scholarly journals An Attitude Consciousness Survey of Lower Secondary School Science Teachers and the Need for Improvement Based on the Results

2019 ◽  
Vol 59 (3) ◽  
pp. 401-410
Author(s):  
Yasuhiro SUZUKI ◽  
Yoshihiro FUJIMOTO ◽  
Hiromitsu MASUDA
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
School Science ◽  
Lower Secondary School ◽  
Secondary School Science

A case of the lower secondary science teacher training course for improving knowledge about classification of igneous rocks

2020 ◽  
Author(s):  
Toshio Arimichi ◽  
Norihito Kawamura
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Science Teachers ◽  
Earth Science ◽  
School Science ◽  
Igneous Rocks ◽  
Lower Secondary School ◽  
Secondary School Science ◽  
Science Classes

<p>In Japan, lower secondary school students study classification of igneous rocks related to geomorphology of volcanoes in science classes.<br>Most of junior high school science teachers are not good at teaching about this field. It might be due to their poor study experiences in earth science. They studied basic geology only in elementary and lower secondary school science classes because upper secondary school science curriculum have not been covered all fields of science. Consequently, many science teachers prefer to show photographs of rock samples to their students and are apt to avoid instruction of observing rock for identification. This may cause disadvantage for their students to construct the knowledge about plutonism and volcanism. <br>To improve instructional methods of basic petrology of igneous rocks, one of us conducted teacher training courses for lower secondary school science teachers. The results and subjects are as follows;<br>Firstly, an instructor showed three volcanic rocks (rhyolite, andesite, basalt) and three plutonic rocks (granite, diorite, and gabbro) to the trainees with no label. The trainees tried to classify the samples into some groups based on any points of views and present the results to others. Through this activity, the trainees would be aware of many points to divide igneous rock into some groups.<br>Secondly, the trainees observed and divided the igneous rocks into two groups on the basis of those textures. After the grouping, the trainees found the differences of colors among the rocks, and arranged in order from the white one in each group.<br>Thirdly, the trainees identified these rocks by utilizing a rock chart and references. <br>Finally, an instructor talked to the school teachers about relations between diversity and chemical components of magma. <br>According to a post questionnaires survey, some teachers replied as follows, "I knew the difference between the stones." "I did not know the points, now I knew it." " I had gained more confidence in instruction." “I feel that I have improved my teaching skills about this field.” In short, some trainees could improve their knowledge of basic petrology and instructional skills. <br>It is necessary to conduct training for teachers in order to prevent disadvantages to the students based on the teachers' experiences . <br> I think it is necessary to increase the number of teachers who improve instructional methods of earth science (experimental observation) by conducting training to improve the skills of many teachers.</p><p> </p>

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

scholarly journals Appropriateness of Teaching Materials on Plants in Lower Secondary School Science

2013 ◽  
Vol 54 (2) ◽  
pp. 161-170
Author(s):  
Junko IWAMA ◽  
Shizuo MATSUBARA ◽  
Tatsushi KOBAYASHI
Keyword(s):  
Secondary School ◽  
School Science ◽  
Lower Secondary School ◽  
Teaching Materials ◽  
Secondary School Science
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