Perspectives on Learning and Teaching Science

2021 ◽  
pp. 1-19
Author(s):  
Maria José de Almeida ◽  
Isabel Vitória Figueiredo ◽  
Maria Margarida Caramona
Keyword(s):  
Health Professionals ◽  
European Association ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Educational Opportunities ◽  
Pharmaceutical Sciences ◽  
Learning And Teaching ◽  
Equal Educational Opportunities

Since birth, humans absorb information from what surrounds them. Kindergartens, schools, and universities work as institutions to insert everyone in a culturally similar environment, giving equal educational opportunities to future citizens. These institutions develop human competencies for a society enabled to feed everyone, to sustain healthcare, and to protect the environment. This effort implies educational performances, whose grounds should rely on theories of learning and different modes of teaching. Pharmacy faculties, apart from teaching, reinforcing, and updating the students' knowledge on pharmaceutical sciences, guide students towards respecting different health professionals, aware of their role as educational supporters of patients and families who use pharmacies as the closest advising and health caring places. This is especially important nowadays, with the complexity of some diseases and the rising costs of healthcare. This chapter gives an overview of pharmacy teaching and learning according to the European Association of Faculties of Pharmacy.

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 Potencialidades pedagógicas do filme Bambi no ensino de Ecologia e Educação Ambiental

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Eliane Gonçalves dos Santos ◽  
Caroline Santos dos Anjos
Keyword(s):  
Environmental Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Social Issues ◽  
Qualitative Approach ◽  
Teaching Science ◽  
Environmental Aspects ◽  
Learning And Teaching ◽  
New Directions ◽  
Teacher Needs

Resumo: O professor precisa analisar e pensar sobre sua prática visando a novos encaminhamentos que favoreçam o ensino e a aprendizagem. Um desses encaminhamentos podem ser os filmes comerciais, os quais possibilitam discussões e questionamentos de várias áreas para a educação e o ensino de Ciências e Biologia. Esta pesquisa tem por objetivo analisar as potencialidades pedagógicas do filme comercial Bambi (EUA, 1942) e Bambi II (EUA, 2006) para o ensino de Ecologia e Educação Ambiental. A pesquisa é de cunho qualitativo em Educação, na qual se fez um estudo descritivo e exploratório das referidas obras cinematográficas. O encaminhamento metodológico deu-se pelo contato com o filme, assistindo-o de diferentes modos (sem interrupção, com pausas para registros, assistindo aos extras), com registro em caderno de campo e a escolha de cenas para a análise. As categorias definidas após a análise foram questões ambientais, tópicos de ecologia e visão antropocêntrica. A partir da análise, foi possível constatar que os filmes apresentam temáticas que podem ser trabalhadas em sala de aula, tais como os conteúdos de Ecologia, aspectos ambientais  ̶  como o cuidado com a natureza e sua conservação  ̶  e aspectos da visão antropocêntrica. Os filmes Bambi e Bambi II apresentam potencial para o ensino, pois possibilitam a compreensão de processos vitais que ocorrem na natureza, a discussão sobre questões ambientais e sociais além de poderem auxiliar na compreensão de conteúdos e temas da área da Ecologia no ensino de Ciências e Biologia.Palavras-chave: Cinema. Metodologia didática. Meio ambiente. Ensino de Ciências. Ensino de Biologia. PEDAGOGICAL POTENTIALITIES OF THE BAMBI FILM IN ECOLOGY TEACHING AND ENVIRONMENTAL EDUCATIONAbstract: The teacher needs to analyze and think about his / her practice, aiming at new directions that support in teaching and learning. One of these directions may be commercial movies, which allow discussion and questioning in several subjects for education and  broaden world issues as disciplinary ones, showing a potential for learning and teaching Science and Biology. This research aims to analyze the pedagogical potential of the commercial movies Bambi (USA, 1942) and Bambi II (USA, 2006) for Ecology teaching and Environmental Education. The research is a qualitative approach in education, in which a descriptive and explanatory study related to cinematographic fiction was made. The methodological referral was given by the contact with the films, which have being watched in different ways (without interruption, with breaks for records, watching the extras), with record in a diary and the choice of scenes for analysis. The categories defined after the analyses were: environmental, ecology topics and anthropocentric view. From the analysis it was possible to verify that the films present themes that can be worked in the classroom about environmental aspects as the care and conservation of nature, the contents of Ecology and on aspects of anthropocentric vision. Bambi and Bambi II movies show a potential for teaching as they allow the understanding of life processes which happen in nature, the discussion of environmental and social issues as well as the understanding of content and themes from Ecology in the teaching of Sciences and Biology.Keywords: Cinema. Didactic Methodology. Environment. Science teaching. Biology teaching.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

scholarly journals Light People: Professor Chennupati Jagadish

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Hui Wang
Keyword(s):  
Developing Countries ◽  
Scientific Research ◽  
Educational Opportunities ◽  
Research Career ◽  
National University ◽  
Education In India ◽  
Set Up ◽  
Equal Educational Opportunities ◽  
Australian Academy ◽  
Young Researchers

EditorialIn 2018, the Indian film “Starting Line” focused the public’s attention on the issue of education in India. It depicted the length some Indian parents were willing to go to secure educational resources for their children, as well as the difficulties faced by those disadvantaged in society in their fight for equal educational opportunities. In reality, many brilliant young Indian talents have been able to study in Australia through a fund set up by Prof. Chennupati Jagadish, a Distinguished Professor of the Australian National University. Prof. Jagadish is a Fellow of the Australian Academy of Science and the Australian Academy of Technological Sciences and Engineering. In 2018 he was awarded a UNESCO Prize for his contribution to the development of nanoscience and nanotechnology. He holds many positions, and has won numerous awards. What started Prof. Jagadish on his scientific research career? How did he become the respected scientist he is today? What was his intention in setting up the educational fund for students from developing countries? What advice does he have for young researchers? Here are the answers from Prof. Jagadish.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals The governors of school markets? Local education authorities, school choice and equity in Finland and Sweden

2018 ◽  
Vol 13 (4) ◽  
pp. 481-498 ◽  
Author(s):  
Janne Varjo ◽  
Ulf Lundström ◽  
Mira Kalalahti
Keyword(s):  
School Choice ◽  
School Achievement ◽  
Geographic Origin ◽  
Welfare States ◽  
Educational Opportunities ◽  
Education Systems ◽  
Local Education ◽  
Equal Educational Opportunities ◽  
Choice Policy ◽  
Welfare Model

As one of the key elements of the Nordic welfare model, education systems are based on the idea of providing equal educational opportunities, regardless of gender, social class and geographic origin. Since the 1990s, Nordic welfare states have undergone a gradual but wide-ranging transformation towards a more market-based mode of public service delivery. Along this trajectory, the advent of school choice policy and the growing variation in the between-school achievement results have diversified the previously homogenous Nordic education systems. The aim of our paper is to analyse how Finnish and Swedish local education authorities comprehend and respond to the intertwinement of the market logic of school choice and the ideology of equality. The data consist of two sets of in-depth thematic interviews with staff from the local providers of education, municipal education authorities. The analysis discloses the ways in which national legislation has authorized municipal authorities to govern the provision of education.

Sign in / Sign up

Export Citation Format

Share Document