scholarly journals Teacher Effectiveness of Some Selected Secondary Schools’ Science, Technology, Engineering And Mathematics Subjects: Implication for Sustainable Development Using Science Education

2019 ◽  
Vol 5 (1) ◽  
pp. 3-14
Author(s):  
Adewale Owodunni Saka ◽  
Peter Aboyami Onanuga
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Teacher Effectiveness ◽  
Local Area ◽  
Instructional Materials ◽  
School Level ◽  
Ogun State ◽  
Science Technology ◽  
Secondary School Level ◽  
And Mathematics

This study examined the teacher effectiveness of the selected STEM subjects’ teachers of physics, chemistry and biology at thesenior secondary school level in Ijebu North local area of Ogun state, Nigeria. All the fifty teachers delivering the selected STEMsubjects were observed using and adapted Teachers’ Effectiveness Observation Guide (r=0.7). The data collected were analysedusing descriptive and inferential statistics. The results revealed that teacher effectiveness of the selected STEM subjects’ teacherswas relevant. The results also indicated that teacher effectiveness of chemistry teachers was the best among the three categoriesof teachers. Furthermore, the findings revealed no significant gender difference in teacher effectiveness of the selected STEMsubjects’ teachers. The study discussed the implications of the findings for sustainable development using science education. Itrecommended among other things that periodic training should be organized for teachers in all areas of teaching dimensions,particularly in the use of activity-based instructional materials for science teaching.

scholarly journals The Challenges of Science Education in Secondary School Level: A Case Study from Chakaria Upazila of Cox‟s Bazar District

2019 ◽  
Vol 26 (1) ◽  
Author(s):  
Roksana Tarannum
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Rural Areas ◽  
Industrial Revolution ◽  
Secondary Level ◽  
School Level ◽  
Middle Income ◽  
Secondary School Level ◽  
The Government ◽  
And Mathematics

In the present context of the fourth Industrial Revolution, science education is considered as theappropriate tool for the development of a nation. Accordingly, the government of Bangladesh has laidsignificant emphasis on science and technology education as a gateway to development with anaspiration to build a „Digital Bangladesh‟ and to attain the status of a middle-income country by2021. However, contrasting to a large number of government initiatives, a declining scenario ofenrollment in science groups at the secondary level has been reported for nearly a decade. Thissituation is likely to be worse in rural areas as it was evident from a visit to Chakaria Upazila ofCox‟s Bazar. Drawing attention to the underlying problems of science education, this study attemptsto provide an account of the present scenario of science enrollment at secondary school level in therural Bangladesh, and identifies the factors responsible for the enrollment pattern. The ten years‟trend analysis on science group enrollment provided a clear picture of declining scenario since 2010.Compared to the other two groups of Business and Humanities, preferences to be enrolled in theScience group at secondary level steadily showed a marked decrease from 2009 to 2018. Complexityand volume of the science syllabus creating “Science Fear”, weak teaching capacity, shortage ofscience and mathematics teachers, scarcity of teaching materials and paucity of laboratory equipmentwere found to be the key factors responsible for declining science enrollments in the secondary levelof rural Bangladesh.

scholarly journals A Correlational Study between Parental Awareness of STEM Education and Student’s enrolment for STEM-related subjects for Upper Secondary School Level

2020 ◽  
Vol 8 (2) ◽  
pp. 8-14
Author(s):  
Hafsah Taha ◽  
Thamilarasi Subramaniam
Keyword(s):  
Stem Education ◽  
School Level ◽  
High Profile ◽  
Parental Awareness ◽  
Parental Exposure ◽  
Science Technology ◽  
Upper Secondary ◽  
Secondary School Level ◽  
And Mathematics ◽  
Upper Secondary Level

This survey analysed parental Science, Technology, Engineering and Mathematics (STEM) exposure in three different aspects to predict their student’s enrolment in STEM-related subjects in upper secondary level. The parental exposure towards STEM has been determined in three different aspects: parental socio-demographic information, knowledge towards STEM and their level of awareness on STEM approach. Findings revealed parents occupation has a positive correlation towards student’s enrolment for STEM related options; inferring that student’s enrolment in STEM-related subjects highly increases when the parent’s profession is related to STEM-based career. However, the study also revealed parents with low scores in STEM knowledge and awareness could also provide appropriate opportunities for their students to foster an appreciation for courses related to STEM careers. Thus, in addition to improving the opportunities for students in STEM education through courses, materials and opportunities, schools must additionally create opportunities for parents to be exposed and learn more about STEM education and how it would create high profile careers for their children.

scholarly journals Addressing Sustainable Development: Promoting Active Informed Citizenry through Trans-Contextual Science Education

2020 ◽  
Vol 12 (8) ◽  
pp. 3259
Author(s):  
TBM Chowdhury ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Sustainable Development Goals ◽  
School Setting ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Development Goals ◽  
Informed Citizenry ◽  
Technological Decision Making

This article seeks to identify the role of science education in promoting an active, scientifically literate, citizenry ready to address sustainable development goals as envisaged by the United Nations (2015). In so doing, a conceptual model is put forward to address citizenry development, extending beyond an informed scientific and technological decision making ability and encompassing constructive activities addressing sustainable development at the local, national and global level. The operationalisation of the model builds on an initial student-relevant, societal issue-related contextualisation involving STEM (science, technology, engineering, mathematics) while focusing on developing science conceptual learning. The model extends to not only considering socio-scientific issues, but seeks to promote trans-contextualisation beyond the school setting, seeking to raise awareness of an active informed citizenry, related to environmental, economic and social sustainability. The components of active informed citizenry are described and a trans-contextual science teaching example based on the model is put forward in this article.

scholarly journals Welcoming Deaf Students into STEM: Recommendations for University Science Education

2018 ◽  
Vol 17 (3) ◽  
pp. es10 ◽  
Author(s):  
Derek C. Braun ◽  
M. Diane Clark ◽  
Amber E. Marchut ◽  
Caroline M. Solomon ◽  
Megan Majocha ◽  
...  
Keyword(s):  
Science Education ◽  
Life Experiences ◽  
Deaf Students ◽  
Research Directions ◽  
Expert Opinions ◽  
Science Technology ◽  
Research Mentoring ◽  
Cultural Experiences ◽  
And Mathematics ◽  
University Science

Scientists are shaped by their unique life experiences and bring these perspectives to their research. Diversity in life and cultural experiences among scientists, therefore, broadens research directions and, ultimately, scientific discoveries. Deaf individuals, for example, have successfully contributed their unique perspectives to scientific inquiry. However, deaf individuals still face challenges in university science education. Most deaf students in science, technology, engineering, and mathematics (STEM) disciplines interact with faculty who have little to no experience working with deaf individuals and who often have preconceptions or simply a lack of knowledge about deaf individuals. In addition to a lack of communication access, deaf students may also feel unwelcome in STEM, as do other underrepresented groups. In this essay, we review evidence from the literature and, where data are lacking, contribute the expert opinions of the authors, most of whom are deaf scientists themselves, to identify strategies to best support deaf students in university STEM education. We describe the journey of a hypothetical deaf student and methods for faculty to create a welcoming environment. We describe and provide recommendations for classroom seating and layout, accommodations, teaching strategies, and research mentoring. We also discuss the importance of including deaf scientists in research about deaf individuals.

Field Officers take on the Geoscience Education world

2020 ◽  
Author(s):  
Giulia Realdon ◽  
Gina P. Correia ◽  
Xavier Juan ◽  
Ramanathan Baskar ◽  
Guillaume Coupechoux ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
United Nations ◽  
Earth Science ◽  
Low Cost ◽  
School Science ◽  
School Level ◽  
Geoscience Education ◽  
Earth Science Education ◽  
2030 Agenda

<p>Responding to a widely perceived need for enhancing geoscience education (King, 2013), in 2018 the EGU Committee on Education launched the EGU and IUGS-IGEO Geoscience Field Officer (FO), project. FO Educators are specifically trained and appointed to run professional development activities: teacher workshops based the hands-on activities developed by ESEU Earth Science Education Unit (originally at Keele University) and published in the Earthlearningidea on-line repository. These activities, based on the CASE (Cognitive Acceleration through Science Education) methodology and successfully tested on nearly 40,000 teachers in the UK (King & Thomas, 2012), are aimed at geoscience teachers without an academic background in this field, or needing training courses in practical geology. The objective is to improve teachers’ knowledge and skills by means of a friendly approach and to raise their self-confidence in addressing geoscience topics in their classes. Six EGU and IUGS-IGEO FOs (the first six authors of this article) translated the activities into their respective national languages, prepared the workshops using commonly available equipment and low-cost materials and begun running workshops in May 2019. Meanwhile, the FOs coordinated their work and exchanged information through e-mail and Skype meetings. By January 2020, the FOs’ activity has included: 16 workshops given in Spain, Portugal, Italy, France, Morocco, and India for 286 attending teachers from primary and secondary schools. The workshops were evaluated through a questionnaire shared by all the FOs. The feedback showed that all the participants found the approaches very interesting and expressed interest in updating themselves and attending future workshops. The full evaluation data will be presented at a later date. Information about the FO workshops was disseminated through 4 teachers’ conferences, aimed at informing potential participants of the opportunity offered by EGU in the first pilot countries. Following the pleasing results of the first months of the FO project, EGU made a second call for more FOs in EU and non-EU countries. The new FOs will be trained during the EGU General Assembly 2020 in Vienna with the assistance of the existing FOs. Geoscience plays an important role in the operation of society and in protecting the future for all humans. Geoscience underpins key areas of the Sustainable Development Goals (SDGs) adopted by all United Nations Member States in the 2030 Agenda (United Nations 2015). The FOs’ dissemination activities will help the geoscience community to include students and teachers from the school level upwards and will result in the forging of interdisciplinary links with other disciplines and in promoting the adoption of sustainable development models in a growing number of countries.</p><p> </p><p>References</p><p>Earthlearningidea website: http//:www.earthlearningidea.com</p><p>King C. (2013). Geoscience education across the globe - results of the IUGS-COGE/IGEO survey. Episodes, 36.1, 19-30.</p><p>King. C. and Thomas, A. (2012). Earth Science Education Unit workshops – an evaluation of their impact. School Science Review. 94(347) 25-35. ISSN 0036-6811.</p><p>United Nations (2015) Transforming our World: The 2030 Agenda for Sustainable Development. Retrieved from https://sustainabledevelopment.un.org/content/ documents/21252030%20Agenda%20for%20Sustainable%20 Development%20web.pdf</p>

Promoting STEAMH at primary school: a collaborative interdisciplinary project

2018 ◽  
Vol 4 (8) ◽  
pp. 234-245 ◽  
Author(s):  
Maria Cristina Oliveira da Cristina Oliveira da Costa
Keyword(s):  
Primary School ◽  
Local Community ◽  
Real Life ◽  
School Level ◽  
Pedagogical Intervention ◽  
Local Schools ◽  
School Collaboration ◽  
Science Technology ◽  
Hands On ◽  
And Mathematics

There is a growing call on the integration of Science, Technology, Engineering and Mathematics (STEM) at the primary school level, aiming to motivate students to learn these subject matters, in order to correspond to the scientific and technological challenges of an increasingly demanding society. Recently, many studies sustain the importance of extending STEM to STEAM by adding Arts to the previous areas, to better prepare students for real life. In this article, we present a way to promote STEAMH, by integrating Heritage with STEAM. With a qualitative approach and an action research methodology, we intend to investigate how to develop a pedagogical intervention project that fosters STEAMH learning at primary school and local community. It is concluded that it is possible to implement a STEAMH pedagogical intervention project, being necessary to develop a collaborative partnership with local community and local schools. Keywords: STEAMH, hands-on, interdisciplinarity, primary school, collaboration

A Prospective Cognition Analysis of Scientific Thinking and the Implications for Teaching and Learning Science

2014 ◽  
Vol 13 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Corinne Zimmerman ◽  
Steve Croker
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Learning ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Cultural Activity ◽  
Science Technology ◽  
And Mathematics ◽  
Practice Of Science

With increased focus on the importance of teaching and learning in the science, technology, engineering, and mathematics disciplines, both educational researchers and cognitive psychologists have been tackling the issues of how best to teach science concepts and scientific thinking skills. As a cultural activity, the practice of science by professional scientists is inherently prospective. Recent calls to make science education more “authentic” necessitate an analysis of the prospective, cumulative, and collaborative nature of science learning and science teaching. We analyze scientific thinking through the lens of prospective cognition by focusing on the anticipatory, social, situated, and multiscale aspects of engaging in science. We then address some of the implications for science education that result from our analysis.

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