scholarly journals Science comics as tools for science education and communication: a brief, exploratory study

2009 ◽  
Vol 08 (04) ◽  
pp. A02 ◽  
Author(s):  
Mico Tatalovic
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Scientific Literacy ◽  
Exploratory Study ◽  
Science Communication ◽  
Museum Exhibit ◽  
Future Studies ◽  
Popular Art ◽  
Art Form

Comics are a popular art form especially among children and as such provide a potential medium for science education and communication. In an attempt to present science comics in a museum exhibit I found many science themed comics and graphic books. Here I attempt to provide an overview of already available comics that communicate science, the genre of ‘science comics’. I also provide a quick literature review for evidence that comics can indeed be efficiently used for promoting scientific literacy via education and communication. I address the issue of lack of studies about science comics and their readers and suggest some possible reasons for this as well as some questions that could be addressed in future studies on the effect these comics may have on science communication.

“It’s not just a diet, it’s a lifestyle”: An Exploratory Study into Community Preferences of Vegan Definitions

2019 ◽  
Author(s):  
Madelon North ◽  
Emily Jane Kothe ◽  
Anna Klas ◽  
Mathew Ling
Keyword(s):  
Exploratory Study ◽  
Personal Experience ◽  
Research Literature ◽  
Advocacy Groups ◽  
Convenience Sample ◽  
Future Studies ◽  
Ranking Order ◽  
The Uk ◽  
Community Preferences ◽  
Positivist Approach

Veganism is an increasingly popular lifestyle within Western societies, including Australia. However, there appears to be a positivist approach to defining veganism in the literature. This has implications for measurement and coherence of the research literature. This exploratory study assessed preference rankings for definitions of veganism used by vegan advocacy groups across an Australian convenience sample of three dietary groups (vegan = 230, omnivore = 117, vegetarian = 43). Participants were also asked to explain their ranking order in an open-ended question. Most vegans selected the UK definition as their first preference, omnivores underwent five rounds of preference reallocation before the Irish definition was selected, and vegetarians underwent four rounds before the UK definition was selected. A reflexive thematic analysis of participant explanations for their rankings identified four themes: (1) Diet vs. lifestyle, (2) Absolutism, (3) Social justice, and (4) Animal justice. These four themes represent how participants had differing perceptions of veganism according to their personal experience and understanding of the term. It appears participants took less of an absolutist approach to the definition and how individuals conceptualise veganism may be more dynamic than first expected. This will be important when researchers are considering how we are defining veganism in future studies to maintain consistency in the field.

scholarly journals Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Senay Purzer ◽  
Jenny Patricia Quintana-Cifuentes
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
School Science ◽  
School Resources ◽  
Science And Engineering ◽  
Teaching Models ◽  
Engineering Design Process ◽  
Stem Literacy ◽  
K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

scholarly journals Bibliometric analysis of scientific literacy using VOS viewer: Analysis of science education

2021 ◽  
Vol 1796 (1) ◽  
pp. 012096
Author(s):  
Denti Nanda Effendi ◽  
Irwandani ◽  
Welly Anggraini ◽  
Agus Jatmiko ◽  
Henita Rahmayanti ◽  
...  
Keyword(s):  
Science Education ◽  
Bibliometric Analysis ◽  
Scientific Literacy ◽  
Vos Viewer

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

Eye-Movement Patterns of Readers With Down Syndrome During Sentence-Processing: An Exploratory Study

2010 ◽  
Vol 115 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Cheryl Frenck-Mestre ◽  
Nathalie Zardan ◽  
Annie Colas ◽  
Alain Ghio
Keyword(s):  
Down Syndrome ◽  
Eye Movements ◽  
Sentence Processing ◽  
Exploratory Study ◽  
Matched Control ◽  
Reading Level ◽  
Control Group ◽  
Future Studies ◽  
Complex Sentences ◽  
Simple Sentences

Abstract Eye movements were examined to determine how readers with Down syndrome process sentences online. Participants were 9 individuals with Down syndrome ranging in reading level from Grades 1 to 3 and a reading-level-matched control group. For syntactically simple sentences, the pattern of reading times was similar for the two groups, with longer reading times found at sentence end. This “wrap-up” effect was also found in the first reading of more complex sentences for the control group, whereas it only emerged later for the readers with Down syndrome. Our results provide evidence that eye movements can be used to investigate reading in individuals with Down syndrome and underline the need for future studies.

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.

Integrated Theoretical Model of Smoking-Consumer Emotions and Research Outlook

2021 ◽  
Vol 7 (4) ◽  
pp. 251-263
Author(s):  
Jiayi Du ◽  
Xinkang Chen
Keyword(s):  
Theoretical Model ◽  
Literature Review ◽  
Future Studies ◽  
Moderating Variables ◽  
Consumer Emotions ◽  
The Future ◽  
Consumer Emotion ◽  
The Relationship

Objectives: Research on smoking-consumer emotions attracts increasing attention. Based on the literature review and analysis, this paper recognizes different definitions, categorizations, measurements of consumer emotions. Then the paper identifies the antecedent variables, moderating variables and outcome variables of consumer emotion and relevant emotion theories to explain the relationship and proposes an integrated theoretical model of consumer emotions. Finally, this paper talks about the future studies of consumer emotions on four aspects. This paper offers insights on the research of smoking-consumer emotions, theoretically and practically.

Creativity in CS1: A Literature Review

2022 ◽  
Vol 22 (2) ◽  
pp. 1-26
Author(s):  
Sadia Sharmin
Keyword(s):  
Science Education ◽  
Literature Review ◽  
Computer Science ◽  
Creative Thinking ◽  
Computer Science Education ◽  
Project Based Learning ◽  
Retention Rates ◽  
Introductory Programming ◽  
Introductory Programming Courses ◽  
Programming Courses

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored. To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

Were Higher Education Institutions Communication Strategies Well Suited for the COVID-19 Pandemic?

2021 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
David Santandreu Calonge ◽  
Pablo Medina Aguerrebere ◽  
Patrik Hultberg ◽  
Melissa Connor
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Exploratory Study ◽  
Higher Education Institutions ◽  
Communication Strategies ◽  
Theory Approach ◽  
Review Of The Literature ◽  
Implementation Processes ◽  
External Communication ◽  
Grounded Theory Approach

The immediacy of the COVID-19 pandemic highlighted the sheer importance of internal and external communication with stakeholders. Universities had to rapidly grasp an unfolding and fast-changing crisis, gauge their level of preparedness, review decision and implementation processes, devise strategies, and adapt communication approaches. This exploratory study conducts a literature review in order to identify relevant studies that address how higher education institutions communicated to their stakeholders during the COVID-19 pandemic. The review of the literature revealed that although many higher education institutions had disaster recovery plans in place, few were well-equipped for a disruption of global proportions. Using a grounded theory approach, five important themes emerged from the relevant studies.

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.

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