A Comparison of Malaysian and German Science Teachers’ Conceptions in Teaching Science in Secondary Schools (Perbandingan Konsepsi Guru Sains Malaysia dan Jerman dalam Pengajaran Sains di Sekolah Menengah)

2020 ◽  
Vol 45 (02) ◽  
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching Science ◽  
German Science

scholarly journals E-Book Usage in Teaching Science: The Perspectives of Science Teachers in Secondary Schools in Selangor

2016 ◽  
Vol 18 (1) ◽  
pp. 13-27
Author(s):  
Johan Eddy Luaran ◽  
◽  
Kamarol Baharen Mohd Rom ◽  
Fazyudi Ahmad Nadzri ◽  
Jasmine Jain ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Teaching Science

Professional Development Needs to Improve Teaching Science in Secondary Schools: Case Study of Mbeya, Tanzania

2020 ◽  
pp. 5-24
Author(s):  
Charles Ephraim Kibona ◽  
Joyce Sifa Ndabi ◽  
Isack Ephraim Kibona
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Science Teachers ◽  
Survey Design ◽  
Sampling Technique ◽  
Teaching Science ◽  
Research Approach ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Significant Difference

Aim: This study examined pedagogy and subject content needs for Professional Development (PD) to improve teachers’ skills in teaching science in secondary schools in Mbeya, Tanzania. Study Design: The study employed a quantitative research approach and cross-sectional survey design. Methodology: The main instrument used for the study was questionnaire. In this study, schools were randomly selected, and 256 respondents, science teachers were selected through stratified sampling technique. The data collected were analyzed quantitatively. Results: Science teachers need Professional Development (PD) in Pedagogical Knowledge (PK), masterly of science subject contents and technological skills of modern teaching. There was no significant difference in the mean scores for components of pedagogy knowledge between teachers who teach math subject and those who teach physics, chemistry and biology at  using independent samples t-test. Teachers need of PD in subject content in topics were as follows: accounts (61.7%), genetics (46.2%), electromagnetism (44.2%), electronics (40.4%), circles and the Earth as a sphere (29.6%), statistics and probability (28.4%), inorganic chemistry (25%), and ionic theory and electrolysis (24.1%). Conclusion: Science and mathematics teachers in Secondary schools need PD intervention in the subject content of science subjects.

scholarly journals Science Teachers’ Instructional Practices in Malaysian and German Secondary Schools

2019 ◽  
Vol 8 (4) ◽  
pp. 124
Author(s):  
Ai Jing Tay ◽  
Salmiza Saleh
Keyword(s):  
Science Education ◽  
Secondary Schools ◽  
Instructional Practices ◽  
Science Teachers ◽  
Classroom Observations ◽  
Instructional Decisions ◽  
Problem Solving Skills ◽  
German Science ◽  
Learning Modes ◽  
Definition Of

Advancement of science and technology in many areas has made progress on human lives more developed than the ancient time. A strong science education would be able to equip our younger generation with the skills needed to ensure them for securing a better job in future. Thus, this study is to compare the science teachers’ instructional practices in Malaysian and German secondary schools. A total of sixteen science teachers were involved where eight of them were from the German secondary schools and another eight of them were from Malaysian secondary schools. This study was done by conducting classroom observations and semi-structure interviews. The data collected were then analyzed qualitatively based on Dancy and Hendersons’ framework of instructional practices. In conclusion, Malaysian and German science teachers have similar source of knowledge, definition of students’ success, learning modes, type of motivation and problem-solving skills where they show differences in the interactivity of the classroom, instructional decisions, assessment, content and instructional design. There are also ten good instructional practices found in this study which can be adapted in both nations to improve their science education.

scholarly journals Planning skills by heads of science departmentand academic performance in science subjects in public secondary schools in Nandi county, Kenya

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Alfed Cheruiyot ◽  
Viviline Ngeno ◽  
Joash K. Kibett
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Sample Size ◽  
Science Teachers ◽  
Instructional Planning ◽  
Mixed Method Research ◽  
Quality Performance ◽  
Training Needs Assessment ◽  
Academic Activities ◽  
Correlation Statistics

Curriculum and instructional planning is important to ensure that academic activities run without interruption in an academic year or term. Heads of departments (HODs of Science) play a pivotal role in implementation of curriculum in secondary schools. Planning is one of the functions vested on HODs to ensure proper implementation of curriculum in their departments. This paper therefore looks at HODs planning skills towards academic performance improvement in three science subjects in public secondary schools in Nandi County, Kenya. The decision to choose HODs of science was due to the importance that is placed on science subject but which has recorded below average performance compared to other subjects in Kenya Certificate of Secondary School. The three science subjects under investigation are; Physics, Biology and Chemistry for secondary schools. The study used mixed method research design. The study had three target populations that comprised of 231 heads of departments, 231 principals and 693 teachers. The sample size of the study was determined using Krejcie and Morgan formulae of determining sample size and comprised of 23 principals, 128 HODS of science and 247 teachers who were selected through stratified random sampling. Data collection was through questionnaires and interview schedule. Analysis of data was performed through quantitative and qualitative methods. The correlation analysis was computed from HODs and science teachers’ data. The study discovered that most of them only planned for science practicals to be conducted on occasional basis by teachers in the department. Moreover, the HODs of Science ensured that the planned activities were conducted as planned. However, the HODs of Science were found not to have proper planning skills on ICT usage, acquisition of instructional material and conducting training needs assessment for teachers. The computed correlation statistics showed that there existed significant influence (p<0.05) between planning skills by HODs of Science and academic performance of students in sciences in public secondary schools in Nandi County. The study recommends that HODs of Science need to be informed by Quality Assurance and Standards Officers (QASOs) that they need to be proactive and not reactive to the responsibilities under their docket. Participatory planning practices needs also to be embraced by HODs of Science for improved implementation and execution of set objectives and targets. Keywords: Planning, Skills, Quality, Performance, Sciences HODs

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals Curso básico de didáctica de las ciencias enseñanza secundaria profesorado de ciencias en formación y en activo

2016 ◽  
Vol 1 (24) ◽  
pp. 144
Author(s):  
Adriana Patricia Gallego-Torres
Keyword(s):  
Secondary Education ◽  
Science Teachers ◽  
Teaching Science ◽  
Basic Course ◽  
Education Science

Este escrito presenta una reseña del libro escrito por los investigadores: Jaime Carrascosa Alís, Josep Lluís Domenech, Joaquín Martínez Torregrosa, Luis Osuna García y Rafaela Verdú Carbonell y con ISBN: 978-84-616-9964-3.Basic course teaching science secondary education science teachers in training and activeThis paper presents a book review written by researchers: Jaime Carrascosa Alis, Josep Lluis Domenech, Joaquín Martínez Torregrosa, Luis Osuna García and Verdú Carbonell and Rafaela ISBN: 978-84-616-9964-3Básico ciências curso de ensino ensino secundário professores de ciências em formação e activeEste trabalho apresenta uma resenha do livro escrito por pesquisadores: Jaime Carrascosa Alis, Josep Lluis Domenech, Joaquín Martínez Torregrosa, Luis Osuna García e Verdú Carbonell e Rafaela ISBN: 978-84-616-9964-3

scholarly journals Attitudes Towards Science: A Study of Gender Differences and Grade Level

2022 ◽  
Vol 11 (2) ◽  
pp. 599-608
Author(s):  
Susilawati*, Nurfina ◽  
Nurfina Aznam ◽  
Paidi Paidi
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Gender Gap ◽  
Grade Level ◽  
Primary Schools ◽  
Attitudes Toward Science ◽  
Sixth Grade ◽  
Total Sample ◽  
School Students ◽  
Students Attitudes

<p style="text-align: justify;">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

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