◽  
pp. 110-126
Author(s):  
Bahadir Namdar
Keyword(s):  
Science Education ◽  
Collaborative Learning ◽  
Citizen Science ◽  
Large Scale ◽  
Real Life ◽  
Socioscientific Issues ◽  
Computer Supported Collaborative Learning ◽  
Life Issues ◽  
Meaningful Engagement ◽  
Science Curricula

Science education has given an increasing amount of attention to incorporating real-life issues into science curricula and engaging students in practices similar to those of scientists, most recently via the fields of socioscientific issues (SSI) and citizen science (CS). Frequently, socioscientific issues focus on globalized problems, while citizen science focuses on localized issues. For meaningful engagement with these two approaches, this chapter advocates for incorporating computer-supported collaborative learning (CSCL). The chapter introduces and defines SSI, CS, and CSCL. Then, it discusses the major affordances of CSCL to bridge SSI and CS. The author presents three key areas in which CS, the study of SSI, and CSCL environments can work together to cohesively advance both joint and individual purposes. The chapter concludes with a seven-step instructional sequence arguing for localizing SSI and globalizing CS via local and large-scale collaboration.

scholarly journals Developing A Conceptual Framework for Science Teaching at Colleges of Education in Ghana

2021 ◽  
Vol 2 (6) ◽  
pp. 13-18
Author(s):  
A. M. Naah ◽  
M. Owusu ◽  
V. Osei-Himah ◽  
F. Owusu Ansah ◽  
T. K. Mensah ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Colleges Of Education ◽  
Science Content ◽  
Physical Universe ◽  
Education In Ghana ◽  
Understanding Of Science ◽  
And Performance

This paper looks at Science taught in Ghana generally. It defines Science and science education fundamentally, as the methodical observation, conception, analysis, and exhibition of patterns to understand what exist in the physical universe which is evidence-based and their interactions with each other. The understanding of these processes keeps changing as new relationships and explanations emerge. The motion and interactivity with materials employed by the pedagogies become key elements for creating exciting, dynamic and captivating experiences that motivate students to learn and pursue a science course with a greater sense of purpose. Science education is the teaching and learning of science to non-scientists, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. However, the employ of inappropriate teaching methodologies is one of the factors that contribute to the low participation and performance of students in science. Little effort is made to relate the concepts learnt and the examples/illustrations used to real life, especially within the context of the students' own lives and environment. This article attempts to proffer a concise definition to merge the ideas from some scholars for a better understanding of science; meaning of Science Education; relevance of the study of science (or science education); problems of science teaching in Ghana and the effects and propounds a challenging model for implementation for effective science teaching in Colleges of Education in Ghana.

scholarly journals Authentic Material and Automaticity for Teaching English

2017 ◽  
Vol 10 (1) ◽  
pp. 83
Author(s):  
Widyastuti Widyastuti
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Real Life ◽  
Text Structure ◽  
First Year ◽  
Teaching English ◽  
Authentic Material ◽  
English Fluency ◽  
Real Language ◽  
Teaching Learning

This article discusses how to make students of Science Education in first year feel interesting in English lesson, understanding the text well and can communicate English fluency. It has been suggested that Authentic Material and Automaticity Theory not only creates a friendly and fun condition in teaching reading but helps students to study comprehensibly so they are able to understand the text, structure, vocabulary easily, read fluently and they also can communicate in English. The authentic material can make the teaching learning process fun and eliminate boring because the topics and materials can be found in internet so it will be more visually and  interactive . Automaticity theory can solve the problem of students who must memorize words that make them feel boring and forget the words soon. The other benefit is the students can exposure the real language being used in a real context and stimulate studens’idea, encouarage them to relate themselves with real-life experiencesThese strategies can make the students understand easily and enjoy the teaching learning process. By combining authentic material and automaticity strategies for teaching English in science education, will develop readers (students) to become fully competent and fluent.

Postlude: seamless composition and integration – a perspective on formal methods research

2013 ◽  
Vol 23 (4) ◽  
pp. 934-943
Author(s):  
AZER BESTAVROS ◽  
ASSAF KFOURY ◽  
ANDREI LAPETS
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Formal Methods ◽  
Computer Science Education ◽  
Real Life ◽  
Software Systems ◽  
Central Component ◽  
Special Issue ◽  
Mathematical Structures

Have formal methods in computer science come of age? While the contributions to this special issue of Mathematical Structures in Computer Science attest to their importance in the design and analysis of particular software systems, their relevance to the field as a whole is far wider. In recent years, formal methods have become more accessible and easier to use, more directly related to practical problems and more adaptable to imperfect and/or approximate specifications in real-life applications. As a result, they are now a central component of computer-science education and research.

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