A State-Wide Earth Science Institute in Missouri

1985 ◽  
Vol 4 (1) ◽  
pp. 63-68
Author(s):  
Clayton Johnson
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Attitude Change ◽  
Teaching And Learning ◽  
Earth Science ◽  
School Science ◽  
Teacher Attitude ◽  
Inquiry Approach ◽  
Approach To Teaching ◽  
Trained Teachers

One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.

scholarly journals CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE

2016 ◽  
Vol 4 (3) ◽  
pp. 295
Author(s):  
Gladwin Bhebhe ◽  
Matiya Mugurani
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Science Teachers ◽  
Teaching And Learning ◽  
School Science ◽  
Direct Impact ◽  
Negative Attitudes ◽  
Secondary School Science ◽  
Attitudes Towards Science ◽  
Home Background

The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schools did not have conventional laboratories and equipment that would facilitate the teaching and learning of science. This study sought to find out the challenges faced by rural day secondary school science teachers in Gweru district of Zimbabwe and propose a way forward. Questionnaires, interviews and observations were used to collect data pertaining to the challenges that were faced by the teachers.

Using an inquiry approach to teach science to secondary school science teachers

2004 ◽  
Vol 39 (5) ◽  
pp. 434-439 ◽  
Author(s):  
John W McBride ◽  
Muhammad I Bhatti ◽  
Mohammad A Hannan ◽  
Martin Feinberg
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
School Science ◽  
Secondary School Science ◽  
Inquiry Approach

A case of the lower secondary science teacher training course for improving knowledge about classification of igneous rocks

2020 ◽  
Author(s):  
Toshio Arimichi ◽  
Norihito Kawamura
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Science Teachers ◽  
Earth Science ◽  
School Science ◽  
Igneous Rocks ◽  
Lower Secondary School ◽  
Secondary School Science ◽  
Science Classes

<p>In Japan, lower secondary school students study classification of igneous rocks related to geomorphology of volcanoes in science classes.<br>Most of junior high school science teachers are not good at teaching about this field. It might be due to their poor study experiences in earth science. They studied basic geology only in elementary and lower secondary school science classes because upper secondary school science curriculum have not been covered all fields of science. Consequently, many science teachers prefer to show photographs of rock samples to their students and are apt to avoid instruction of observing rock for identification. This may cause disadvantage for their students to construct the knowledge about plutonism and volcanism. <br>To improve instructional methods of basic petrology of igneous rocks, one of us conducted teacher training courses for lower secondary school science teachers. The results and subjects are as follows;<br>Firstly, an instructor showed three volcanic rocks (rhyolite, andesite, basalt) and three plutonic rocks (granite, diorite, and gabbro) to the trainees with no label. The trainees tried to classify the samples into some groups based on any points of views and present the results to others. Through this activity, the trainees would be aware of many points to divide igneous rock into some groups.<br>Secondly, the trainees observed and divided the igneous rocks into two groups on the basis of those textures. After the grouping, the trainees found the differences of colors among the rocks, and arranged in order from the white one in each group.<br>Thirdly, the trainees identified these rocks by utilizing a rock chart and references. <br>Finally, an instructor talked to the school teachers about relations between diversity and chemical components of magma. <br>According to a post questionnaires survey, some teachers replied as follows, "I knew the difference between the stones." "I did not know the points, now I knew it." " I had gained more confidence in instruction." “I feel that I have improved my teaching skills about this field.” In short, some trainees could improve their knowledge of basic petrology and instructional skills. <br>It is necessary to conduct training for teachers in order to prevent disadvantages to the students based on the teachers' experiences . <br> I think it is necessary to increase the number of teachers who improve instructional methods of earth science (experimental observation) by conducting training to improve the skills of many teachers.</p><p> </p>

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

Sign in / Sign up

Export Citation Format

Share Document