scholarly journals Towards a New Teaching Approach for Scientific Literacy

2020 ◽  
Vol 13 (1) ◽  
pp. 91-95
Author(s):  
Poh Tan
Keyword(s):  
Scientific Literacy ◽  
Meaningful Learning ◽  
Science Educator ◽  
Teaching Approach ◽  
The Subject ◽  
Objective View

Through the three-visions framework, a science educator approaches her science lessons and her practice from a more purposeful and intentional place and building and understanding the relation to the subject of study beyond an objective view can potentially bring more meaningful learning for the students.

Science education: too much of too little.

1990 ◽  
Vol 258 (6) ◽  
pp. S3 ◽  
Author(s):  
R L Malvin
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Science Teachers ◽  
School Children ◽  
Scientific Literacy ◽  
Scientific Productivity ◽  
College And University ◽  
The Subject ◽  
University Scientists ◽  
Read Number

By all measures attempted, scientific literacy of the American public is sadly wanting. The vast majority of our secondary school children and adults have no knowledge of most of the basic terms or concepts of science. The reasons for this shortcoming are many but prominent among them are sadly deficient texts, teachers untrained in the subject matter they teach, and college and university scientists who divorce themselves from the problem, although probably deploring it. Our institutions are no aid. They reward scientific productivity (read: number of papers published per year and research dollars), not teaching. Some suggested cures are production of better texts, training of science teachers in the field in which they teach, and, most importantly, involvement of scientists in the process. We must be willing to spend some of our time with secondary school pupils and their teachers. All will gain from the experience.

scholarly journals A Concept Map of Evolutionary Biology to Promote Meaningful Learning in Biology

2019 ◽  
Vol 81 (2) ◽  
pp. 79-87 ◽  
Author(s):  
María José Apodaca ◽  
Joseph D. McInerney ◽  
Osvaldo E. Sala ◽  
Liliana Katinas ◽  
Jorge V. Crisci
Keyword(s):  
Evolutionary Biology ◽  
Affective Commitment ◽  
Concept Maps ◽  
Concept Map ◽  
Cognitive Structure ◽  
Biological Evolution ◽  
Meaningful Learning ◽  
Evolutionary Context ◽  
Biological Concepts ◽  
The Subject

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

scholarly journals On the quantum principles of cognitive learning

2013 ◽  
Vol 36 (3) ◽  
pp. 281-282 ◽  
Author(s):  
Alexandre de Castro
Keyword(s):  
Cognitive Modeling ◽  
Cognitive Learning ◽  
Meaningful Learning ◽  
Quantum Probability ◽  
Quantum Behavior ◽  
The Subject

AbstractPothos & Busemeyer's (P&B's) query about whether quantum probability can provide a foundation for the cognitive modeling embodies so many underlying implications that the subject is far from exhausted. In this brief commentary, however, I suggest that the conceptual thresholds of the meaningful learning give rise to a typical Boltzmann's weighting measure, which indicates a statistical verisimilitude of quantum behavior in the human cognitive ensemble.

scholarly journals Societal view on chemistry teaching, food as example

2013 ◽  
Vol 1 (4) ◽  
pp. 373-378
Author(s):  
Sakari Tolppanen ◽  
Maija Aksela
Keyword(s):  
Sustainable Development ◽  
Scientific Literacy ◽  
Chemistry Teaching ◽  
Development Education ◽  
Societal Issues ◽  
The Media ◽  
The Subject ◽  
Sustainable Development Education

It is important to link societal issues to teaching in order to achieve all-round education and scientific literacy linked to it. The prerequisite for successful sustainable development education is that the themes of sustainable development are studied diversely from the perspectives of the environment, society, and economy. This article studies how the three aspects of sustainable development could be implemented in teaching through a food theme. The subject is approached with the help of recent examples from the media.

scholarly journals Online and Offline Hybrid Teaching in the Luminescent Materials and Applications Course

2021 ◽  
Vol 5 (6) ◽  
pp. 51-56
Author(s):  
Jie Li ◽  
Yali Yao ◽  
Qiang Guo
Keyword(s):  
Scientific Literacy ◽  
Information Society ◽  
Online Teaching ◽  
Teaching Method ◽  
Effectiveness Evaluation ◽  
Luminescent Materials ◽  
Construction Process ◽  
Teaching Reform ◽  
Hybrid Teaching ◽  
The Subject

Due to the outbreak of COVID-19, colleges and universities have actively responded to the call of the state to carry out online teaching in completing their teaching tasks. After the epidemic, the online and offline hybrid teaching has become a novel mode of teaching which meets the requirements of teaching reform and the information society. This teaching method integrates both the online and offline teaching which plays an important role in enhancing teaching qualities and learning experiences. However, due to the lack of experience, there are some issues occurring in the teaching process of this method. The Luminescent Materials and Applications course is used as the subject in this article. The difficulties in traditional offline teaching as well as the advantages, detailed course construction process, and effectiveness evaluation of hybrid teaching are summarized and meticulously analyzed. In regard to that, the application of the online and offline hybrid teaching in the Luminescent Materials and Applications course is beneficial to the learning of professional knowledge and the cultivation of students’ scientific literacy. Therefore, it is an effective way to improve and enrich this course by using the online and offline hybrid teaching method.

scholarly journals Pelatihan Teknik Permainan Konsentrasi pada Guru Sekolah Dasar Muhammadiyah Pahandut Palangka Raya

2019 ◽  
Vol 4 (2) ◽  
pp. 130-134
Author(s):  
Misyanto Misyanto ◽  
Agung Riadin ◽  
Dwi Sari Usop
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Meaningful Learning ◽  
School Experiences ◽  
School Teachers ◽  
Knowledge And Skills ◽  
The Subject ◽  
Subject Material

Concentration is an important aspect of mastering the material. Especially for students in elementary school. The age that is still very young, active, and enjoying to play, will have difficulty in understanding the subject material when they lack concentration. Understanding lessons at school experiences ease when combined with the game. The concentration game technique training for Muhammadiyah Elementary School teachers in Palangka Raya aims to develop knowledge and skills for teachers to combine games with lessons so that they can produce meaningful learning.

scholarly journals O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde”: a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health”: the Contributions of Conceptual Maps

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Conceição Aparecida Soares Mendonça ◽  
Felipa Pacifico Ribeiro de Assis Silveira
Keyword(s):  
Concept Maps ◽  
Science Curriculum ◽  
Cognitive Structure ◽  
Meaningful Learning ◽  
Curriculum Study ◽  
Human Beings ◽  
School Students ◽  
Pedagogical Intervention ◽  
Conceptual Maps ◽  
The Subject

ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: [email protected]

scholarly journals I believe I can do science: Self-efficacy and science achievement of Grade 9 students in South Africa

2018 ◽  
Vol 114 (7/8) ◽  
Author(s):  
Andrea Juan ◽  
Sylvia Hannan ◽  
Catherine Namome
Keyword(s):  
South Africa ◽  
Self Efficacy ◽  
Scientific Literacy ◽  
Science Achievement ◽  
Policy Implications ◽  
Strong Impact ◽  
Achievement Scores ◽  
Problem Solving Skills ◽  
The Subject ◽  
Cognitive Dimensions

An important component of an individual’s scientific literacy is a positive attitude towards science. However, emphasis is too often placed on achievement scores rather than attitude. While individuals’ relative levels of problem-solving skills, inherent aptitudes for the subject matter and teaching practices are conveyed through achievement scores, attitudes to science convey individuals’ emotional evaluation of the subject. Attitudes have a strong impact on behaviour: through either facilitating the learning process or hindering it. Furthermore, attitudes towards science reflect the culture which exists within a school, as well as the wider social context within which learning takes place. As a result, understanding attitudes is a key component of the interpretation of achievement results. We used data from 12 514 Grade 9 students in South Africa who participated in the 2015 Trends in International Mathematics and Science Study to investigate students’ self-efficacy in science. Multiple linear regression analyses were used to address the following key research questions: (1) What is the relationship between self-efficacy and science achievement for Grade 9 students in South Africa? and (2) What are the contextual factors associated with the self-efficacy of Grade 9 students in South Africa? The findings reveal a positive relationship between self-efficacy and science achievement and suggest a need to also focus on noncognitive aspects in order to improve science achievement. Significance: • The study contributes to understanding the determinants of science performance at school. • The findings highlight the importance of non-cognitive dimensions in science achievement at school. • The findings have policy implications for education programmes and teachers in relation to interventions which incorporate non-cognitive dimensions.

Learning With Online Activities

2010 ◽  
pp. 1280-1307
Author(s):  
Salam Abdallah
Keyword(s):  
Critical Thinking ◽  
Adult Students ◽  
Social Interactions ◽  
Middle Eastern ◽  
Teaching Approach ◽  
Standard Practice ◽  
Face To Face ◽  
The Subject ◽  
Online Activities ◽  
Face To Face Learning

Learning through social interactions and critical thinking is becoming a fundamental teaching approach, especially for adult students. This approach promotes holistic and deeper understanding for the subject being learned. Onlinetechnologies are offering us new opportunities to create communities of inquiry that allow for more active learningthat enhances students’ critical thinking. This article introduces an exploratory case in a Middle Eastern context that uses multiple online activities to supplement and strengthen the students’ face-to-face learningenvironment. This interpretive case discusses the students’ perceptions of their experience when using onlineactivities. The case indicates that students improved theirlearning, are very positive about their first interaction withonline activities and would like to see it as a standard practice to supplement their face-to-face learning.

A theoretical foundation for discovery learning.

1998 ◽  
Vol 275 (6) ◽  
pp. S4 ◽  
Author(s):  
M D Svinicki
Keyword(s):  
Active Learning ◽  
Learning Theory ◽  
Cognitive Theory ◽  
Theoretical Foundation ◽  
Cognitive Learning ◽  
Meaningful Learning ◽  
Discovery Learning ◽  
The Self ◽  
Problem Solver ◽  
The Subject

The processes of discovery learning are well grounded in current theories of learning. This article describes how cognitive learning theory supports the components of the discovery learning model. Three main characteristics of discovery learning that relate it to cognitive theory are 1) an emphasis on active learning, 2) the development of meaningful learning, and 3) the capacity to change attitudes and values toward the subject and the self as problem solver.

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