scholarly journals THE IMPORTANCE OF NATURAL SCIENCE AND MATHEMATICS TEACHERS COLLABORATION

2014 ◽  
Vol 11 (2) ◽  
pp. 4-6
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Mathematics Teachers ◽  
Natural Science ◽  
Mathematics Teaching ◽  
And Mathematics ◽  
Natural Science Education ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science

It is obvious, that collaboration plays an increasing role among science and mathematics teachers. It is quite useful if different ideas on science and mathematics teaching are shared among teachers. Teachers have better opportunities to experience collaboration. The collaborative process supports the transdisciplinarity of science and mathematics teaching. Teachers are able to develop an understanding of how mathematics and science concepts can be taught in creative, playful and effective way. The project MaT²SMc is implemented in the frame of EU Lifelong Learning Programme. The main idea of the project is to find a way to increase students' motivation to learn in the key subjects mathematics and science. From one side, mathematics teachers should understand that there is a meaningful and realistic context to use mathematics. From the other side, science teachers should understand that the mathematics competences required for more effective science teaching and learning. In such a context the collaboration of science and mathematics teachers is very relevant. Currently it is obvious that mathematics and natural science teachers‘ collaboration on integration purposes at school is limited by some factors. Collaboration of mathematics and natural science teachers should be expanded, for this purpose, it is necessary to create all necessary conditions and didactic providing (support). It is obvious, that collaboration of mathematics and science teachers is important for improvement of quality of natural science education. Key words: collaboration, quality of natural science education, science and mathematics teaching.

scholarly journals Why Become a Teacher? Exploring Motivations for Becoming Science and Mathematics Teachers in Australia Science and Mathematics Teachers in Australia

2021 ◽  
Vol 46 (3) ◽  
pp. 1-19
Author(s):  
Chrystal Whiteford ◽  
◽  
Nick Kelly ◽  
Les Dawes ◽  
◽  
...  
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Subject Area ◽  
Parental Occupation ◽  
Policy Makers ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science Teachers ◽  
Insight Into ◽  
Mathematics And Science

There is an identified shortage of mathematics and science teachers across Australia and many of these teachers leave the profession within 3 to 5 years of graduating. This paper provides important insights on what motivates people to become science and mathematics teachers in Australia. Data drawn from two surveys, one investigating why students might become a teacher and the other examining why teachers joined the profession, are explored to provide unique insight into an area of need. Using descriptive statistics and Spearman’s rho, results suggest contribution to society and love of subject area to be among the top motivators for becoming a teacher. Financial reward and parental occupation were found to be less selected motivators. Although differences existed between the two cohorts suggesting motivations may change, similarities provide focus for future recruitment and retention of science and mathematics teachers for higher education institutions and education policy makers.

scholarly journals An Opinions of secondary school science and mathematics teachers on STEM education

2018 ◽  
Vol 10 (1) ◽  
pp. 52
Author(s):  
Bekir Yildirim ◽  
Cumhur Türk
Keyword(s):  
Middle School ◽  
Secondary School ◽  
Science Teachers ◽  
Stem Education ◽  
Mathematics Teachers ◽  
School Science ◽  
Middle School Science ◽  
Secondary School Science ◽  
And Mathematics ◽  
Science And Mathematics Teachers

In this study, the opinions of middle school science teachers and mathematics teachers towards STEM education were examined. The research was carried out for 30 hours with 28 middle school science and mathematics teachers who were working in Istanbul during the spring semester of 2016-2017 academic year. 75% of these teachers are female teachers and 25% are male teachers. The study was conducted by the case study method among qualitative research methods. For the determination of the opinions of the secondary school science and mathematics teachers by the researcher, "STEM Interview Form for Teachers" consisting of 8 questions was created. As a result of the analysis, the teachers emphasized that they did not feel sufficient about STEM education. In addition, teachers emphasized that a good STEM teacher should have STEM knowledge, pedagogy knowledge and 21st century skill knowledge. However, they emphasize that STEM education is a useful educational concept but that there may be problems that may be encountered during STEM education. Moreover, it was also found that after the STEM training, teachers had positive changes in their opinions towards Engineering and Technology. Suggestions have been made in the direction of these obtained results.

scholarly journals IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES

2019 ◽  
Vol 18 (6) ◽  
pp. 848-865
Author(s):  
Mukadder Baran
Keyword(s):  
Science Teachers ◽  
Mathematics Teachers ◽  
Methodological Approach ◽  
Structured Interview ◽  
Pedagogical Issues ◽  
Teaching Process ◽  
Case Research ◽  
Upper Secondary ◽  
And Mathematics ◽  
Science And Mathematics Teachers

The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers’ lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students`attention span, and interest; and regarding teachers-based barriers, teachers` lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari. Keywords: comparative case research, mathematics teachers, science teachers, teaching barriers.

scholarly journals ELECTRONIC INFORMATION RESOURCES FOR SCIENCE EDUCATION

2007 ◽  
Vol 4 (2) ◽  
pp. 27-34
Author(s):  
Gražina Lamanauskienė
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Information Resources ◽  
The Internet ◽  
Electronic Information ◽  
Electronic Resources ◽  
Electronic Information Resources ◽  
Teaching Learning ◽  
Natural Science Education

It should be noticed that though the amount of information resources is constantly increasing, natural science education suffers from lack of electronic information sources. Moreover, in this case, the Lithuanian language is used extremely rarely. Presently, more and more teachers of natural sciences use the Internet, and therefore the popularity of electronic information resources is growing. However, the questions of how to evaluate the quality of similar resources and how to conceptually integrate those into the teaching/learning process arise. Legal and ethical aspects of using information found on the Internet are faced i.e. the problems of quotation, plagiarism and copyright are encountered. Connecting science education teachers to innovative electronic information resources is the subject of discussion. The growing number of electronic resources can make finding resources with high quality content. Electronic resources are not fully realized by science education teachers. Therefore, the main goal of this article is to introduce science teachers with the most popular digital resources. In this article the databases, e-libraries, e-journals and books, encyclopedias, most popular search engines for science teachers are presented. Key words: science education, electronic information resourcses, databases.

scholarly journals DEVELOPMENT OF NATURAL SCIENCE EDUCATION BASED ON QUALITY MANAGEMENT

2020 ◽  
pp. 166-172
Author(s):  
Tat’yana N. Gnitetskaya ◽  
Yekaterina M. Drozdova
Keyword(s):  
Science Education ◽  
Quality Management ◽  
Natural Science ◽  
Educational Services ◽  
University Graduates ◽  
Kano Model ◽  
Educational Programmes ◽  
Natural Science Education ◽  
Science Training

This article is devoted to one of the most important problems of forming a mechanism for assessing the quality of training of university graduates whose professions require deep knowledge in the field of natural sciences. The insufficient degree of research of this mechanism is discussed, which by default should include assessment of quality and reliability of educational programmes in physics, chemistry, mathematics and others. The authors of the article propose to assess the quality of natural science training on the basis of tested tools of universal quality management, traditionally applied to the evaluation of goods and services. For this purpose, the authors highlighted the distinctive features of the quality of educational services from the quality of goods and formulated the content of indicators of the quality of educational services. The article notes the defining indicators of quality for educational programmes of natural science orientation. The scientific methodology of adapted quality management plays a leading role in the development of natural science education according to the authors. The basic model is Kano model, according to which the content of quality values of natural science training is formulated. It is concluded that the process of updating natural science educational programmes should be based on data on monitoring the requirements of employers and students themselves in the form of a set of indicators of advanced quality.

scholarly journals BRIDGING COURSES FOR MATHEMATICS AND SCIENCE PRE-SERVICE TEACHERS: INTERNATIONAL PROJECT “BRIDGE2TEACH”

2020 ◽  
Vol 26 (1) ◽  
pp. 4-13
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Teacher ◽  
Science Teachers ◽  
Natural Science ◽  
International Project ◽  
Science Knowledge ◽  
Actual Problem ◽  
Course Content ◽  
Study Programme ◽  
And Mathematics ◽  
Mathematics And Science

Qualitative preparation of pre-service teachers remains an actual problem. Appropriate school preparation is important for studying at university. This is very actual for future natural science teachers because the candidates of very different knowledge and ability level enter Lithuanian (and not only) universities. Such condition is presupposed by Lithuanian (and not only) general secondary education system because all natural science subjects (physics, chemistry and biology) are compulsory up to the 10th form, and in the 11th -12th (3rd -4th gymnasium) classes, only one of all natural science subjects is compulsory, or an integrated natural science course. Besides, students taking into consideration their needs and inclinations can choose general or extended natural science – biology, chemistry or physics course. Five university scientist groups carrying out an international project “Developing Bridging Courses for Mathematics and Science Teacher Students/Bridge2Teach/” started solving this problem. The aim of the project is to create, test and develop the bridging courses designed for the preparation of mathematics and natural science teachers. In this way, it is sought to do away with the gap between what was learnt at school, and what is necessary starting the studies at university. In Siauliai university, for the pre-srvice Integrated natural science teacher knowledge consolidation, 12 ECTS credits course Holistic natural phenomena conception is foreseen in the programme, by which, filling the gaps in natural science knowledge, it is sought to form entire, holistic world cognition, to motivate students for deeper natural science understanding and interpretation, to awaken willingness to explore. The studies of this course are organised so that every student should have a possibility to acquire lacking natural science knowledge, to extend it, and to actualise. All Siauliai university study programme Integrated natural science pedagogy students, having participated in the survey, unanimously pointed out that having started studies at university, at a different level they felt gaps in natural science and mathematics knowledge and abilities. As the main solution way of such a problem, the students indicated bridging course organisation for the first course students, accentuating that for successful studies at university, general and even extended mastering of the school course is necessary. Having generalised teachers’ who participated in the expert survey answers about bridging courses for students in natural science and mathematics and their need, one can claim that students, who enter higher education, have school knowledge gaps, which could be at least partly fulfilled by properly prepared and realised bridging courses. Lecturers experts claim that bridging course content depends on the chosen study direction (even on the study programme) because, basically, the necessary knowledge for the students having chosen different study programmes differs. They accentuate that such course demand for every future student should be individual; they note that to include such course in study programmes is problematic. Keywords: bridging course, international project, mathematics course, science course, science education.

NATURAL SCIENCE EDUCATION HISTORY: RELEVANCE ASPECT

2013 ◽  
Vol 10 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Natural Science ◽  
Practical Experience ◽  
Education History ◽  
Learning Approaches ◽  
Long Period ◽  
General School ◽  
Teaching Learning ◽  
Natural Science Education

In the latter years education in Lithuania has been analysed in various aspects. However, it is obvious that almost all research works are focused on analysis of nowadays problems, sometimes not escaping certain prognostic elements (future education insight). This is certainly a good thing. However, concentrating attention only to present, the experience is forgotten which Lithuanian teachers, researchers accumulated earlier. It can be safely stated, that natural education experience in Lithuania is abundant, however very poorly investigated. Since 1995 only a few reports devoted to natural science education history questions have been presented in annually held national practical conferences „Natural Science Education at a General School“. Over that period totally 442 articles on various natural science education questions were published. Only 8 articles (1, 8 %) deal with historical natural science education aspects. Comprehensive school natural science teachers could devote more attention to these questions as well. Quite a big help could provide history teachers. As it is known, many comprehensive schools have ethnographical or school history museums. It is probable, that valuable material on natural science education history might be found in these museums. Such material must be systematized and publicized. Pupils might be included into such an activity applying project or other activity forms. Experience about natural science subject teaching / learning at different levels and types accumulated over a long period of time in Lithuanian educational institutions should be systematized, stored, analysed. It is without doubt, that this experience is unique, because Lithuanian education system was influenced by various didactic trends. Finally, over the last two decades various “imported” ideas and experiences have been admired too much forgetting at the same time about the own one. After all, the ideas which were checked over a long period of time and remained, practical experience, teaching / learning approaches and technologies become didactics classic.

scholarly journals THE QUALITY OF NATURAL SCIENCE EDUCATION OF THE YOUNG GENERATION AS A PRIORITY AREA OF MODERN EDUCATION

2007 ◽  
Vol 4 (2) ◽  
pp. 4-4
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Technical Education ◽  
Value Orientations ◽  
Young Generation ◽  
Modern Education ◽  
The World ◽  
Personal Qualities ◽  
Natural Science Education

Today, many experts in the field of natural science and technical education (NSTE) agree that the fate of the world ultimately depends on a person, his personal qualities, value orientations, especially in the aspect of attitude to nature and ways of behaving in it. All over the world, interest in natural science education (NSE) of the younger generation is growing.

scholarly journals Problemy przyrodniczej edukacji holistycznej w świetle idei zrównoważonego rozwoju

2007 ◽  
Vol 5 (1) ◽  
pp. 325-333
Author(s):  
Jan Sandner
Keyword(s):  
Science Education ◽  
Natural Science ◽  
Holistic Approach ◽  
Development Theory ◽  
Sustainable Environment ◽  
Theory Integration ◽  
Natural Science Education ◽  
Integration Levels ◽  
Critical Situations

In the article, the author is trying to find quintessential causes for the said errors, the article touches on the difficult problematic issues from the borderline of various areas of study relating to learning about the environment, the primary concept of the author is the attempt to undertake a holistic approach to the problem of natural science education. M s approach is to guarantee a better understanding of the environment. It is also to impact the launch of a new quality of its management and solve the growing number of critical situations in the environment and by the same, the proper shaping and implementation of the sustainable environment concept. In his presentation, the author backs his arguments with well known views of the following philosophers: Forbes, Smuts, Tansley, Haeckel, Birge as well as with theories from the borderline of ecology and philosophy such as: the development theory, integration levels and synergism.

scholarly journals SCIENTIFIC RESEARCH ACTIVITY IN COMPREHENSIVE SCHOOL: STIMULATING AND HINDERING FACTORS

2010 ◽  
Vol 7 (1) ◽  
pp. 15-24
Author(s):  
Vincentas Lamanauskas ◽  
Dalia Augienė
Keyword(s):  
Mathematics Teachers ◽  
Natural Science ◽  
Teaching And Learning ◽  
Scientific Research ◽  
Reproductive Activity ◽  
Comprehensive School ◽  
Research Activity ◽  
And Mathematics ◽  
Science And Mathematics Teachers ◽  
Scientific Research Activity

The formation of scientific research activity (SRA) abilities in comprehensive school is undoubtedly, a very important sphere that has not received a proper attention yet. Current teaching and learning process has changed, in fact, from the point of view of paradigm – subjects taught are becoming a means of the realization of learners’ needs and interests. Scientific research activity is not an entertainment but responsible, thorough work requiring a lot of self-independence. During such an activity pupils’ analytical thinking gets stronger, information searching and using abilities are formed, they learn how to analyze gathered material, prepare reports, make research presentations and so on. A teacher who tends to organize pupils’ reproductive activity more often can achieve desired results, however, the fact that pupils have mastered ready-made information and have acquired knowledge and skills does not mean that they have mastered creative, scientific research activity experience. Learning only according to an example, a pupil does not acquire self-learning and searching skills. We will get a significantly bigger effect while throwing a pupil into a situation in which he will get a feeling of uncertainty and doubts and many questions will arise to him, rather than explaining everything and teaching according to an example. Such a situation is very easily created during a scientific research activity in which conditions are formed to create pupils’ scientific and critical thinking, insight, creativity and to develop personal features. While organizing scientific research activity, conditions are formed for pupils to work actively and independently. Working in that way pupils learn to explore, perceive a problem, formulate aims and tasks, raise a hypothesis, make its validation plan, analyze research results, check the reliability of received conclusions, raise a new problem in case of need and so on. In other words, pupils master scientific cognition elements. The research was carried out in January-April, 2010. 380 respondents – Natural science and Mathematics teachers participated in the research. The article deals with Natural science and Mathematics teachers’ opinion about factors stimulating and hindering scientific research activity in comprehensive school. Semantic categorization carried out of respondents answers to open questions is presented here, i.e., semantic structure of the opinions / attitudes to scientific research activity stimulating and hindering factors is revealed. After carrying out semantic respondents’ answer analysis it was stated that: • The most important scientific research activity stimulating factors are related to participants’ in education – teachers and pupils’ motivation. Professional information is the least influential in developing SRA in comprehensive school. • The most important hindering factors of SRA are related to material basis of educational institutions (laboratories, equipment, instruments and so on) also to participants’ in education - teachers and pupils’- motivation. • Insufficiency of teachers’ methodological preparation is also considered a serious hindering factor. Nuances of education policy are not viewed as an important factor limiting the development of SRA. Key words: comprehensive school, scientific research activity, science education.

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