scholarly journals Applying an Ecology Metaphor in a Mixed Methods Analysis of High School Science Program Infrastructure

2022 ◽  
Author(s):  
Niyazi ERDOGAN ◽  
Carol L. STUESSY
Keyword(s):  
High School ◽  
Mixed Methods ◽  
School Science ◽  
High School Science ◽  
Science Program

Glenn Commission….This is High School Science ….We Have Liftoff!

2011 ◽  
Vol 1364 ◽  
Author(s):  
Michael J. Ireland ◽  
Daniel J. Steinberg
Keyword(s):  
Professional Development ◽  
High School ◽  
Value Added ◽  
School Science ◽  
High School Science ◽  
Teaching Skills ◽  
Science Program ◽  
High Quality ◽  
The Past ◽  
Quality Professional Development

ABSTRACTBeing a dedicated and enthusiastic high school science teacher is not enough to successfully prepare our children to take on the challenges of the 21st century and live up to its potential. We need high quality professional development opportunities in order to enrich our subject knowledge and teaching skills and reflect these skills in our craft. The Glenn Commission report, released ten years ago, details goals and associated action strategies included addressing professional development needs in order to deliver high-quality teaching as well as providing for teachers to engage in common study. We typically must scrutinize long lists of potential development opportunities to weigh the value of the program against the commitment of time and likelihood that intent of the training can be implemented. Beyond the training comes the quest for resources necessary for implementation and support to sustain the intent once new ideas and skills are brought back to school. Too often do teachers get their batteries charged from a professional development experience only to return to school where they become challenged to employ new skills or ideas and become further discouraged if there is no sustained support from the professional development sponsor. The best value-added programs that I have experienced are those where professional relationships can be forged through a significant and meaningful experience. Through these relationships, support networks can be established to help sustain knowledge and initiatives to provide a world-class education for our children.I have had the excellent fortune to experience a top quality professional development program at the Princeton Center for Complex Materials (PCCM), a Materials Research Science and Engineering Center (MRSEC). My experience with the PCCM programs has demonstrated to me how a truly effective program can change lives. Over the past six consecutive summers I have gained invaluable experience starting with the Research Experience for Teachers (RET) program and subsequent involvement with PUMA and other PCCM programs that have provided me with the necessary resources to improve my teaching skills, depth of knowledge in my discipline and enable me to sustain a higher quality science program at my school. Through the RET program, I engaged directly with professors for two consecutive summers who were enthusiastic about helping improve my teaching skills and supportive of my pursuit to improve the science program at my school. This experience has led to the development of two new courses I have been able to offer for the past four years in Chemistry and Materials Science designed to engage students through hands on experiences. It was this experience that became the catalyst for me to further collaborate with local industry professionals who joined my cause and also helped in the development of one of the two new courses. Through this short paper, I will expand on my professional development experiences over the past six years to demonstrate how others can maximize opportunities provided by MRSEC educational outreach programs.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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