Embedding Indigenous Perspectives in Teaching School Science

2011 ◽  
Vol 40 ◽  
pp. 18-22 ◽  
Author(s):  
Subhashni Devi Appanna
Keyword(s):  
Science Teachers ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Academic Failure ◽  
School Science ◽  
Senior Year ◽  
Science Culture ◽  
Effective Strategies ◽  
Indigenous Perspectives ◽  
Learning School

Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior year students of Aboriginal and Torres Strait Islander descent. Finally, it outlines the effective strategies that science teachers could adopt to better engage these students in learning school science. In summary, the article will highlight the need for teachers to realise the importance of crossing borders from teachers' school science culture to students' culture. This holds implications for teaching practice and teacher identity in today's classroom.

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

scholarly journals Teachers’ Attitudes to Including Indigenous Knowledges in the Australian Science Curriculum

2015 ◽  
Vol 45 (1) ◽  
pp. 80-90 ◽  
Author(s):  
Renee Baynes
Keyword(s):  
Social Justice ◽  
Secondary School ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Science Curriculum ◽  
National Curriculum ◽  
School Science ◽  
Attitudes And Beliefs ◽  
Indigenous Knowledges

With the introduction of the Australian National Curriculum containing theAboriginal and Torres Strait Islander Histories and CulturesCross-Curriculum Priority (CCP) andIntercultural UnderstandingGeneral Capability, there has been a renewed push to embed Indigenous content into secondary school subjects. This paper considers the attitudes and beliefs of a group of secondary school science teachers to the current imperative to include Indigenous knowledges and perspectives in classroom practice. Through a Participatory Action Research (PAR) cycle, teachers contextualised and conceptualised the CCP in terms of social justice, pedagogy, and student engagement. The PAR process allowed them to develop a personal and intellectual engagement prior to attempting to teach Indigenous knowledges in their classrooms. Teacher attitudes and beliefs are identified in terms of their vision of a science education inclusive of Indigenous content, their hopes for the inclusions and the impediments they perceive to implementation in classroom practice. Allowing teachers the opportunity to engage in meaningful dialogue resulted in the articulation of a path forward for their teaching practice that aligned with their political and social justice concerns.

scholarly journals Impact of a Training Programme on the e-rubric Evaluation of Gamification Resources with Pre-Service Secondary School Science Teachers

2021 ◽  
Author(s):  
Antonio-Joaquín Franco-Mariscal ◽  
Daniel Cebrián-Robles ◽  
Noela Rodríguez-Losada
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Social Constructivism ◽  
Teaching Practice ◽  
Real Life ◽  
Training Programme ◽  
School Science ◽  
Secondary School Science ◽  
The Impact ◽  
Pre Service Teacher

AbstractSocial constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.

Teaching Climate Change with Experiments

2020 ◽  
Author(s):  
Athina Ginoudi
Keyword(s):  
Climate Change ◽  
Science Teachers ◽  
Teaching Practice ◽  
Science Curriculum ◽  
Low Cost ◽  
Interdisciplinary Approach ◽  
School Science ◽  
Transparent Plastic ◽  
Science Labs ◽  
Living Organisms

<p>Climate change is a complex subject for teachers because it involves many variables interrelated over time and it needs an interdisciplinary approach. This is the reason that teachers are reluctant to introduce climate change topics in their classrooms despite the fact that they recognize their importance. In this paper we propose an innovative model to help science teachers of secondary education to teach climate change by doing experiments that a) fit very well to the national science curriculum and b) demonstrate the basic principles and phenomena behind climate change. The experiments are low cost and easy to be developed in the school science labs. </p><p>In the teachers training workshops we organized in our district we presented the experiments, along with the supportive educational material, so that teachers can introduce the science of the anthropogenic climate change by using inquiring based learning techniques. Emphasis is given to alter the misconceptions of students. Worksheets with guided questions were prepared to help students explore the topics and clarify the basic science behind.</p><p>The topics that are investigated during this experimental educational project are:</p><ol><li> The greenhouse effect and the role of CO<sub>2</sub> as greenhouse gas: experiments with i) measuring the temperatures of air and CO<sub>2</sub> in plastic bottles as they are heated by electric lamps and ii) measuring the temperatures of air in two boxes, an open one and a second covered with transparent plastic wrap.</li> <li>The continental and sea ice melting and the consequences: experiment by studying a simple construction that represents land rising out of the ocean (made with 2 plastic tubs, water, ice and clay). In this way students come up with conclusions about the importance of continental ice.</li> <li> The Albedo effect: experiment in which students measure temperatures inside two different boxes (one dark and one light) and brainstorm about the importance of Earth’s ice and about clounds.</li> <li> The water circulation in the oceans and the oceanic streams: by different experiments, studying the water density as a function of temperature and salinity and the corresponding water flow in different mixtures.</li> <li> The acidification of the oceans and the consequences for the living organisms: Students conduct a set of acid-base experiments to see what could happen to the pH of the ocean as carbon dioxide levels rise in the atmosphere and in a follow up activity they work on the chemical reaction of CaCO<sub>3</sub> with an acid. Then they reflect on the scientific processes of the effect of global warming on coral reefs and other oceanic organisms.</li> </ol><p>After the workshop teachers expressed their wiliness to include the above approach in their teaching practice as they feel comfortable to teach well-understood and noncontroversial areas of science according to the official instructions.</p>

scholarly journals A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship

2021 ◽  
Vol 5 ◽  
Author(s):  
Safwatun Nida ◽  
Novida Pratiwi ◽  
Ingo Eilks
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Junior High School ◽  
Teaching Practice ◽  
Daily Life ◽  
School Science ◽  
High School Science ◽  
State University ◽  
Science Content

This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were used. Additionally, eight of the PSTs who taught a unit on environmental pollution were interviewed to more deeply explore how deeply they referred to real-world contexts in their teaching practice and whether or not they presented the topics as socio-scientific issues (SSIs). Most of the PSTs stated that they had used daily life contexts quite often when teaching. The most frequent contexts the PSTs used were daily life objects and questions related to society and the environment. The contexts were mostly introduced at the beginning of the lesson, before the science content was taught. They suggested that the function of contexts was generally for motivational purposes and for student engagement with science concepts. The contexts were rarely used to provoke societal discussions, even though the PSTs acknowledged that many contexts can be used in the sense of socio-scientific issues and were considered to potentially provoke discussions beyond science.

scholarly journals Supporting science teaching practice with learning progressions

2021 ◽  
Author(s):  
Erin Furtak
Keyword(s):  
High School ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Practice ◽  
School Science ◽  
Formative Assessments ◽  
High School Science ◽  
Learning Progressions ◽  
High School Science Teachers

Learning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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