Reflections on Inquiry

2019 ◽  
pp. 197-210
Author(s):  
Stuart Bevins ◽  
Louise Lehane ◽  
Josephine Booth
Keyword(s):  
Science Education ◽  
Chain Reaction ◽  
The Future

This chapter provides concluding comments and reflections on the Chain Reaction project as well as inquiry approaches in general. The authors also include three reflective stories based on their involvement in the program. These stories attempt to bring differing roles and aspects of the project to life while identifying successes and barriers within the project. They also discuss implications for the future of science education across Europe and summarize their outcomes from the Chain Reaction project.

scholarly journals Shaping the foundations of programming languages

2021 ◽  
Vol 64 (6) ◽  
pp. 120
Author(s):  
Leah Hoffmann
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Programming Languages ◽  
Computer Science Education ◽  
The Future ◽  
Turing Award

ACM A.M. Turing Award recipients Alfred Aho and Jeffrey Ullman discuss their early work, the 'Dragon Book,' and the future of 'live' computer science education.

Inquiry and Chain Reaction in Slovakia

2019 ◽  
pp. 157-167
Author(s):  
Janka Raganova ◽  
Stanislav Holec ◽  
Martin Hruska ◽  
Miriam Spodniakova Pfefferova
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Secondary School Students ◽  
Time Pressure ◽  
Chain Reaction ◽  
School Students ◽  
Teacher Trainees ◽  
Science Projects ◽  
Training Courses ◽  
The Impact

The chapter presents how the Chain Reaction project was implemented in the context of science education in Slovakia. The educational reform highlighted inquiry as a leading approach in science education. But teachers were not prepared for implementation of such approaches. There was a lack of resources and a strong time pressure caused by a reduced number of science subjects lessons. Students' motivation to do and to study science was weak. Thus, the project team from Matej Bel University Banska Bystrica concentrated on two main issues: gaining teachers' engagement in non-traditional ways of science subjects teaching and motivating students to put their effort into inquiry-based science projects. The main problems connected with delivery of the Chain Reaction approaches in Slovak schools are discussed and the impact on secondary school students, science teachers, and teacher trainees is demonstrated. The developed pre- and in-service teacher training courses will serve as a tool of sustainability of the inquiry-based approaches in science education in Slovakia.

Chain Reaction

2019 ◽  
pp. 34-46
Author(s):  
Stuart Bevins
Keyword(s):  
Science Education ◽  
Education Reform ◽  
School Science ◽  
Positive Outcomes ◽  
Anecdotal Evidence ◽  
Chain Reaction ◽  
Science Classrooms ◽  
Emerging Themes

This chapter describes aspects of the successes and obstacles in the delivery of chain reaction in school science classrooms in England. It offers an overview of recent education reform in England and moves on to discuss the implementation of the program and provides anecdotal evidence from teachers to support emerging themes from the delivery experience. Issues of “time” restraints and over-burdened “curricular” as barriers to the deployment of inquiry approaches are highlighted by identifying positive outcomes and offering implications for science education across Europe.

scholarly journals The future challenge of Earth science education research

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Nir Orion
Keyword(s):  
Science Education ◽  
Education Research ◽  
Systems Approach ◽  
Earth Science ◽  
Science Education Research ◽  
Earth Science Education ◽  
The Earth ◽  
Low Profile ◽  
The Future ◽  
K 12

AbstractThis article addresses the question of what the future directions and emphases of the research in the earth science education field ought to be. During the past 30 years, Earth science education research has established a solid theoretical foundation, as well as practical strategies and techniques, for a meaningful teaching of earth science from K-12. However, the quality of this research, and the growing need for knowledge in Earth science, have done little to improve the low profile of ESE in schools worldwide. The article posits that narrowing this disturbing gap between the educational potential of Earth science and its low profile in schools requires a holistic agenda. Such an agenda will encompass the deepening of existing research of the Earth systems approach in areas like the development of environmental insight better understanding the learning process as an embedded human instinct, which will hopefully contribute to changing the current essentialism-based teaching culture. However, it will also include new avenues of research focused on changing the attitudes of geoscientists towards their role in society and the adoption of geoethical values.

Comment: Science education and the future of humankind

Science News ◽  
2008 ◽  
Vol 173 (16) ◽  
pp. 36-36
Author(s):  
Leon Lederman
Keyword(s):  
Science Education ◽  
The Future

scholarly journals Current and emerging assays for Francisella tularensis detection: a review

2008 ◽  
Vol 53 (No. 11) ◽  
pp. 585-594 ◽  
Author(s):  
M. Pohanka ◽  
M. Hubalek ◽  
V. Neubauerova ◽  
A. Macela ◽  
M. Faldyna ◽  
...  
Keyword(s):  
Mass Spectrometry ◽  
Flow Cytometry ◽  
Polymerase Chain Reaction ◽  
Francisella Tularensis ◽  
Practical Importance ◽  
Pathogenic Bacterium ◽  
Chain Reaction ◽  
Detection And Identification ◽  
The Future ◽  
Polymerase Chain

This paper presents an overview of methods for detection and identification of the pathogenic bacterium <I>Francisella tularensis</I> such as cultivation tests, enzyme-linked immunosorbent assays, flow cytometry, polymerase chain reaction, immunosensor, microarray, mass spectrometry, and chromatography. Included references are chosen according to their practical importance or perspectives for the future.

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