Teaching and Learning Chemistry in the Laboratory. A Critical Look at the Research

2018 ◽  
Vol 16 (1) ◽  
pp. 30 ◽  
Author(s):  
Derek Hodson
Keyword(s):  
Science Education ◽  
Teaching And Learning ◽  
Practical Work ◽  
Extreme Caution ◽  
Learning Chemistry

<span>For more than 100 years, teachers in British schools have been encouraged to give practical work 1 a central role in science education, though this tradition is not so well established everywhere (Gee &amp; Clackson, 1992; Jenkins, 1979; Lock, 1988). Not surprisingly, those countries with a strong and continuing tradition of practical work generate the most rigorous and vigorous criticism of its rationale and practice. These criticisms should be regarded with extreme caution.</span>

A Glance Portrayal of Science Education in Indonesia

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Science Education ◽  
General Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Asia Pacific ◽  
Professional Organizations ◽  
Curriculum Innovation ◽  
Global Science ◽  
Historical Developments

The goal of this work is to describe pre- and in-service science teacher education and science education research in Indonesia in an effort to better inform the global science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia’s science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

scholarly journals Creative teaching design in STEM: Using graduate learning outcomes to distribute students' existing knowledge in first-year biology practical work groups

2019 ◽  
Vol 16 (3) ◽  
pp. 4-17 ◽  
Author(s):  
Julia Savage ◽  
◽  
Jillian Healy ◽  
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Work Groups ◽  
Practical Work ◽  
First Year ◽  
Education Practice ◽  
Science Technology ◽  
New Learning ◽  
First Year University

In Australia, a significant number of students enrol in first-year university biology without the benefit of high school biology. In order to help students support each other, the authors of this paper (a central unit academic developer and a biology coordinator of first-year biology) created a classroom activity that facilitated the distribution of the more experienced students of biology throughout the practical work groups. An important feature of this creative design for forming groups, called the GLO Activity in this paper, was the embedding of two of the University’s key teaching and learning priorities within the activity. These were the University’s eight graduate learning outcomes (GLOs) and, inclusive education practice. We discuss creative pedagogies in STEM (Science, Technology, Engineering and Maths) and their link to supporting students in their first year of university study. We explain our scholarly thinking behind the GLO Activity and evaluate its impact. Finally, we reflect on how we, the educators, found satisfaction in thinking deeply to create a new learning structure for a biology practical class that solved one teaching challenge but also met a number of the University’s curriculum principles.

scholarly journals ACCIONES DE MAESTROS DE CIENCIAS: CREENCIAS, ROLES, METAS Y CONTEXTOS EN LA ENSEÑANZA Y EL APRENDIZAJE

2017 ◽  
Author(s):  
Lilia Reyes Herrera Reyes Herrera ◽  
Luis Enrique Salcedo
Keyword(s):  
Science Education ◽  
School Districts ◽  
Teaching And Learning ◽  
Science Instruction ◽  
Teacher Conceptions ◽  
Education Community

Although scence curricula vary widely among countries, states, school districts,individual schools and individual classrooms, the understanding and enhancement ofscience teaching and learning is so limited in most of them that it is a global concern.Teacher’s conceptions play an important role in the implementation of a sciencecurriculum, consequently; the study and development of teacher conceptions of thenature of science education has become one of the most important goals of thescience education community. Although in the last twa decades this has been aprolific area of research, it is yet to be researched more deeply. The overallpurposeof this research is to explore the nature of the referents used by science teacherswhen engaged in science instruction and to elucidate patterns of beliets, goals, rolesand context which guide teachers actions and interactions. The kind of research weare doing argue tora change in teachers’ epistemology empowering them to takeinformed decisians to break away fram dominant practices which have been presentín the community without deep questioning.

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>

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