Science Learning in Chinese Secondary Schools

1985 ◽  
Vol 69 (5) ◽  
pp. 605-618 ◽  
Author(s):  
Pinchas Tamir

2020 ◽  
Vol 9 (1) ◽  
pp. 30
Author(s):  
Astalini Astalini ◽  
Dwi Agus Kurniawan ◽  
Nugroho Kurniawan

2020 ◽  
Vol 153 ◽  
pp. 103897 ◽  
Author(s):  
Delia Hillmayr ◽  
Lisa Ziernwald ◽  
Frank Reinhold ◽  
Sarah I. Hofer ◽  
Kristina M. Reiss

2012 ◽  
Vol 50 (1) ◽  
pp. 108-116
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė

Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences”. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training. The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project "Infrastructure of technology arts and natural sciences” and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented. Key words: Science learning System, teaching physics, educational equipment, teachers’ opinion.


2012 ◽  
Vol 9 (3) ◽  
pp. 39-48
Author(s):  
Violeta Šlekienė ◽  
Loreta Ragulienė

Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences” in re-cent years, Lithuanian secondary schools have been equipped with modern teaching aids. Science teaching rooms received three types of computer learning systems (Xplorer GLX, No-va and Spark) with the necessary teaching equipment. The Science Learning System Nova5000 has been developed specifically to meet the needs of educators and students alike, helping schools transform their teaching and learning experience. The Nova5000 brings innovative, user friendly and affordable technology into the classroom, straight into the hands of students. Nova5000 integrates standard computer func-tionality with scientific data logging and math software. The Nova5000 includes the following SoftMaker applications for advanced office functionality. TextMaker - a full-featured word processor, including a thesaurus, footnotes, on-the-fly spellchecking, and the ability to insert a table. Generally compatible with Microsoft Word documents. PlanMaker - a full-featured spreadsheet program, providing the full calcu-lation power and visualization features of a modern, high-end spreadsheet package. General-ly compatible with Microsoft Excel worksheets. Presentation is an application for creating multimedia presentations and slideshows that includes extensive graphics and text tools to support a wide range of subject areas. Nova5000 includes a virtual laboratory, which contains 15 physics, 2 chemistry and 3 biology experiments. You can monitor the progress of the experiment, shows the results ob-tained: readings, draw graphs, and so on. It is possible to change certain settings, and how much you want to repeat the test of times. Teachers with their students using computer learning system Nova5000 may creatively adapt its features due to their needs: one device to replace by others, the experiment carried out in separate parts, to come up with their own tasks, and so on. Experiments may be carried out frontally by all the pupils in the class or in small groups, while others are designed for classroom differentiation and individualisation - suitable for highly gifted students. Some of the works are suitable for additional development; it is possible to formulate the task of indi-vidual research work. Key words: Science learning System, teaching physics, Nova5000.


2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Monica Prima Sari ◽  
Rani Oktavia ◽  
Rahmah Evita Putri

Laboratorium activity and experiment related to Dynamic Electricity topic in secondary schools have always been a “scary” thing to science teachers in Indonesia, especially to those with more experience in teaching Biology than Physics. To our surprise, the problem was more related to teacher’s confidence to conduct lab acitivy rather than to the availability of experiment kit in school. Our visit to two schools in Padang revealed that each school has sufficient amout of experiment kit for Electricity but the science teachers were too scared to take students to lab and get nervous when something is not working, or too scared to damage the kit. Therefore, we would like to offer a solution to overcome this problem by intoducing an easy do-it-yourself simpe electricity circuit with potato. The activity is expected to build more confidence in teachers to conduct lab activity and make science learning more fun to the students. Keywords — electric circuits, electricity from potato, school science, simple science experiment, dynamic electricity


2016 ◽  
Vol 7 (2) ◽  
pp. 408-423
Author(s):  
Ondřej Konečný ◽  
Alena Podhorná ◽  
Tereza Hlaváčková ◽  
Petr Novák

Many universities in the Czech Republic lack students´ interest in the studies of natural science.  That is why all the universities have to come up with an idea how to popularize these scientific fields to attract potential university applicants.  One of the ways of achieving that is to create educational centres, which are able, thanks to these programmes, to approach students of primary and secondary schools and show them the natural sciences. The presented example of one particular educational centre (Bioskop Masaryk University, Brno, the Czech Republic) evaluates the success rate of their activities while using written questionnaire survey among the visitors of the programmes (students of primary and secondary schools as well as their pedagogues).  The results have shown that thanks to these activities the centre created quality conditions for popularization of natural sciences. The results have also proven the  centre´s ability to present natural sciences in an attractive and entertaining way to students of elementary and secondary schools. These students expressed their interest in the study of natural sciences and they would like to visit the centre again.


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