scholarly journals Observing and Experimenting with Falling Acer Samara and Making Samara Models in Upper Secondary School Science

2014 ◽  
Vol 55 (2) ◽  
pp. 201-208
Author(s):  
Yukio TERASHIMA
Keyword(s):  
Secondary School ◽  
School Science ◽  
Upper Secondary School ◽  
Secondary School Science ◽  
Upper Secondary

scholarly journals UPPER-SECONDARY SCHOOL SCIENCE TEACHERS’ PERCEPTIONS OF THE INTEGRATING MECHANISMS AND IMPORTANCE OF STEM EDUCATION

2021 ◽  
Vol 20 (4) ◽  
pp. 546-557
Author(s):  
Eman A. AlMuraie ◽  
Norah A. Algarni ◽  
Nidhal Sh. Alahmad
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
School Science ◽  
Upper Secondary School ◽  
Years Of Experience ◽  
Secondary School Science ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
Integration Mechanisms

This study aimed to recognize upper-secondary school science teachers’ perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers’ perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers’ perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers’ perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers’ perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM’s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application. Keywords: integration mechanisms, science teachers, STEM education, teachers’ perceptions, upper secondary school

scholarly journals Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Sara Planting-Bergloo ◽  
Maria Andrée ◽  
Josefin Reimark ◽  
Emma Henriksson ◽  
Sebastian Björnhammer ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Upper Secondary School ◽  
Scientific Investigations ◽  
Video Recordings ◽  
Upper Secondary ◽  
Epistemological Analysis ◽  
Support Students ◽  
Ultimate Purpose

En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor.  QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet.  In English An important goal for science education is to develop students’ ability to formulate questions of inquiry. The aim of this study is to investigate if science teaching designed from the method “Question Formulation Technique” (QFT) can support the development of this ability. QFT is a model for developing students' ability to phrase and evaluate questions in general which has been developed in a US context. In this study QFT is used in a Swedish context and within upper secondary school science education. The study is an intervention study where QFT was used as part of the introduction to Diploma work in the final year of upper secondary school. During the diploma work students are expected to conduct their own scientific investigations. The data consists of video recordings of student conversations while working with the formulation of questions for inquiry as part of a research lesson designed using QFT. Data was analyzed using a pragmatic approach of combining practical epistemological analysis (PEA) and organising purposes. The results show that five proximate purposes were established in the student conversations while the students engaged in formulating and refining questions of inquiry based on the QFT model. The five proximate purposes were: (A) to produce as many questions as possible, (B) to assess which questions are most relevant, (C) to categorize questions, (D) to find and specify the object of inquiry and (E) plan to conduct an inquiry. In conclusion, QFT can support the planning of teaching in relation to the ultimate purpose regarding how to formulate and refine questions of inquiry provided that the teacher actively participates to support students in connecting the established proximate purposes with the ultimate purpose. Fulltext in Swedish.

Chemistry revisited: a teacher training workshop on nutrition

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Valeria C. Edelsztein ◽  
Lydia Galagovsky
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Cognitive Learning ◽  
School Science ◽  
Upper Secondary School ◽  
Training Workshop ◽  
Oral Discussion ◽  
Upper Secondary ◽  
Chemical Concepts ◽  
Scientific Ideas

AbstractThis work presents a teaching training workshop on human nutrition topics with strong emphasis on the underlying chemical concepts. It was designed according to the Sustainable Conscious Cognitive Learning Model (SCCLM) and framed in a Context-Based Science Education (CBSE) approach. The proposal was implemented with 44 upper secondary school science teachers. It consisted of three phases. First, teachers were presented with ‘common-sense’ driven sentences on nutrition topics and they were asked if they agreed or disagreed with them. Through an oral discussion, the emergence of the teacher’s own cognitive conflicts was promoted in order to trigger subsequent motivation for achieving further knowledge. Next, main scientific ideas and related chemical concepts were presented for each sentence, along with teaching recommendations to complete a CBSE approach. Finally, teachers were asked their opinions on the didactic proposal. Results showed that teachers were motivated to learn beyond their strong initial non-scientific based ideas by questioning the reliability of the information sources. They were also willing to revisit their teaching on some of the canonical concepts of chemistry.

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