scholarly journals The Philosophy and Approach on which the PROFILES Project is Based

2014 ◽  
Vol 4 (1) ◽  
pp. 9-29
Author(s):  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Decision Making ◽  
Science Education ◽  
Secondary Level ◽  
School Science ◽  
Inquiry Teaching ◽  
Stage Model ◽  
Science And Society ◽  
Major Focus ◽  
Scientific Decision ◽  
Society Project

This article sets out to describe the PROFILES project, an European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive conceptualisation, and including socio-scientific decision making. The PROFILES project bases the teaching on a theoretically derived, 3 stage model, which is supported through carefully designed PROFILES modules, providing for both the students and the teacher. The major focus of the project is promoting more relevant school science education at the secondary level (grade 7 and above) by guiding teachers to gain ownership of the PROFILES philosophy and approach.

scholarly journals Analysis of candidate teachers’ opinions on how to benefit from history of science in science education according to decision-making strategiesÖğretmen adaylarının fen eğitiminde bilim tarihinden nasıl yararlanılacağına yönelik görüşlerinin karar verme stratejilerine göre incelenmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 4831
Author(s):  
Şebnem Kandil İngeç ◽  
Mustafa Erdemir ◽  
Kamile Tekfidan
Keyword(s):  
Decision Making ◽  
Science Education ◽  
History Of Science ◽  
Science Teachers ◽  
Likert Scale ◽  
School Science ◽  
Positive Contribution ◽  
History Of ◽  
Primary School Science ◽  
Science Classes

This study aims to determine candidate science teachers’ opinions on how to utilize history of science and whether their opinions display difference in terms of decision-making strategy variables and also to develop recommendations by means of acquired data. The research is a descriptive research based on screening model. Study group consists of 105 candidate teachers who are studying in Primary School Science Teaching Department.“Decision-making styles” four (4) point likert scale and five point likert type “how to benefit from History of Science in Science classes” five (5) point likert scale were used in order to obtain data. The findings shows that candidate teachers stated that they agree on use of History of Science in science classes with an average of 3,96±0,47. In their decision making strategies, they expressed that made logical decisions by 2,84±0,48, impulsive decisions by 2,56±0,41, dependent decisions by 2,25±0,32 and indecisive decisions by 2,35±0,50.A significant relation was found between candidate teachers’ opinions on utilizing History of Science in Science classes and their decision making strategies. It was observed that there is a relation between candidates’ situation of decision making and positive contribution of History of Science in classes in terms of conceptual and processual dimension. It was seen that opinions of candidates on utilizing History of Science in science education do not change depending on their decision making strategies. ÖzetÇalışmanın amacı, fen bilgisi öğretmen adaylarının bilim tarihinden nasıl yararlanacaklarına ilişkin görüşlerinin karar verme strateji değişkeni açısından farklılık gösterip göstermediğini belirlemektir. Araştırma tarama modeline dayalı betimsel bir çalışmadır. Çalışma grubu grubu Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Öğretmenliği Ana Bilim dalında öğrenim gören 105 öğretmen adayından oluşmaktadır.Verilerin elde edilmesinde “karar verme stratejileri” dörtlü (4) likert ölçeği ve “fen derslerinde bilim tarihinden nasıl yararlanılır” beşli (5) likert ölçeği kullanılmıştır. Araştırma sonucunda öğretmen adayları fen derslerinde bilim tarihinin kullanılmasına 3.96±0.47 ortalama ile katıldıklarını belirtmişlerdir. Karar verme stratejilerinde 2.84±0.48 mantıksal, 2.56±0.41 ile içtepisel, 2.25±0.32 bağımlı ve 2.35±0.50 kararsız karar verdiklerini belirtmişlerdir.Fen Bilgisi öğretmen adaylarının mantıklı karar verme stratejilerini kullanma düzeyleri ile bilim tarihinden kavramsal ve süreçsel anlamada yararlanmaya yönelik görüşleri arasında düşük düzeyde, pozitif ve anlamlı bir ilişki tespit edilmiştir. Ayrıca öğretmen adaylarının fen eğitiminde bilim tarihinden yararlanmaya yönelik görüşlerinin karar verme stratejilerine bağlı olarak farklılaşmadığı tespit edilmiştir.

METHODS OF INTERDISCIPLINARY INTEGRATION OF SCHOOL SCIENCE EDUCATION

2017 ◽  
Vol 2017 (2) ◽  
pp. 32-35
Author(s):  
Олег Петунин ◽  
Oleg Petunin
Keyword(s):  
Science Education ◽  
General Education ◽  
Interdisciplinary Communication ◽  
School Science ◽  
Physical Geography ◽  
Actual Problem ◽  
Positive Effects ◽  
Interdisciplinary Integration

<p>The article is devoted to an actual problem of integration of school courses in physics, chemistry, biology, ecology and physical geography. The author analyzes the content of the concept of integration of science education and enumerates the positive effects of its implementation. The article also presents the three levels of the integration: intra-, inter- and transdisciplinary. The author thoroughly describes methods of interdisciplinary integration, stopping on interdisciplinary communication, integrated lessons and integrated courses. The article revealed issues of interdisciplinary integration and suggest ways to overcome them. In conclusion, the author comes to the conclusion that the integration of science education is an urgent 9mki0problem of general education. To date, there are a number of successful solutions for this problem. In this article we have tried to summarize some material on this issue.</p>

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 An Exploratory Study of Research Data Governance in the U.S.

2020 ◽  
Vol 4 (1) ◽  
pp. 122-142
Author(s):  
Inna Kouper ◽  
Anjanette H Raymond ◽  
Stacey Giroux
Keyword(s):  
Decision Making ◽  
Exploratory Study ◽  
Research Data ◽  
Science And Society ◽  
Data Governance ◽  
Knowledge Commons ◽  
Multiple Voices ◽  
The Us ◽  
The Commons ◽  
The U.S

AbstractMaking decisions regarding data and the overall credibility of research constitutes research data governance. In this paper, we present results of an exploratory study of the stakeholders of research data governance. The study was conducted among individuals who work in academic and research institutions in the US, with the goal of understanding what entities are perceived as making decisions regarding data and who researchers believe should be responsible for governing research data. Our results show that there is considerable diversity and complexity across stakeholders, both in terms of who they are and their ideas about data governance. To account for this diversity, we propose to frame research data governance in the context of polycentric governance of a knowledge commons. We argue that approaching research data from the commons perspective will allow for a governance framework that can balance the goals of science and society, allow us to shift the discussion toward protection from enclosure and knowledge resilience, and help to ensure that multiple voices are included in all levels of decision-making.

scholarly journals Scientific Decision Making, Policy Decisions, and the Obesity Pandemic

2013 ◽  
Vol 88 (6) ◽  
pp. 593-604 ◽  
Author(s):  
James R. Hebert ◽  
David B. Allison ◽  
Edward Archer ◽  
Carl J. Lavie ◽  
Steven N. Blair
Keyword(s):  
Decision Making ◽  
Policy Decisions ◽  
Scientific Decision

Profit distribution of liner alliance based on shapley value

2021 ◽  
pp. 1-5
Author(s):  
Bin Guo ◽  
Shengyue Hao ◽  
Guangmei Cao ◽  
Honghu Gao
Keyword(s):  
Decision Making ◽  
Customer Satisfaction ◽  
Shapley Value ◽  
Case Analysis ◽  
Distribution Method ◽  
New Model ◽  
Profit Distribution ◽  
Scientific Decision ◽  
Stable Development

Profit distribution plays an important role in the sustainable and stable development of liner alliances, this paper tries to solve the profit distribution issues in the liner alliance based on Shapley Value Method. Meanwhile, seeing that there is little consideration from the customer satisfaction, this paper establishes a new model by revising Shapley Value Method to distribute the profit of liner alliances from the perspectives of suppliers and customers and carry out verification through case analysis. The profit distribution method proposed in the paper is helpful to the reasonable profit distribution of liner alliance. It ensures the continuity and stability of liner alliance and provides a scientific decision-making basis for the profit distribution of liner alliance.

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 A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

A scientific decision-making framework for supplier outsourcing using hesitant fuzzy information

2018 ◽  
Vol 22 (22) ◽  
pp. 7445-7461 ◽  
Author(s):  
R. Krishankumar ◽  
K. S. Ravichandran ◽  
K. K. Murthy ◽  
A. B. Saeid
Keyword(s):  
Decision Making ◽  
Fuzzy Information ◽  
Decision Making Framework ◽  
Scientific Decision
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