STEM Education in Natural Sciences Through Online Classes with Experiments

2021 ◽  
Vol 9 (3) ◽  
pp. 29-48
Author(s):  
Antoniya Petrova
Keyword(s):  
Science Education ◽  
Stem Education ◽  
Natural Sciences ◽  
Pedagogical Practice ◽  
Online Classes ◽  
Knowledge And Skills ◽  
General Attitude ◽  
School Year ◽  
The Impact ◽  
5Th Grade

The teaching of sciences by the modern teacher in school today is proving to be a challenge. The general attitude of students in general is that science is boring, difficult and not necessary in life. The recently popular STEM approach to education comes to the rescue. But what it is and how teachers can apply it successfully in practice are the questions to which we continue to look for the best answers for the specific circumstances. The article describes a study of the impact of STEM science education on the knowledge and skills of 5th grade students of Profiled Natural and Mathematical High School "Geo Milev" in Stara Zagora during isolation and Covid-19 pandemic in the school year 2020 - 2021. The author shares good pedagogical practice in science education through online experiments.

scholarly journals The impact of online learning on student motivation in science and biology classes

2020 ◽  
Vol 13 (1) ◽  
pp. 73-87
Author(s):  
Mila Bulić ◽  
Ines Blažević
Keyword(s):  
Student Motivation ◽  
Online Teaching ◽  
Natural Sciences ◽  
Online Classes ◽  
Control Groups ◽  
Motivation For Learning ◽  
Significant Difference ◽  
Study Participants ◽  
And Control ◽  
The Impact

The research aimed to check for difference in learning motivation between students learning online and students participating in modern classroom instruction. The study participants included students attending grades 5 to 8, divided into experimental (online classes) and control groups based on pre-testing. The results show that there is no statistically significant difference in motivation between the tested sub-samples. Student motivation for learning natural sciences declines with their years of schooling, but this is not statistically significant. It can be concluded that online teaching of Science and Biology as a learning tool can be as motivating as modern teaching using active classroom methods.

scholarly journals The Impact Of SARS Cov-2 Pandemic On Children’s Behaviour In Society And Their Reintegration Through Drama Classes

2021 ◽  
Vol 11 (2) ◽  
pp. 135-148
Author(s):  
Bianca Hedeş
Keyword(s):  
First Year ◽  
Online Classes ◽  
Children's Theatre ◽  
New School ◽  
School Year ◽  
New Information ◽  
Children’S Behaviour ◽  
One Year ◽  
The Impact ◽  
Typical School

Abstract The aim of this article is to point out the acute need of artistic classes for children with ages between 5 and 12 years after one year and a half of online activitities imposed by the SARS CoV-2 pandemic. The 2021 school year brought to the parents’ attention the gaps their children have experienced in terms of sociability. The ease they used to have in communicating with the others has almost disappeared along with the joy of interaction. They got so used to the virtual world that they began to see it as routine and to believe that this is the way our lives should be looking like from now on. As a result, the inauguration of this new school year in comparison to other typical school years, except for the pandemic years, has been registered as the year with the highest number of requests for children’s theatre classes. Teachers saw their students regressing and they also observed that it was very difficult for their students to assimilate any kind of new information, a reason why they came up with the idea of participating in such classes. The worst challenge for the students was to start coming back again physically to classes. Their enthusiasm disappeared alongside with their inability to concentrate and their difficulty in paying attention to the teaching process. The masks on their faces represented another disadvantage that they didn’t have to comply with any longer while attending online classes. Anyhow, it was the first year as a freelance theatre teacher in which the demand increased in such a manner that neither I nor my guild colleagues could honor all the requests we received in terms of drama classes for children at this age. The benefits of such classes in the education and in the evolution of its participants have already been demonstrated by many theatre personalities and they are now being amplified with the increased interest coming from the children’s parents who noticed serious disorders in their children’s’ behavior. In the next lines we are going to analyse the outcome results after questioning 60 children with ages between 5 and 12 years old.

scholarly journals THE LATVIAN 12TH GRADE STUDENTS` UNDERSTANDING OF PARTICULAR ISSUES OF NATURAL SCIENCES

2011 ◽  
Vol 8 (1) ◽  
pp. 44-54
Author(s):  
Irmeli Palmberg ◽  
Gunita Praulite ◽  
Janis Gedrovics
Keyword(s):  
Science Education ◽  
Everyday Life ◽  
Key Words ◽  
Basic Skills ◽  
School Science ◽  
Natural Sciences ◽  
The Other ◽  
Human Biology ◽  
Knowledge And Skills ◽  
12Th Grade

Students after graduating school must have both, knowledge and basic skills for ac-tive life-action, which includes their ability to evaluate their knowledge and skills for usabil-ity both in everyday life and in future. In this article knowledge of different problems within science education and its usability for future life, evaluated by the Latvian 12th grade stu-dents, has been analysed by using a poll, which has been previously approved in Nordic countries. Results show that Latvian students’ knowledge about different problems of human biology is relatively higher than in other fields of science. On the other hand students demonstrate a lack of skills for generalization, therefore knowledge is sometimes insufficient. Only slightly more than half of students recognized their knowledge in science, obtained at school, as suitable for their future life. Key words: basic skills, human biology, knowledge, school science.

scholarly journals APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS

2007 ◽  
Vol 4 (3) ◽  
pp. 5-12
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Natural Science ◽  
Teaching Practice ◽  
Learning Experience ◽  
Educational Practice ◽  
Present Situation ◽  
Natural Sciences ◽  
Pedagogical Practice ◽  
Natural Science Education

Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.

scholarly journals Case study on the impact of online schooling in a rural area during the emergency state (March-June 2019-2020 school year, Romania)

2021 ◽  
Vol 95 ◽  
pp. 01012
Author(s):  
Mariana Viorela Grigore-Filip (şerban)
Keyword(s):  
Elementary School ◽  
Rural Areas ◽  
Daily Routine ◽  
Online Classes ◽  
Primary Level ◽  
School Year ◽  
The World ◽  
Ict Tools ◽  
The Impact

The spread of the Corona virus has brought about major changes in the world. Even before, this technology was an important presence in practically every sphere of our daily routine. There is a widespread assumption that the population existing in the rural areas is hesitant towards accustoming to modernization. This paper is an inquiry constructed on the base of a questionnaire designed to determine the standpoint of the parents having children enrolled at primary level school in relation to the compulsory new ICT tools at school and at home, the difficulties and their awareness of the array of possibilities offered by communication science. The research was conducted at the end of June 2021 and it focuses on the period from March to June (2019-2020 school year) when all schools in Romania were performing online classes. The pupils comprised in this respective case study attend „Oborani Elementary school (I-IV)”, a rural school with pupils from the preparatory level to the fourth grade from Vişina Village in Dâmboviţa country, Romanina.

scholarly journals Genetic principles of the philosophy of perfect education

2021 ◽  
Vol 27 (1) ◽  
pp. 179-192
Author(s):  
Valentyn Pomohaibo ◽  
Andrii Pomohaibo
Keyword(s):  
Large Scale ◽  
Core Curriculum ◽  
Behavioral Genetics ◽  
School Education ◽  
Basic Knowledge ◽  
Pedagogical Practice ◽  
Knowledge And Skills ◽  
Educational Challenges ◽  
The Impact

Based on the analysis of the content of the book of famous British behavioral geneticists K. Asbury and R. Plomin «G means genes: the impact of genetics on education and achievement» shows the way to create a perfect school education, based on the latest numerous large-scale and long-term researches in different countries and prove that the role of genetic factors in human learning and life success is not absolute and that the impact of the environment is no less important than genes. This thesis is a base of the personalized child education idea. Based on an analysis of the research results, the authors of the book assert that school education should be personalized. It is the personalization of learning that will ensure to develop the thinking ability, acquire knowledge and skills at a pace and direction that is appropriate for each child. Personalized learning should be based on the following principles: a minimization of the core curriculum and test basic knowledge and skills; a maximizing of options to all pupils alongside the compulsory basic knowledge and skills; a stopping of labeling ability of children; an individual education of each pupil; a teaching of children to achieve success; a promotion of equal opportunities for children from an early age; an availability of out-of-school education for all children; a two-stage physical education program; wide choice of future life ways; a training of new teachers in genetics and a giving them the methods to put it into pedagogical practice; the scale of schools in directions and levels of education. Finally, the authors of the book offer their vision of a school that will be based on the laws of behavioral genetics. Possible publication of the book by K. Asbury and R. Plomin, «G is for genes: The impact of genetics on education and achievement» in Ukrainian will be an interesting and useful handbook for policymakers, educators and parents with its constructive recommendations on one of the most important educational challenges – how to prepare each and every child for a successful life in today's ever-changing world.

scholarly journals Peculiarities of Motor Fitness Dynamics of 5th-6th Grade Students During a School Year

2020 ◽  
Vol 20 (1) ◽  
pp. 49-55 ◽  
Author(s):  
Mykyta Tkachenko
Keyword(s):  
Physical Education ◽  
Educational Standards ◽  
School Year ◽  
Motor Fitness ◽  
Standing Long Jump ◽  
Study Results ◽  
Long Jump ◽  
The Impact ◽  
5Th Grade ◽  
Shuttle Run

The study purpose was to determine the impact of physical education classes on the dynamics of motor fitness of 5th-6th grade students. Materials and methods. The study participants were 17 5th grade boys and 17 6th grade boys. The study used the following methods: analysis of scientific and methodological literature, pedagogical testing and methods of mathematical statistics for processing the study results. Thematic planning of educational work was carried out based on the updated physical education curriculum for 5th-9th grades of general educational institutions. Results. There are statistically significant changes in the 5th grade boys’ results of educational standards: Test 2 “Shuttle run 4×9 m (sec)” and Test 4 “Standing long jump (cm)” (p < 0.05). The results in Test 2 improve by 6.2 %, in Test 4 by 7.1 %. There are statistically significant changes in the 6th grade boys’ results of educational standards: Test 2 “Shuttle run 4×9 m (sec)” (p < 0.1) and Test 4 “Standing long jump (cm)” (p < 0.05). The results in Test 2 improve by 4.4 %, in Test 4 by 12.9 %. Conclusions. Discriminant analysis revealed that by the multivariate mean the boys’ motor fitness at the beginning and end of the school year is classified as two different states. This indicates a positive impact of physical education classes on the dynamics of motor fitness of 5th and 6th grade boys.The level of schoolchildren’s motor fitness depends on coordination and speed-strength training carried out during physical education classes.

MODEL FOR APPLICATION OF STEM APPROACH IN CONDITIONS OF DISTANCE LEARNING – STEM HOME LABORATORY

2020 ◽  
Vol 11 (1) ◽  
pp. 209-215
Author(s):  
Greta Stoyanova ◽  
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Distance Learning ◽  
Primary School ◽  
Soft Skills ◽  
Learning By Doing ◽  
Online Classes ◽  
Successful Model ◽  
Scientific Experiment ◽  
At Home

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

STEM Education Problem Through Striking Differences Between Physics and Biology

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Nature Of Science ◽  
Stem Education ◽  
Functional Relationship ◽  
Theoretical Models ◽  
Natural Sciences ◽  
Physical Sciences ◽  
P Values ◽  
The Third ◽  
Differences Of Opinion ◽  
Biological Education

This work argues that fundamental differences of opinion as to the nature of science affect whether the “S” in STEM can really apply to all the natural sciences, which will affect how we structure and implement improvements in STEM education. The first part of the argument deals with often-taught definitions of words like “law” and “theory” that don’t really apply to much of physics. In the second part, we notes that mathematics remains inseparable from education in the physical sciences, but this is not the case in biology. Moreover, an appreciation for the worth of mathematical or theoretical models, even disjoint from experiments, is not generally a part of biological education. The third part is “the tyranny of hypotheses.” One of the “cultural” shocks I’ve had moving into biological fields is constantly hearing people talk about “hypotheses” and seeing a steady stream of bar graphs with asterisks and p-values. In physics, one almost never discusses hypotheses; rather, one test relationships between parameters, either analyzing them within some mechanistic framework, or empirically determining what the underlying functional relationship is.

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