scholarly journals Developing A Conceptual Framework for Science Teaching at Colleges of Education in Ghana

2021 ◽  
Vol 2 (6) ◽  
pp. 13-18
Author(s):  
A. M. Naah ◽  
M. Owusu ◽  
V. Osei-Himah ◽  
F. Owusu Ansah ◽  
T. K. Mensah ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Colleges Of Education ◽  
Science Content ◽  
Physical Universe ◽  
Education In Ghana ◽  
Understanding Of Science ◽  
And Performance

This paper looks at Science taught in Ghana generally. It defines Science and science education fundamentally, as the methodical observation, conception, analysis, and exhibition of patterns to understand what exist in the physical universe which is evidence-based and their interactions with each other. The understanding of these processes keeps changing as new relationships and explanations emerge. The motion and interactivity with materials employed by the pedagogies become key elements for creating exciting, dynamic and captivating experiences that motivate students to learn and pursue a science course with a greater sense of purpose. Science education is the teaching and learning of science to non-scientists, such as school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. However, the employ of inappropriate teaching methodologies is one of the factors that contribute to the low participation and performance of students in science. Little effort is made to relate the concepts learnt and the examples/illustrations used to real life, especially within the context of the students' own lives and environment. This article attempts to proffer a concise definition to merge the ideas from some scholars for a better understanding of science; meaning of Science Education; relevance of the study of science (or science education); problems of science teaching in Ghana and the effects and propounds a challenging model for implementation for effective science teaching in Colleges of Education in Ghana.

scholarly journals Understanding of Chemicai Formulae And Nomenclature Of Inorganic Compounds Using Improvised Conceptual Models Among Teacher-Trainees In Offinso And Atebubu Colleges Of Education In Ghana

2018 ◽  
Vol 6 (10) ◽  
Author(s):  
Bilatam Peter Mayeem ◽  
Anna M. Naah ◽  
Augustine Adjei
Keyword(s):  
Teaching And Learning ◽  
Conceptual Models ◽  
Inorganic Compounds ◽  
Control Group ◽  
Colleges Of Education ◽  
Teacher Trainees ◽  
Cognitive Capability ◽  
Education In Ghana ◽  
Level Of Significance ◽  
And Control

The study aimed at enhancing the understanding of SHS students in chemical formulae and nomenclature using locally constructed conceptual models. It was carried out in Offinso and Atebubu Colleges of Education. The research instrument used was pretest and protest on an experimental and control group with 200 students as sample size. Developmental research design with cluster and purposive sampling techniques were employed. Five research questions were formulated out of which four were modified into null hypothesis and was tested using 2-tailed t-test at 0.05 level of significance. The research results have showed that the use of conceptual models enhanced the understanding of Teacher-trainees in chemical formulae and nomenclature. Additionally, it was found out that the conceptual models had no influence on gender or cognitive capability. This emphasized that conceptual models should be used to assist the teaching and learning of chemical formulae and nomenclature.    

Science and Special Education

1994 ◽  
Vol 15 (2) ◽  
pp. 128-133
Author(s):  
Rodney L. Doran ◽  
J. Richard Sentman
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
School Science ◽  
The Other ◽  
Special Focus ◽  
Special Issue ◽  
Science Teaching And Learning ◽  
Science Educators

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.

scholarly journals Práticas docentes e discentes em cadernos de Ciências: desenvolvimento metodológico para percepção dos diferentes registros do cotidiano escolar

2019 ◽  
Vol 89 (221) ◽  
Author(s):  
Luana Siqueira ◽  
Tania -Jorge
Keyword(s):  
Science Education ◽  
School Culture ◽  
Science Teaching ◽  
Oral Language ◽  
Teaching And Learning ◽  
Methodological Development ◽  
School Life ◽  
Learning Practices ◽  
Cultura Escolar

Investigamos os diferentes registros presentes em um caderno de Ciências sobre introdução ao estudo da Química e da Física, visando desvendar aspectos da cultura escolar. Detectamos nele as práticas mais comuns da escrita e seus usos: anotações, cópias e transcrições, sugestivas de prática de memorização de conteúdos de Ciências. A transcrição da oralidade também foi evidenciada. Desenhos e bilhetes apareceram como uma forma de personalizar o caderno, para além do lugar comum onde se copiam lições e se registram conceitos retirados dos livros ou explicados pelo professor. Sistematizamos, então, uma metodologia de análise de cadernos de Ciências que poderá ser aplicada à análise de um volume maior de cadernos e revelar aspectos relevantes das práticas docentes e discentes no ensino de Ciências e do cotidiano escolar. Palavras-chave: linguagem, ensino de ciências, cultura escolar, caderno escolar. Teaching and learning practices in sciences: methodological development for the perception of the various registers of daily school life We investigated the various registers, which appear on an introduction of a Chemistry and Physics notebook, to verify if they may disclose aspects of the school culture. We observed the most common procedures of writing and their uses: notations, copies and transcriptions, suggesting practices that favor scientific memorization contents. The transcription of oral language was also evident. Illustrations and notes appeared as a way to personalize the notebook, transforming it in something further than a place to copy lessons and to register concepts obtained from the textbook or the teacher explanations. We synthesized a methodology for notebook analysis that can be applied to a high number of notebooks and reveal relevant aspects of teachers and students’practices in Science education and school culture. Keywords: language, Science teaching, school culture, school notebooks Luana de Souza Siqueira

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals Open-minded Environmental Education in the Science Classroom

Paideusis ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 36-43
Author(s):  
David P. Burns ◽  
Stephen P. Norris
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Science Teaching ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Science Classroom ◽  
Environmental Concerns ◽  
Environmental Advocacy ◽  
Science Teaching And Learning ◽  
Scientific Facts

In this paper we will discuss the issue of environmental advocacy in science education in light of William Hare’s concept of open-mindedness. Although we shall assume that science teaching and learning must go beyond the scientific facts and theories and deal with the implications of science for society, we shall argue that science education should also demand an open-mindedness about environmental concerns such that all proposals for sustainability and the like are weighed against the alternatives using the best scientific knowledge available. Our approach will be to describe two examples of environmental education that recommend insufficiently open-minded forms of teaching and a third example that avoids this shortcoming yet provides a sound basis in environmental education.

scholarly journals In-service teacher education course module design focusing on usability of ICT applications in science education

2012 ◽  
Vol 8 (2) ◽  
pp. 138-149 ◽  
Author(s):  
Jari Lavonen ◽  
Heidi Krzwacki ◽  
Laura Koistinen ◽  
Manuela Welzel-Breuer ◽  
Roger Erb
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Problem Analysis ◽  
International Survey ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
Module Design

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.

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