A Critical Review of Teaching With Virtual Lab: A Panacea to Challenges of Conducting Practical Experiments in Science Subjects Beyond the COVID-19 Pandemic in Rural Schools in South Africa

2021 ◽  
pp. 004723952110580
Author(s):  
Brian Shambare ◽  
Clement Simuja
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Rural Schools ◽  
Teaching And Learning ◽  
School Context ◽  
Rural School ◽  
Virtual Labs ◽  
Policy Makers ◽  
Virtual Lab ◽  
Published Research

This paper is based on a systematic literature review of published research on the educational application of Virtual Lab. The paper focuses on the use of the mobile Virtual Lab application for learning science practicals in rural school context. This paper analyses the theoretical aspects of using VL in teaching and learning of science practical experiments. The previous studies published in national and international journals and conference proceedings on science education and technologies in education, and regarding the benefits of using VL in science education, are discussed as references for integrating VL in teaching of science practicals in the rural school context. A systematic review method was adopted in this paper to explore articles that focus on Virtual Labs and the use of Virtual labs in teaching and learning. However, the aim of this paper is to provide science teachers in rural schools and education policy makers with a better understanding of the constraints and the benefits of using VL technology in mediating learning of science practical experiments and encourage teachers to adopt the use of VL as technology for conducting science practical experiments. In addition, this paper also addresses the possible factors that may affect learners’ learning of science practical experiments using VL technology in rural school educational settings, giving educational policy makers and curriculum developers enlightenment as to the effective integration of VL technology in science education. We conclude by providing suggestions and recommendations on the use of VL in teaching and learning of science practical experiments in rural schools beyond COVID-19 pandemic.

A Glance Portrayal of Science Education in Indonesia

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
General Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Asia Pacific ◽  
Professional Organizations ◽  
Curriculum Innovation ◽  
Global Science ◽  
Historical Developments

The goal of this work is to describe pre- and in-service science teacher education and science education research in Indonesia in an effort to better inform the global science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia’s science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

The Parental Perspective over the Use of iPads in Primary and Middle Years of Schooling

2020 ◽  
pp. 773-786
Author(s):  
Abdullah Ismail ◽  
Anthony Cashin
Keyword(s):  
United Arab Emirates ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Local Context ◽  
Positive Role ◽  
Policy Makers ◽  
Educational Paradigm ◽  
K 12 ◽  
Published Research

Apple's iPad and other forms of tablet are reportedly gaining increasing popularity within the academic premises. Most of the published research on this topic has highly admired the positive role and impact of iPads on teaching and learning practices, as if an exogenous technological induction in any local context would essentially revolutionize and transform the whole educational paradigm; however, some recent publications also highlight the parental and policy-makers' concerns over the undesired consequences of technological obsession in educational development. The current study aims at bringing a balanced view on this crucially important topic. The study employs mixed methods research and it uses Ajman Academy, a renowned K-12 institution in the United Arab Emirates, as a case study. This research concludes that due to the relative immaturity of these young children, they cannot be left alone to make their own technological choices. Hence, adopting an over-ambitious approach in terms of technological adoption, without properly understanding the nuances and complexities of a local context; may possibly put these children in a vulnerable situation, and thus likely exposed to many unintended and undesired consequences.

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

Education's Missing Link: How Private School Teachers Approach Evolution

2010 ◽  
Vol 72 (2) ◽  
pp. 91-94 ◽  
Author(s):  
Michael W. Schulteis
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Public School ◽  
Science Teachers ◽  
Private Schools ◽  
Private School ◽  
Teaching And Learning ◽  
Religious Schools ◽  
School Teachers ◽  
Missing Link

Over 5 million students and 28,000 schools are consistently marginalized or left out of statistics that describe evolution and science education. Although they are relatively few in number compared with their public school counterparts, the millions of students and hundreds of thousands of teachers in private schools need to be counted in research about teaching and learning in the biology classroom. Assumptions have been made about how teachers in these often religious schools teach evolution, but do we have verifiable data? Could teachers in these schools be similar to those in public schools in their teaching of evolution, or is there a silent undercurrent that has not been detected? It is the purpose of this study to reveal more about this underrepresented segment of the population of science teachers.

scholarly journals Concept of chemical reaction in chemistry textbooks

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Renata Michalisková ◽  
Zuzana Haláková ◽  
Miroslav Prokša
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teachers ◽  
Chemical Reaction ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Educational Content ◽  
Learning And Teaching ◽  
Chemistry Textbooks ◽  
Educational Reconstruction

AbstractFor more than 20 years the science teachers, the researchers in science education, the educationists and the other pedagogues have been acquainted with the model of educational reconstruction. In this model there are integrated three areas of this scientific interest: the recognition of pupils’ conceptions, the investigation of scientific conceptions with didactics branch approach and the creation of an educational content (Duit, R., Gropengießer, H., & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In H. E. Fischer, (Ed.), The Developing standards in research on science education (pp. 1–9). London: Taylor & Francis; Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural perpectives in science education, 5 (pp. 13–37). Rotterdam: Sense Publishers; Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung.Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18). There is required to reconstruct the educational content for learning and teaching purposes. It leads to the educational structuring and to the clarification in scientific field. Therefore, in this contribution there is analysed a formation of the concept chemical reaction from the perspectives of the chemistry textbooks used in the 19th, the 20th and the 21st centuries in Slovakia. These findings could be useful in the process of comparison between scientific and pedagogical knowledge in this branch not only in neighbouring countries, even in the broaden European or worldwide content.

scholarly journals In-service teacher education course module design focusing on usability of ICT applications in science education

2012 ◽  
Vol 8 (2) ◽  
pp. 138-149 ◽  
Author(s):  
Jari Lavonen ◽  
Heidi Krzwacki ◽  
Laura Koistinen ◽  
Manuela Welzel-Breuer ◽  
Roger Erb
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Problem Analysis ◽  
International Survey ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
Module Design

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.

scholarly journals Experience in Teaching Science in Virtual Environment

2019 ◽  
Vol 7 (4) ◽  
pp. 23-43 ◽  
Author(s):  
Fabrício Herpich ◽  
Leandro Rosniak Tibola ◽  
Patricia Fernanda da Silva ◽  
Liane Margarida Rockenbach Tarouco
Keyword(s):  
Science Education ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
New Technologies ◽  
Learning Activities ◽  
Virtual Labs ◽  
Safety Issues ◽  
Virtual Lab ◽  
3D Virtual Worlds ◽  
Home Users

Labs are needed in science education, and schools usually lack appropriate conditions to provide active learning activities with experience. In schools, the lack of labs for science education is usual. The new technologies of 3D virtual worlds allow the user, through immersive virtual worlds, or metaverses, to experience situations similar to those possible in a real environment. A solution to the lack of labs is the virtual labs, which consist of virtual representations that reproduce the environment of a real lab. These are applications based on simulations, offering computational representations of reality. The simulation of concrete and real situations gives the student the opportunity to experiment, actively participating in the learning process by performing experiments that would otherwise not be possible due to safety issues (possible damage to students or the environment) or economy (cost of components involved and derived from the creation and operation of the lab). These virtual labs can be implemented on personal computers that exist in schools or even in the student's home. Users can work in the virtual lab, through their avatars, using experiments provided there, as well as acting collaboratively.

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