scholarly journals Continuing education: indications for distance learning of biological sciences in elementary and secondary education

2021 ◽  
pp. 171-186
Author(s):  
Carla Viana Dendasck ◽  
Euzébio de Oliveira ◽  
Amanda Alves Fecury ◽  
Claudio Alberto Gellis de Mattos Dias
Keyword(s):  
Biological Sciences ◽  
High School ◽  
Online Education ◽  
High School Teachers ◽  
Science Teachers ◽  
New Technologies ◽  
Online Classes ◽  
School Teachers ◽  
Great Resistance ◽  
Elementary And Secondary Education

Although discussions about the possibility of online education in elementary and high school in Brazil have entered the wake of the theoretical debate, there is still great resistance. However, the pandemic context brought no alternatives, leading thousands of students to social isolation for more than a year. This context caused elementary and high school teachers to adapt to new technologies, thus demonstrating the need to prepare to work in remote learning teaching. The guide question of this material was: How can life science teachers prepare and what basic tools should they know to prepare their online classes? Thus, the general objective was to carry out indications that teachers should know to prepare their online classes. The methodology adopted was exploratory through literature review. The main indications were that teachers need to seek diversified content in the preparation of classes to adopt motivation strategies with their students, adopting care with the issue of language, audio and light in the production of classes. Finally, it will be up to the teacher to recognize the various tools and resources such as: Youtube, Instagram, Movies, Games, and other subsidies, so that there is an approximation between the teaching of biology and the reality of the student.

scholarly journals NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS

2017 ◽  
Vol 16 (3) ◽  
pp. 366-378
Author(s):  
Nadaraj Govender ◽  
Duduzile Zulu
Keyword(s):  
High School ◽  
Nature Of Science ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Planning ◽  
Natural Sciences ◽  
School Teachers ◽  
Junior High School Teachers

An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content. Keywords: junior high school teachers, lesson planning, nature of science, natural sciences.

scholarly journals ANALISIS KESIAPAN GURU IPA DALAM IMPLEMENTASI KURIKULUM 2013 DI SMP NEGERI SE- KECAMATAN STABAT

2018 ◽  
Vol 1 (2) ◽  
pp. 114
Author(s):  
Layil Safitri
Keyword(s):  
High School ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Average Percentage

The study of Science Teacher Readiness Analysis in 2013 Curriculum Implementation in this Public Middle School aims to find out: the readiness of Junior High School science teachers in preparing learning by implementing the 2013 curriculum and the readiness of junior high school science teachers in preparing learning tools by implementing the 2013 curriculum. The subjects in this study were 2 teachers Stabat 1 state junior high school, 4 Stabat state 2 junior high school teachers, and 5 Stabat state 5 junior high school teachers. This type of research is quantitative descriptive analysis research. The results showed that: State Junior High School Teachers in Stabat Subdistrict were declared ready in preparing the 2013 curriculum learning, this can be seen from the average percentage of 79% with the ready category; State Junior High School Teachers in Stabat Subdistrict are in the ready category in preparing the 2013 curriculum learning tools, this can be seen from the following data: Average percentage of readiness of Stabat 1 Public Middle School teachers is 79% with ready category. The average percentage of readiness of Stabat 2 state junior high school teachers is 70% in the ready category.

scholarly journals Formação técnica de professores do Ensino Médio para uso do Tablet Educacional: uma pesquisa-ação / Technical development of high school teachers for the use of the educational tablet: an action-research

2016 ◽  
Vol 9 (2) ◽  
pp. 114-127
Author(s):  
Elivelton Henrique Gonçalves ◽  
Fernanda de Oliveira Costa ◽  
Adelma L.O.S Araújo
Keyword(s):  
High School ◽  
Action Research ◽  
Teacher Development ◽  
High School Teachers ◽  
New Technologies ◽  
Lesson Plan ◽  
School Teachers ◽  
Pedagogical Training ◽  
Body Of Knowledge ◽  
Teaching Learning

RESUMO:Este estudo tem como objetivo compreender a importância da formação contínua dos professores do Ensino Médio do CESEC (Centro Estadual de Educação Continuada) Augusta Raquel da Silveira, em Lagamar-MG, como uma forma de possibilitar a adoção de novas tecnologias, especificamente o Tablet Educacional, em suas propostas pedagógicas. Como método de trabalho, escolheu-se a pesquisa-ação. Assim, por meio da implantação de três ações – formação técnica, formação pedagógica e elaboração e desenvolvimento de um plano de aula utilizando o aparelho – foi possível apresentar aos professores da instituição conhecimentos técnicos e pedagógicos referentes ao manuseio do tablet, além de proporcionar a aplicação prática do aparelho, com as devidas orientações e suporte, na rotina educacional de cada profissional. A partir do desenvolvimento das ações, foi construído e sistematizado um conjunto de saberes inerentes ao Tablet Educacional, que contribuíram para que os professores conhecessem a relevância da sua utilização, de modo a usufruírem suas possibilidades e recursos que subsidiam, de forma significativa, o trabalho docente e o processo de ensino-aprendizagem.PALAVRAS-CHAVE: tecnologias na educação; formação de professores; formação contínua de professores. ABSTRACT:The present study aimed at understanding the importance of continuing development of CESEC’s (State Center of Continuing Education) Augusta Raquel da Silveira High School teachers in Lagamar, in the state of Minas Gerais, as a form of enabling the adoption of new technologies, especially the Educational Tablet, to their pedagogical purposes. The action-research was chosen as the method of work. Thus, through the implementation of three actions – technical training, pedagogical training, and elaboration and development of a lesson plan using the Educational Tablet –, it was possible to present to the school teachers technical and pedagogical knowledge about the tablet, promoting its practical use with the necessary guidance and support for their educational routine. From the development of the actions, a body of knowledge concerning the Educational Tablet was constructed and systematized, which contributed for the teachers to get to know it and understand how relevant it is to employ it so as to explore its possibilities and resources that significantly subsidize the teaching work and the teaching-learning process. KEYWORDS: technology in education; teacher development; continuing teacher development.

Science teachers’ perceptions of nanotechnology teaching and professional development: a survey study in Taiwan

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Shu-Fen Lin ◽  
Jun-Yi Chen ◽  
Kun-Yi Shih ◽  
Kuo-Hua Wang ◽  
Huey-Por Chang
Keyword(s):  
Professional Development ◽  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Junior High School Teachers ◽  
Perceptions Of School

AbstractInclusion of nanotechnology in the science curriculum has received great attention in many countries. Taiwan’s government has been funding the National Program on Nanotechnology (NPNT) for nearly 10 years. The purpose of this study was to examine Taiwanese secondary school science teachers’ understanding of nanotechnology teaching after implementing the NPNT, as well as the teachers’ perceptions of school support and their professional development intentions. The study adopted the questionnaire survey method. Using stratified cluster sampling, a total of 1600 questionnaires were distributed to 178 secondary schools. Finally, the responses of 663 junior high school teachers and 632 senior high school teachers who completed the instrument were analyzed. The instrument for the study is the Teachers’ Perceptions of Nanotechnology Teaching Scale (TPNTS). The TPNTS included 42 Likert-scale items. The results reveal that secondary school teachers’ intentions to pursue professional development are high, but their perceptions of school support are low. Teachers’ knowledge and understanding of nanotechnology teaching is significantly above average, but failed to reach the “very satisfied” level. In addition, the senior high school teachers’ perceptions of nanotechnology teaching and professional development are significantly higher than those of the junior high school teachers. Implications of the findings are discussed.

scholarly journals ONLINE TEACHING LEARNING: ITS RELATIONSHIP ON PERSEVERANCE AMONG PRIVATE HIGH SCHOOL TEACHERS IN LUCBAN, QUEZON

2021 ◽  
pp. 212-217
Author(s):  
Melchie Palmado Veluz
Keyword(s):  
High School ◽  
Online Education ◽  
High School Teachers ◽  
Significant Relationship ◽  
Online Teaching ◽  
School Principal ◽  
Survey Method ◽  
School Teachers ◽  
Teaching Learning ◽  
Private High School

As a result of outbreak and new transition of online education system, the researcher will find-out and determine the relationship of online teaching learning to teacher’s perseverance. To analyze the difficulties and solution on the new normal of education. To be aware to the enhancement and improvement of the online teaching learning. Specifically, it sought to answer the following questions; What is the level of online teaching learning among private high school teachers in Lucban, Quezon in terms of; instructional strategies, challenges, support; What is the level of teachers’ perseverance among private high school in Lucban, Quezon in terms of; adaptability of virtual technology, learning interest, motivation; and Is there a significant relationship between online teaching learning and teachers’ perseverance among private high school in Lucban, Quezon? The research design used in this study was descriptive survey method of research. The population of the study was made up of the total population of Private High School Teachers in Lucban, Quezon. Online survey questionnaire were the main instruments used to gather information needed for descriptive presentation of data, weighted mean and standard deviation were used, for the hypothesis presentation of data, the researcher used Pearson r Correlation. Based on the data, it is shown that there is “a partial relationship between online teaching learning and teacher’s perseverance among private high school in Lucban, Quezon” at 0.05 level of significance. It showed that the null hypothesis stating that “There is no significant relationship between online teaching learning and teachers’ perseverance among private high school in Lucban, Quezon” was partially rejected, it could be inferred that there was “significant relationship between them”. Based on the findings and conclusions made, the following recommendations are given; Triangular efforts to be made by the school principal, teachers and students in upgrading the virtual skills of teachers as an intervention perspective as an action plan for them as well for the benefit of the students; Continuous enhancement of training/webinar program on online teaching learning may be conducted for sustainability of the skills of teachers; Continuous support of the administration financially to better equip skills and knowledge for smooth implementation of online teaching learning; and follow – up studies of similar nature and wiser magnitude must made in other areas in Quezon in order to countercheck the veracity of the findings in this study.

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