scholarly journals Ensino de ciências na aldeia: Uma experiência com alunos da etnia Aikanã sobre as plantas frutíferas da aldeia

2020 ◽  
Vol 28 ◽  
pp. 155
Author(s):  
Luzia Aikanã ◽  
Reginaldo Oliveira Nunes ◽  
Iuri Cruz Oliveira
Keyword(s):  
Science Education ◽  
Prior Knowledge ◽  
Research Use ◽  
School Students ◽  
Indigenous Students ◽  
Native Land ◽  
9Th Grade ◽  
Indigenous Groups ◽  
The Village ◽  
Indigenous Land

Brazilian indigenous groups are looking for ways to rescue their culture, but they often face difficulties within education, and more specifically, science education. The aim of this study was to identify and discuss the perceptions of Aikanã indigenous students about the fruit plants of their native land. The data were obtained through a questionnaire, applied to 6th to 9th grade elementar school students, from the Municipal School Multisseriada Indígena Capitan Aritimon, located in the Gleba Tubarão Village, Tubarão Latundê Indigenous Land. It was observed that these fruits guarantee food sustainability in the village, and are known by the students. Most of the time, however, the fruits are distant from the village, thus making their consumption difficult. Research use in teaching science helps students access a prior knowledge that they already have about these native fruits, and. thus are important tools for teaching and building knowledge.

scholarly journals Exploring New Zealand year 11 students' understanding of Nature of Science concepts

2021 ◽  
Author(s):  
◽  
Blair Daniel Northcott
Keyword(s):  
Science Education ◽  
New Zealand ◽  
Prior Knowledge ◽  
Nature Of Science ◽  
Teaching Practices ◽  
School Students ◽  
Mixed Methods Approach ◽  
Knowledge And Beliefs ◽  
Core Part ◽  
Naive Realist

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

scholarly journals Exploring New Zealand year 11 students' understanding of Nature of Science concepts

2021 ◽  
Author(s):  
◽  
Blair Daniel Northcott
Keyword(s):  
Science Education ◽  
New Zealand ◽  
Prior Knowledge ◽  
Nature Of Science ◽  
Teaching Practices ◽  
School Students ◽  
Mixed Methods Approach ◽  
Knowledge And Beliefs ◽  
Core Part ◽  
Naive Realist

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

Making Science Homework Work: The Perspectives of Exemplary African American Science Teachers

2012 ◽  
Vol 114 (7) ◽  
pp. 1-32
Author(s):  
Jianzhong Xu ◽  
Linda T. Coats ◽  
Mary L. Davidson
Keyword(s):  
Science Education ◽  
African American ◽  
Secondary School ◽  
Science Teachers ◽  
African American Students ◽  
School Students ◽  
African American Teachers ◽  
Persistent Problem ◽  
American Science ◽  
American Students

Background/Context Despite the best intentions to close the achievement gap, the under-achievement of African American students in science is a persistent problem. It is surprising to note, however, that research on science education has often failed to consider students’ cultural diversity as it relates to science education. On the few occasions when efforts were made to link science disciplines and students’ cultural backgrounds, these studies were largely limited to classroom learning environments. Purpose/Research Question This study examines the perspectives of exemplary African American teachers toward science homework. Specifically, we address two research questions: What does science homework mean to exemplary African American science teachers? How do they approach science homework? Research Design A qualitative study was conducted, with data obtained from the following sources: (a) three open-ended, in-depth interviews with each exemplary teacher during the first year of the study, and (b) two focus group interviews with these teachers during the second year of the study. The participants were 8 exemplary African American science teachers in Grades 3–6 in the southeastern United States. Findings/Results Data revealed that these teachers shared a strong sense of urgency to use homework as an important vehicle in science learning. To help their students be successful with their homework, these teachers often provided additional provisions and used a variety of strategies to promote students’ interest in their homework. In addition, the teachers adapted an approach comparable to both Boykin's Afrocultural ethos (e.g., concerned with affect, expressive individualism, and verve) and “being a warm demander” (i.e., setting high expectations and insisting firmly yet respectfully that students meet those expectations). Conclusions These findings suggest that there is merit in integrating these two frameworks to better understand the perspectives of exemplary African American teachers toward science homework. These findings highlight the need to examine the perspectives of exemplary African American teachers toward secondary school science homework given that the poor achievement of African American students becomes more pronounced as they progress through school, and homework is found to be more strongly associated with secondary school students than elementary school students.

The Influence of Judicial Uncertainty on Executive Support for Negotiation in Canadian Land Claims Policy

2009 ◽  
Vol 42 (2) ◽  
pp. 417-442 ◽  
Author(s):  
Christa Scholtz
Keyword(s):  
Time Series ◽  
Research Agenda ◽  
Judicial Politics ◽  
Federal Budget ◽  
Land Rights ◽  
Land Claims ◽  
Indigenous Groups ◽  
Indigenous Land Rights ◽  
Indigenous Land ◽  
Judicial Uncertainty

Abstract. Governments and Indigenous groups bargain under the shadow of the law, and this paper pushes the judicial politics research agenda by examining empirically whether flickers in law's shadow systematically affect the implementation of the Canadian government's negotiation choice in the Indigenous land rights context. Through interviews and a time series analysis of Canada's specific claims policy, I find that judicial uncertainty increases the federal government's propensity to accept specific claims for negotiation. However, there is evidence that Indigenous protest action during the Oka crisis and Elijah Harper's role in scuttling the Meech Lake constitutional accord, more than other factors, greatly impacted the federal budget allocated towards negotiation.Résumé. Les négociations entre les gouvernements et les groupes autochtones se déroulent sous les auspices de la loi, et le présent document examine le programme de recherche sur les politiques légales afin de déterminer de façon empirique si certaines imprécisions dans la loi influent sur les options retenues par le gouvernement du Canada en ce qui concerne les droits sur les terres autochtones. Une analyse statistique de la politique de revendication en vigueur au Canada ainsi qu'un certain nombre d'entrevues m'ont permis de constater l'existence d'un flou juridique qui amène le gouvernement fédéral à accepter d'examiner certaines revendications spécifiques à la table des négociations. Il semble toutefois que certains incidents particuliers, comme les gestes de protestation posés par les autochtones lors de la crise d'Oka, ou le rôle joué par Elijah Harper dans l'échec de l'Accord constitutionnel du lac Meech, aient eu une incidence marquée sur l'importance des sommes allouées par le gouvernement fédéral à ces négociations.

scholarly journals Differences in the Level of Development of Children Aged 3–4 Years Who Do Not Follow Play Activities and The Children Who Following Play Activities in PAUD the Village District of Kanigoro Jatinom Blitar

2015 ◽  
Vol 2 (1) ◽  
pp. 084-091
Author(s):  
Rizkianna Nur Wirian ◽  
Ika Agustina
Keyword(s):  
Problem Based Learning ◽  
Research Use ◽  
Midwifery Care ◽  
Obstetrical Care ◽  
Innovative Learning ◽  
Independent Variable ◽  
Diploma Program ◽  
The Village ◽  
Education Courses ◽  
Variable Problem

Midwifery care is pregnancy health education courses in midwifery in order to get the optimalresult required an innovative learning models. There are many models of learning one is Problem basedlearning.Thus researchers want to analyze the effectiveness of Problem Based Learning in Pregnancyon Obstetrical Care learning Diploma Program. This research were done in STIKes Patria HusadaBlitar, On 25 February until march 8 th 2014.Methode: The research use kuantitatif approach, Trueexperimental. Population and sampel is student in college third semesters. Amount of 38 student,divideinto 2 groups, choice in random. Independent Variable Problem Based learning, Dependent Variableparticipation learning.Result:The results showed there was a significant influenced beetwen pre n postof leraning participate.

scholarly journals Exploring High School Students’ Cognitive Structures for Energy Concept Through Word Association Test

2021 ◽  
Vol 14 (9) ◽  
pp. 58
Author(s):  
Ömer Türksever
Keyword(s):  
High School ◽  
High School Students ◽  
Word Association ◽  
Association Test ◽  
School Students ◽  
Repeated Word ◽  
Word Association Test ◽  
9Th Grade ◽  
12Th Grade ◽  
11Th Grade

This research, which was conducted in order to reveal the cognitive structures of high school students regarding the concept of energy through the word association test, was designed in a survey model. Word association test was used as a data collection tool. After the necessary information was given to the students, they were given three minutes and they were asked to write the first words that came to mind about the key concept. The study group of the research consists of 202 students studying in a high school in the province of Malatya in the 2019-2020 academic year. 58 of these students are 9th grade, 46 are 10th grade, 45 are 11th grade and 53 are 12th grade. While choosing the study group of the research, one of the purposeful sampling types was chosen based on easily accessible situation sampling. The words obtained related to the concept of energy are tabulated using Microsoft office excel program. The cut-off points of the tables, which were examined in detail and repeated words were taken into account, were determined. Concept networks were created in line with the determined cut-off points. In the research, 189 different words were produced for the concept of energy by high school students. While 114 of these words were not included in the analysis because they had 4 or less frequencies, 75 words were included in the analysis. Among the words included in the analysis, the most repeated word in the 9th grade was &ldquo;petrol&rdquo; (f = 30), the most repeated word in the 10th grade was &ldquo;fossil fuel&rdquo; (24), the most repeated word in the 11th grade &ldquo;electricity&rdquo; (19), the most repeated word in the 12th grade was found to be &ldquo;potential&rdquo; (28). In the comparison between the classes, a difference in quantity and quality is observed. It has been observed that as the grade level increases, the quality of the answers given increases.

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