An Update Conference for Earth Science Teachers – Experiences at the University of Northern Iowa

<p>University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.</p>

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A Curriculum Update From Electromechanical To Electrical And Information Engineering Technology At The University Of Northern Iowa

10.18260/1-2--10448 ◽

2020 ◽

Author(s):

Jalaluddin Ahmad ◽

Recayi Pecen ◽

Teresa Hall

Keyword(s):

Engineering Technology ◽

University Of Northern Iowa ◽

Information Engineering ◽

The University

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Introduction: Nicolaus Steno and earth science in early modern Italy

Substantia ◽

10.36253/substantia-1273 ◽

2021 ◽

pp. 5-17

Author(s):

Stefano Dominici ◽

Gary D. Rosenberg

Keyword(s):

Early Modern ◽

Earth Science ◽

Early Modern Period ◽

Living Things ◽

History Of ◽

History Of The University ◽

Scientific Context ◽

Accademia Del Cimento ◽

University Of Florence ◽

The University

A group of scientists interested in history of science and fascinated by the figure of Nicolaus Steno (1638-1686) gathered in Florence for the 350th anniversary of the publication of his De solido intra solidum naturaliter contento prodromus dissertationis. A public conference held at Palazzo Fenzi on 16 October 2019 and a geological fieldtrip on the following day were occasions to discuss different points of view on the last published work of the Danish natural philosopher, dedicated to "solids naturally enclosed in other solids" (De solido intra solidum naturaliter contento, or De solido in short). The title of the gathering, "Galilean foundation for a solid earth", emphasized the philosophical context that Steno found in Florence, where in 1666-1668 he established tight human and philosophical bonds with renowned Italian disciples of Galileo Galilei and members of the Accademia del Cimento. For participants to the 2019 gathering, the Museum of Natural History of the University of Florence, hosting some of Steno's geological specimens, and the region of Tuscany itself, formed the perfect location to discuss the phenomena that Steno had observed from 1666-1668, the motivations for his research, the methodology of his discovery and, generally stated, the European scientific context which informed his inquiry. Some of the talks given in that meeting are included within this volume, kindly hosted by Substantia, International Journal of the History of Chemistry published by the Florence University Press. In addition some of the invited speakers who were unable to attend, also contributed a paper to this publication. The collection is about earth science in the early modern period, when the study of minerals, rocks, and the fossilized remains of living things did not yet form a distinct path to knowledge about earth history, but was an integral part of the wider "philosophy of nature".

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IBSE Training Feedback and Its Impact on the Design of the Next Training Program

Comparative Perspectives on Inquiry-Based Science Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5439-4.ch008 ◽

2019 ◽

pp. 122-143

Author(s):

Kallia Katsampoxaki-Hodgetts ◽

Stylianos Terzakis ◽

Nikolaos Chaniotakis

Keyword(s):

Training Program ◽

Science Teachers ◽

National Curriculum ◽

Training Session ◽

The World ◽

Curriculum Guidelines ◽

One Year ◽

The University ◽

The Impact ◽

And Training

An inquiry science-based education is commonly followed in a variety of educational contexts around the world and is a key parameter in various national curriculum guidelines. The impetus of this chapter is to record the initial and final reactions of science teachers participating in a series of one-year action research and training program that took place in the University of Crete (UoC) in 2013-2016, identify their perception of the first training course, and explore the impact this data had on the program's redesign for the following training session by the technical board. Teacher reactions and responses regarding what they thought had, and had not, worked well in their classes were taken into account prior to re-designing the training program that the new teachers were going to join the following year. Looking into the general benefits as well as challenges, the authors also examined the overall effect of the UoC IBSE training program to participants as reported by both students and teachers.

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