scholarly journals Hello Future! Printed Electronics as a Hands-On Experiment for Science Teaching

2021 ◽  
Vol 9 (4) ◽  
pp. 104-110
Author(s):  
Lena Halbrügge ◽  
Amitabh Banerji ◽  
Sven Rösler
Keyword(s):  
Science Teaching ◽  
Printed Electronics ◽  
Hands On

Survey backs hands-on science teaching

1996 ◽  
Vol 74 (18) ◽  
pp. 12 ◽  
Author(s):  
MAIRIN BRENNAN
Keyword(s):  
Science Teaching ◽  
Hands On

scholarly journals Investigation of Students’ Alternative Conceptions of Terms and Processes of Gene Technology

2013 ◽  
Vol 2013 ◽  
pp. 1-13 ◽  
Author(s):  
Gaitano Franke ◽  
Franz-Josef Scharfenberg ◽  
Franz X. Bogner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Secondary School ◽  
Conceptual Change ◽  
Preservice Teacher ◽  
Science Teaching ◽  
Preservice Teacher Education ◽  
Alternative Conceptions ◽  
Gene Technology ◽  
Hands On

Our study monitored students’ alternative conceptions about some fundamental terms and processes of gene technology. Novice secondary school 10th graders (144 in total) described their conceptions in an open questionnaire. Using inductive category development, we iteratively categorized their responses. We found 13 categories describing students’ conceptions. Common categories were allocated to more than one different term or process. Specific categories were found only in the context of explaining one term or process. Using the collected conceptions, we then developed a questionnaire, which we administered to monitor the students’ conceptual change during a hands-on approach in our outreach lab. Knowledge about these conceptions and their consideration within science teaching should be of value both for preservice teacher education and for professional development of in-service teachers.

scholarly journals Science Teaching through its Astronomical Roots

1990 ◽  
Vol 105 ◽  
pp. 257-276
Author(s):  
Philip M. Sadler ◽  
William M. Luzader ◽  
Keyword(s):  
Science Teaching ◽  
School Science ◽  
High School Science ◽  
Educational Approach ◽  
Science Courses ◽  
Naive Theories ◽  
Making Sense ◽  
Hands On ◽  
Understanding Of Science ◽  
Science Classes

Project STAR (Science Teaching through its Astronomical Roots) emerged from growing concern about the decreasing enrollment in science classes, and lack of understanding of science and math concepts (Figure 1). Using astronomy as a focus, Project STAR is trying not simply to increase the enrollment in high school science courses, but also to improve the students’ understanding of science and its role in making sense of the world.The educational approach of Project STAR is based on three principles:• Mastery of a few ideas is more important for students than cursory exposure to many concepts.• Students learn best through hands-on activities.• Students enter the classroom with certain preconceptions, or “naive theories,” about how physical systems work, without a sense of whether their understandings are accurate (often they are not).

scholarly journals Promoting Inquiry Based Learning through Entertaining Science Activities

2021 ◽  
Vol 7 (4) ◽  
pp. 1117-1135
Author(s):  
Oscar Raul Lozano ◽  
Jordi Solbes
Keyword(s):  
Science Teaching ◽  
Science Learning ◽  
Classroom Context ◽  
Inquiry Skills ◽  
Inquiry Based Learning ◽  
Hands On ◽  
Interest And Motivation ◽  
Science Activities ◽  
Attitude Toward Science

Considering students’ increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students’ interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.

scholarly journals Basic Thinking about Basic Science - A Phenomenal Approach

2005 ◽  
Vol 4 (1) ◽  
pp. 23-27
Author(s):  
Nagalakshmi A. Rao
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Physics Education ◽  
Basic Science ◽  
Pure Science ◽  
Science Culture ◽  
Student Community ◽  
Science Technology ◽  
Basic Science Education ◽  
Hands On

Traditionally, science teaching comprises of theory lectures coupled with conventional laboratory sessions. In recent years, one observes a downside and declining interest in basic science education among the student community. Numerous reasons are attributed to this malady. With the advent of computers, supplemented by software lie Mathematical. Matlab, etc., physics education can be made more exciting, enriching and challenging. Computational Physics will enhance the science culture and is a promising approach to revive and revitalize the interest of students towards pure science. Technology enriched hands-on, minds-on laboratory is needed of the hour.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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