Science Education In-service Teacher Training (SEITT) and Better Schools Program Zimbabwe (BSPZ) Resource Teachers\' Modes of Facilitating In-service Activity

2005 ◽  
Vol 15 (2) ◽  
Author(s):  
David KJ Mtetwa ◽  
Rhodreck Makamure ◽  
Rudo Kwari ◽  
Addwell Chipangura
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Resource Teachers ◽  
Service Activity

scholarly journals Empowering Teachers to become Change Agents through the Science Education In-Service Teacher Training Project in Zimbabwe

2013 ◽  
Vol 42 (2) ◽  
Author(s):  
Yovita Gwekwerere ◽  
Emmanuel Mushayikwa ◽  
Viola Manokore
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Science Teachers ◽  
Science Curriculum ◽  
Pedagogical Practices ◽  
Science Data ◽  
Resource Teachers ◽  
Telephone Interviews ◽  
And Mathematics ◽  
Science And Mathematics Teachers

This paper presents findings from a study of three Zimbabwean science teachers who participated in the Science Education In-service Teacher Training (SEITT) program. At the turn of the century, the SEITT program was designed to develop science and mathematics teachers into expert masters and resource teachers for Zimbabwe’s ten school districts. The study investigated the successes and challenges faced by the three teachers who were in the process of reforming their pedagogical practices as well as writing and using contextualized science curriculum materials to teach secondary science. Data were collected through telephone interviews. The three teachers reported that the SEITT program helped them to transform their practice as well as that of their peers. They also reported that changing their teaching methods motivated learners to actively participate and this change also resulted in improved teacher efficacy. The paper discusses implications for improving science teaching and suggestions for contextualizing the science curriculum in developing countries.

scholarly journals The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7

2022 ◽  
Vol 14 (2) ◽  
pp. 857
Author(s):  
Raquel Chuliá-Jordán ◽  
Amparo Vilches Peña ◽  
María Calero Llinares
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Formal Education ◽  
Master's Degree ◽  
Degree Program ◽  
Education For Sustainability ◽  
The Sustainable Development ◽  
Master's Degree Program ◽  
The Press ◽  
Master’S Degree

Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).

scholarly journals PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION

2018 ◽  
Vol 17 (3) ◽  
pp. 364-366
Author(s):  
Muhammet Usak
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Scientific Journal ◽  
School Science ◽  
Scientific Journals ◽  
Related Research ◽  
To Come ◽  
And Mathematics ◽  
First Time ◽  
Science Education Journals

Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. At the end of the 70s, studies on constructivism, meaningful learning, misconception, conceptual learning (Driver, & Easley, 1978; Driver, 1983; Driver, & Oldham, 1986; von Glasersfeld, 1984; Ausubel, Novak, & Hanesian, 1978; Novak, 1979 & 1990, Novak, & Gowin, 1984; Novak, & Musonda, 1991) began to come forward. Conferences are being held especially on misconception. Many articles have been published and continue to be published on the topic. Starting with the second half of 80s, studies on PCK, which were first described by Shulman, began to surface in science education journals in the field of teacher training (Shulman, 1986; Usak, 2009, Usak, Ozden, & Eilks, 2011; Usak, Ozden, & Saglam, 2011).

МЕТОДИЧЕСКИЕ ОСОБЕННОСТИ ИЗУЧЕНИЯ УСКОРИТЕЛЕЙ ЗАРЯЖЕННЫХ ЧАСТИЦ В ПРОЦЕССЕ ПОДГОТОВКИ УЧИТЕЛЕЙ ФИЗИКИ

2021 ◽  
Author(s):  
А.П. Власенко ◽  
Л.В. Дубицкая
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Natural Science ◽  
Educational Process ◽  
Accelerator Technology ◽  
Natural Science Education

В статье рассматривается вопрос естественно-научного образования посредством введения в учебный процесс подготовки учителя изучения элементов ускорительной техники. The article deals with the issue of natural science education by introducing the elements of accelerator technology into the educational process of teacher training.

scholarly journals The Phenomenon of Academic Procrastination in Students during Pandemic

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Herdian Herdian ◽  
Keyword(s):  
Science Education ◽  
Online Learning ◽  
Teacher Training ◽  
Education System ◽  
Academic Procrastination ◽  
The World ◽  
The Moment

Pandemic becomes one of the problems of the world until the moment of this. In the aspect of education, the pandemic has changed the education system into online learning. We examine how the phenomenon of academic procrastination in online learning is due to previous research saying that the ineffectiveness of online learning causes students to do academic procrastination. A total of 305 students of the faculty of teacher training and science education fill out questionnaires online regarding the phenomenon of academic procrastination. The result of this research is that there are low and high comparisons on academic procrastination. The implications and discussion we discuss in depth.

scholarly journals Epistemological Contributions Derived from an Investigative Method in an Experimental Class in the Study of Hooke's Law

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Osmar Henrique Moura Silva ◽  
Carlos Eduardo Laburú ◽  
Sérgio Camargo ◽  
Airton Acácio Castilho Christófalo
Keyword(s):  
High School ◽  
Science Education ◽  
Teacher Training ◽  
Philosophy Of Science ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Classroom Environment ◽  
Hooke’S Law ◽  
Hooke's Law ◽  
Structured Questionnaire

Insofar as the students' conceptions of the nature of science are by the educator's conduct about the construction of scientific knowledge and thus can be modeled even subconsciously in the classroom environment, it becomes imperative cautious adoption of methodologies with epistemological visions related explicitly or implicitly. For this reason, this research performs the application of an investigative method, by study Hooke's law experimentally in high school, the analyzed results allow to characterize the benefits of the strategy in epistemological terms. More specifically, after this application, a structured questionnaire served to collect information from the students, evaluating in this context the percentage of the class that, in the majority, was in basic conceptions that diverged from the empiricist-inductive side. This view is philosophically and educationally undesirable and remains in science education, according to the literature in the area, more influenced by the unpreparedness of teachers in the sense treated here. The study hopes to contribute with research line that intercalates contemporary reflections of the philosophy of science in pedagogy in order to favor initial and / or continuing teacher training.

Sign in / Sign up

Export Citation Format

Share Document