scholarly journals Parent Support of Mexican-Descent High School Adolescents’ Science Education: A Culturally Grounded Framework

2020 ◽  
pp. 074355842094247
Author(s):  
Stephanie Soto-Lara ◽  
Sandra D. Simpkins
Keyword(s):  
Science Education ◽  
Mexican Descent ◽  
Parent Support ◽  
Work Related ◽  
Culturally Grounded ◽  
Linguistic Barriers ◽  
Kin Support ◽  
Parent Socialization ◽  
And Mathematics ◽  
Sociocultural Experiences

The aim of this study was to use sociocultural perspectives to elaborate on Eccles’ parent socialization model and create a culturally grounded, multidimensional model of parent support among Mexican-descent families. Given Latinx underrepresentation in science, technology, engineering, and mathematics careers, we focus on science as an important domain in which to study parent support. Using a qualitative approach, this study examines (a) what forms of parent science support do Mexican-descent parents and adolescents perceive as best practices and (b) what are the social, cultural, and contextual barriers parents face and in what ways do parents continue to support their adolescents in science in spite of those barriers? Seventy-four parent (mean age: 40 years; 23% U.S.-born and 77% Mexico-born) and 73 adolescent (mean age: 15 years; 41% female) nterviews were analyzed using inductive and deductive approaches. Findings suggest that parents use traditional and nontraditional culturally grounded forms of support: involvement at home, providing words of encouragement (e.g., échale ganas), and leveraging resources (e.g., kin support). Participants felt work-related barriers, linguistic barriers, and limited science knowledge shaped parents’ support. Results highlight the unique ways parents support their adolescents’ science education as well as the need for educators to consider how parents’ sociocultural experiences shape their support.

scholarly journals Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education

2019 ◽  
Vol 5 (1) ◽  
pp. 3-14
Author(s):  
Adewale Owodunni Saka ◽  
Peter Aboyami Onanuga
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Teacher Effectiveness ◽  
Local Area ◽  
Instructional Materials ◽  
School Level ◽  
Ogun State ◽  
Science Technology ◽  
Secondary School Level ◽  
And Mathematics

This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.

scholarly journals PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION

2018 ◽  
Vol 17 (3) ◽  
pp. 364-366
Author(s):  
Muhammet Usak
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Scientific Journal ◽  
School Science ◽  
Scientific Journals ◽  
Related Research ◽  
To Come ◽  
And Mathematics ◽  
First Time ◽  
Science Education Journals

Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. At the end of the 70s, studies on constructivism, meaningful learning, misconception, conceptual learning (Driver, & Easley, 1978; Driver, 1983; Driver, & Oldham, 1986; von Glasersfeld, 1984; Ausubel, Novak, & Hanesian, 1978; Novak, 1979 & 1990, Novak, & Gowin, 1984; Novak, & Musonda, 1991) began to come forward. Conferences are being held especially on misconception. Many articles have been published and continue to be published on the topic. Starting with the second half of 80s, studies on PCK, which were first described by Shulman, began to surface in science education journals in the field of teacher training (Shulman, 1986; Usak, 2009, Usak, Ozden, & Eilks, 2011; Usak, Ozden, & Saglam, 2011).

THE USE OF VISUALIZATION IN NATURAL SCIENCE EDUCATION PROCESS: THE METHODOLOGY FOR MEASURING INSTRUMENT

2010 ◽  
Vol 7 (3) ◽  
pp. 6-13
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Science Education ◽  
Cognitive Learning ◽  
Internal Validity ◽  
Learning Processes ◽  
Education Environment ◽  
Instru Ment ◽  
Research Population ◽  
Diagnostic Research ◽  
And Mathematics ◽  
Natural Science Education

Researches in visualization area are very popular in education studies. There were found out that visualization is useful in education as stimulating tool for perception, atten-tion, memory and imagination processes. To explore this in reality, we need to have valid in-strument which could prove statistically valid data about visualization use in education. The author of this article did not find the questionnaire which could involve mentioned things. According to this, there were made several pilot researches and statistical counts that proved the quality of constructed instrument. The aim of this article is to prepare and to test instru-ment (the questionnaire) for 9-10 grade students’ opinion about visualization use fostering cognitive, learning processes and motivation in scientific, geography and mathematics les-sons. Results. To reach the aim there were done pilot and diagnostic researches. There were participated 209 students in pilot research and 2708 students in diagnostic research. Results of pilot research enclosed categories and subcategories, which were compared to categories that were found in analysis of literature. Also, there was found out students’ meta-language, words, that enclose scientific definitions or analogues. According to results, questions were transformed in language that was common to research population aiming to get answers that are representing reality in education environment. The instrument was prepared to measure object in science education, also, it was adapted to measure object in mathematics and geog-raphy. There was tested content validity asking experts to evaluate whether each questions belongs to appropriate category. The results of evaluation were high and this leads to conclu-sion that instrument is valid in content aspects. Also, there was tested internal validity of in-strument. Each scale of questionnaire has high Cronbach alfa coefficient and the whole instrument is also evaluated highly. The instrument is valid and it measures 9-10 grade stu-dents’ opinion about visualization use fostering cognitive, learning processes and motivation in scientific, geography and mathematics lessons. Key words: visualization, use, scientific disciplines, questionnaire.

Regional concept for the development of science education in the secondary school of Samarkand region

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Yunusov Kh.B
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Stage Of Development ◽  
Initial Stage ◽  
The Republic ◽  
And Mathematics ◽  
Favorable Conditions ◽  
City Schools ◽  
Current Stage

This concept creates favorable conditions for the development and implementation of mechanisms for the development of school science education in Samarkand region of the Republic of Uzbekistan taking into account the programs developed and implemented at the current stage of development of the region. This approach allows us to strengthen the position with staffing for teachers (biology, chemistry, physics, mathematics) of the secondary school and to achieve the integration of rural and city schools to create a single educational space. It will increase the motivation of students and activate the work of teachers of biology, chemistry, physics, and mathematics, which will lead to the full formation of the initial stage of professional orientation in the natural sciences

Goldilocks an Engineer?

2016 ◽  
Vol 22 (6) ◽  
pp. 375-378
Author(s):  
Lukas J. Hefty
Keyword(s):  
Science Education ◽  
Fairy Tales ◽  
Mathematical Practice ◽  
Broad Sense ◽  
The Common ◽  
And Mathematics ◽  
Systematic Practice

How do you teach engineering to kindergartners? This is a fair question, given the stereotype of STEM workers as lab scientists and number crunchers; however, when approached from a wider perspective, even the youngest of children can be engineers. A framework for K–grade 12 science education defines engineering “in a very broad sense to mean any engagement in a systematic practice of design to achieve solutions to particular human problems” (NRC 2012, pp. 11–12). This aligns closely with the first of the Common Core's Standards for Mathematical Practice (SMP 1): Make sense of problems and persevere in solving them (CCSSI 2010, p. 6). Children as young as kindergarten are capable of identifying problems and designing solutions in science and mathematics, and it turns out that many fairy tales provide a rich problemsolution context.

scholarly journals Welcoming Deaf Students into STEM: Recommendations for University Science Education

2018 ◽  
Vol 17 (3) ◽  
pp. es10 ◽  
Author(s):  
Derek C. Braun ◽  
M. Diane Clark ◽  
Amber E. Marchut ◽  
Caroline M. Solomon ◽  
Megan Majocha ◽  
...  
Keyword(s):  
Science Education ◽  
Life Experiences ◽  
Deaf Students ◽  
Research Directions ◽  
Expert Opinions ◽  
Science Technology ◽  
Research Mentoring ◽  
Cultural Experiences ◽  
And Mathematics ◽  
University Science

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

scholarly journals EARLY SCIENCE EDUCATION AND ITS RELEVANCE

2012 ◽  
Vol 45 (1) ◽  
pp. 4-9
Author(s):  
Claudia Valentina Assumpção Gallian
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Early Years ◽  
Scientific Concepts ◽  
Childhood Education ◽  
The Social ◽  
The World ◽  
Early Science Education ◽  
And Mathematics

This text begins with a concern related to teacher education which will focus on early childhood education, specifically in regards into the sciences and knowledge relating to the axes undertaken to frame the curriculum of the first stage of basic schooling as nature, culture and society. Science for young children should be considered as the foundation of all later development and is clear that it is not understood as it should be. But now, it is being more discussed taking account that these children have their development in a holistic perspective (Johnston, 2009; Johnston & Tunnicliffe, 2008). It should be noticed that the approach of knowledge related to science in Early Childhood Education, discussed in this text, does not take place in an isolated way, should be developed on a proposal mainly integrating the different fields of knowledge, to explore, in the articulation of knowledge, the wealth of exploitation and appropriating the world by the children. According to Johnston (2011) science teaching should be encouraged in the early years, aiming at reaching a holistic sense, that is, seeking not only understanding the scientific concepts but also developing attitudes and abilities related to them. Thus, the understanding of scientific concepts is closely related to both the development of knowledge in other areas such as geography, history and mathematics and to the social skills, such as collaboration, cooperation, etc and attitudes such as enthusiasm, initiative, curiosity etc.

scholarly journals Critical thinking in Science education and Mathematics education: research trends of 2010-2019

2020 ◽  
Vol 9 (9) ◽  
pp. e115996706
Author(s):  
Sandro Lucas Reis Costa ◽  
Cássia Emi Obara ◽  
Fabiele Cristiane Dias Broietti
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Mathematics Education ◽  
Research Trends ◽  
Teaching Approaches ◽  
Education Resources ◽  
Moderate Number ◽  
Information Center ◽  
Methodological Procedures ◽  
And Mathematics

This research presents a systematic literature review of articles on critical thinking in Science Education and Mathematics Education. The objective is (1) to identify articles involving critical thinking in Science Education and Mathematics Education in international journals; and (2) to identify the main characteristics of these articles, in terms of: authors; years of publications; periodicals; authors' institutions; countries; citations; teaching levels; fields; the main references cited; and the number of mentions of the term critical thinking. The methodological procedures were performed according to Okoli’s 8 step guide (2015) for conducting a systemtic review and Bardin's Content Analysis (2011). The database used was the Education Resources Information Center (ERIC), from which 63 articles published in 2010-2019 were analyzed. For this, inventories were used to identify the main characteristics of the publications. The results show: a moderate number of articles (63), considering the importance the theme is given in guiding documents; articles (22%) that mention “critical thinking” without citing critical thinking references; articles (78%) that mention “critical thinking” and cite critical thinking references; and a set of articles (32%) that present critical thinking as its main focus, prioritizing the discussion of this theme. In contrast, a set of articles (43%) focused more on proposed teaching approaches than the in-depth investigation/discussion of critical thinking itself. The need for more publications with the main focus on critical thinking in Science Education and Mathematics Education is relevant, as well as research in different contexts such as the evaluation/development of students' and teachers' critical thinking.

Outdoor Science in Teacher Education

2018 ◽  
pp. 584-598
Author(s):  
Oleg Popov
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Outdoor Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Competence ◽  
Learning Outdoors ◽  
Cultural Historical Activity ◽  
And Mathematics

This chapter is an account of the development of prospective teachers' competence to conduct outdoor science education. At the Department of Science and Mathematics Education, the students participate in outdoor education courses. They also plan, manage, and evaluate outdoor lessons designed as assignments in science education, participation in school practice, and summer courses. Many student teachers evaluate and analyse the pedagogical aspects of outdoor science when they carry out research projects in schools for their graduation thesis work. In order to understand the activity of science teaching and learning outdoors, a qualitative study was conducted. It was based on interviews with teacher educators and included studies of students' examination papers. A Cultural Historical Activity Theory (CHAT) lens was applied to the study. The theoretical framework helped to identify the prospective teachers' abilities and skills to design, implement, and evaluate tasks related to the professional competence of delivering outdoor science activities.

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