Reconsidering the Role of Experiment in Science Education

2001 ◽  
pp. 237-260
Keyword(s):  
Science Education

ROLE OF HARDWARE STARTUPS IN FACILITATING ELECTRONICS AND COMPUTER SCIENCE EDUCATION FOR KIDS: SURVEY OF HARDWARE PRODUCTS

2018 ◽  
Vol 74 (8) ◽  
Author(s):  
Slim Chtourou ◽  
Mohamed Kharrat ◽  
Nader Ben Amor ◽  
Mohamed Jallouli ◽  
Mohamed Abid
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

The role of mathematics in computer science education

1984 ◽  
Vol 16 (1) ◽  
pp. 82
Author(s):  
Mary Shaw ◽  
Abraham Kandel ◽  
John Werth
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

scholarly journals Interações em blog sobre Astronomia: inovações tecnológicas, motivação, apropriação de conceitos e linguagem científica

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Fabio Augusto Spina ◽  
Noemi Sutil ◽  
Marcos Antonio Florczak
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Meaningful Learning ◽  
Educational Technologies ◽  
Technological Innovations ◽  
Scientific Language ◽  
Fundamental Education ◽  
Learning Modes ◽  
Role Of Teachers

Resumo: Educação em ciências pode ser associada à formação de sujeitos para problematização e construção conjunta. Essa formação demanda a apropriação de conceitos e de linguagem científica para proposições concernentes à ciência e tecnologia. Nesse sentido, neste trabalho, são apresentadas considerações sobre interações em blog sobre Astronomia envolvendo estudantes de Ensino Fundamental, na disciplina de Ciências, em instituição escolar paranaense, entre 2012 e 2015. Esta pesquisa possui fundamentos na teoria da aprendizagem significativa, destacando as modalidades de aprendizagem representacional, de conceitos e proposicional. Os dados foram constituídos por 516 conjuntos de registros, realizados pelos estudantes, pelo professor e outros participantes em blog. Os dados foram analisados considerando características e pressupostos de Análise de Conteúdo. Entre os resultados, podem ser ressaltados indícios de motivação, apropriação de conceitos e de linguagem científica. Destaca-se o papel do blog para ampliação de espaços de comunicação e aprendizagem, expressões de interesses e de relações conceituais. Ressalta-se, ainda, o compromisso docente, no que concerne às inovações tecnológicas, para o estabelecimento e manutenção do diálogo na educação em ciências. Palavras-chave: Ensino de ciências. Tecnologias educacionais. Aprendizagem significativa. INTERACTIONS IN BLOG ABOUT ASTRONOMY: TECHNOLOGICAL INNOVATIONS, MOTIVATION, APPROPRIATION OF CONCEPTS AND SCIENTIFIC LANGUAGE Abstract: Science education can be related to the development of individuals able to problem-pose and carry out joint constructions. This development demands the appropriation of concepts and scientific language so to produce propositions concerning science and technology. In this sense, this work presents some considerations about interactions in a blog about Astronomy with the involvement of students of Fundamental Education, in the discipline of Sciences, in a school in Paraná, from 2012 to 2015. This research is based on the meaningful learning theory, highlighting  representational, of concepts and propositional learning modes. Data is constituted by 516 sets of records in a blog, made by students, teacher and other participants. Data was analyzed considering characteristics and assumptions of Content Analysis. Among the results, some indicators of motivation, appropriation of concepts and scientific language can be highlighted. Blog's role increasing spaces for communication and learning, expressions of interests and conceptual relations is emphasized. Concerning technological innovations, the role of teachers,  establishing and maintaining a dialogue in science education is also highlighted. Keywords: Science education. Educational technologies. Meaningful learning. 

scholarly journals TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

2019 ◽  
Vol 77 (5) ◽  
pp. 636-649
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Science Education ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Studies ◽  
Mother Tongue ◽  
Integrated Learning ◽  
Teacher Interviews ◽  
Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

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