scholarly journals The Characteristics of the Teaching Strategy to Promote Understanding of NOSI in Science Education

2021 ◽  
Vol 62 (1) ◽  
pp. 297-307
Author(s):  
Taisuke NAKAMURA
2021 ◽  
Vol 11 (12) ◽  
pp. 787
Author(s):  
Joana Oliveira ◽  
Luísa Neves ◽  
Senentxu Lanceros-Mendez

Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named “Energy, Environment and Sustainability” (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices.


2019 ◽  
Vol 18 (4) ◽  
pp. 537-548 ◽  
Author(s):  
Hidayah Mohd Fadzil ◽  
Rohaida Mohd Saat ◽  
Khalijah Awang ◽  
Durriyyah Sharifah Hasan Adli

Science education is facing an immense challenge due to students’ lack of engagement with science education. This issue calls for a collaborative and integrative teaching strategy such as the Scientist-Teacher-Student Partnership (STSP). This research employed a qualitative research methodology supported by quantitative data, to explore students’ perceptions of learning science through STSP. It involved 125 students in Grade 10 from four schools, eight science teachers and seven scientists from a university situated in Kuala Lumpur. The data were collected through survey questionnaire and interviews. The collected qualitative data were analysed using constant comparative techniques and the quantitative data arising from the responses of the survey were calculated as mean scores and standard deviations. The findings showed that the tripartite collaboration brings educational benefits to all groups. Based on the student’ perspective, four (4) main themes emerged. The students found that 1) the partnership enriched their learning experiences, 2) they acquired procedural skills through hands-on experiments, 3) they had the opportunity to explore emerging topics in science, and 4) they were exposed to various career opportunities in STEM-related fields. This research has promoted greater articulation of STSP as a mechanism for educational reform in STEM. Keywords: authentic science, qualitative methodology, Scientist-teacher-student partnership (STSP), STEM.


1986 ◽  
Vol 31 (8) ◽  
pp. 568-570
Author(s):  
Richard E. Mayer

Sign in / Sign up

Export Citation Format

Share Document