scholarly journals The Degree that Nature of Scientific Knowledge Aspects are Included in the Science Classes of Greek High Schools

2020 ◽  
Vol 10 (5) ◽  
pp. 1
Author(s):  
Anna Koumara ◽  
Katerina Plakitsi
Keyword(s):  
Scientific Knowledge ◽  
School Science ◽  
Small Degree ◽  
Activity System ◽  
School Graduate ◽  
Know How ◽  
Validated Questionnaire ◽  
Teachers And Students ◽  
Cultural Historical Activity ◽  
Science Classes

The present study examines the integration level of the Nature of Scientific Knowledge in secondary school science classes in Greece. The research was designed and organized on the basis of the Cultural-Historical Activity Theory. The activity system of the researchers, who use the proper tools each time, are in network relations with the activity system of Science Education. Major components of the educational system are studied (the curriculum, textbooks, teachers’ know-how and teaching methods, school inspectors’ viewpoints, students’ knowledge) in relation to the nature of scientific knowledge, to ensure valid results. The curriculum and textbook content is decoded, the knowledge of teachers and students is assessed with the use of an internationally validated questionnaire, and interview protocols are analyzed. Research results reveal that the nature of scientific knowledge is included in a small degree in the curriculum and textbooks, teachers refer intuitively to some of these aspects, without assessing the knowledge of students, and, finally, the majority of high-school graduate students have naïve views regarding the nature of scientific knowledge.

scholarly journals Using Digital Games in the Science Classroom

2021 ◽  
Author(s):  
Tamara L. Anderson
Keyword(s):  
High School ◽  
Prior Knowledge ◽  
Self Efficacy ◽  
Science Classroom ◽  
Digital Games ◽  
School Science ◽  
High School Science ◽  
Teachers And Students ◽  
Science Classes ◽  
Scaffolding Learning

High school science classes can be difficult for students to be successful in because of the content-specific vocabulary and the expectation of prior knowledge in the subject area that teachers have of their students. The use of digital games in the classroom can provide teachers with the tools to help students scaffold their learning and better grasp the vocabulary necessary to be successful in science class. The purpose of this mixed methods study was to focus teachers’ and students’ perceptions of digital games in the high school science classroom on vocabulary development, scaffolding learning by activating prior knowledge, and self-efficacy. Findings suggest that teachers and students believed that using digital games positively impacted the development of vocabulary knowledge and helped scaffolding learning. Some students found that their levels of self-efficacy were positively impacted by using digital games in their science classes. Teachers can use these findings to make informed decisions about how to integrate digital games into their science curriculum.

scholarly journals Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning

2020 ◽  
Vol 16 (2) ◽  
pp. 61-68
Author(s):  
A. Koumara ◽  
K. Plakitsi
Keyword(s):  
Science Teachers ◽  
Scientific Knowledge ◽  
Lesson Plan ◽  
Relevant Literature ◽  
School Science ◽  
Implementation Phase ◽  
Expansive Learning ◽  
History Of ◽  
Teachers Professional Development ◽  
Science Classes

A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.

scholarly journals Negotiating the relevance of laboratory work: Safety, procedures and accuracy brought to the fore in science education

2014 ◽  
Vol 10 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Mattias Lundin ◽  
Mats Lindahl
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
School Science ◽  
Work Safety ◽  
Laboratory Practice ◽  
Video Observations ◽  
Teachers And Students ◽  
Science Classes ◽  
Safety Procedures ◽  
Science Activities

This text addresses the problem of the discrepancy between teachers’ and students’ positions in negotiations about the authenticity and legitimacy of school science activities. The study focuses on the apparent conflicts concerning legitimacy and authenticity when teachers and students bring attention to safety, authenticity and accuracy during issues laboratory activities. The analysed data are excerpts made from video observations in two science classes. Analysis was made using epistemological moves describing how teachers and students make their activities relevant. The result indicates that in the classroom conversation about laboratory practice, teachers sometimes draw the attention to safety, procedures and accuracy to legitimize the activity and how they try to control it. Negotiations concerning the legitimacy and authenticity of activities seem inevitable. Unless understandable agreements are reached, the negotiations jeopardize a successful understanding of the Nature of Science (NOS). Misunderstanding of the authenticity of activities contributes to a reduction of their legitimacy, and undermining teaching of context independent knowledge.

GEODIVERSIDADE E A PRÁTICA DE CAMPOS (ROTEIROS ESCOLARES) NO LITORAL COMO SUBSÍDIOS AO ENSINO DE GEOGRAFIA (FÍSICA)

2019 ◽  
Vol 21 (2) ◽  
pp. 1006-1018
Author(s):  
Ana Alexandre Santos Rodrigues ◽  
Francisco Asis Aquino Bezerra Filho ◽  
Jáder Onofre de Morais ◽  
Lidrana De Souza Pinheiro
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Coastal Plain ◽  
West Coast ◽  
Daily Life ◽  
Higher Education Institutions ◽  
Classical Literature ◽  
The West ◽  
Field Practice ◽  
Teachers And Students

As práticas de campo proporcionam aos discentes uma proximidade com o cotidiano. A metodologia proposta no estudo sugere uma divulgação simplificada do conhecimento cientifico da Planície Litorânea de Almofala, propondo rotas de acesso didáticas para práticas de campo que auxiliem os professores das escolas de Itarema. Para a complementação teórica foram considerados como base os inventários da Geodiversidade cientifica do litoral oeste do estado do Ceará, realizados no âmbito do projeto PRONEX. Isso foi feito por pesquisadores de várias Instituições de Ensino Superior do Ceará, e a literatura clássica local. Enquanto resultados discutidos, considerou-se que estes roteiros de práticas de campo podem ser estabelecidos e decididos em conjunto, entre professores e alunos. Tendo como base o mapa interpretativo dos roteiros, com intuito de realizar o reconhecimento e entendimento da dinâmica costeira.Palavras-chave: Educação; Geodiversidade; Planície Litorânea. ABSTRACTField practices provide students with a closeness to daily life. The methodology proposed in the study suggests a simplified dissemination of scientific knowledge of the Almofala Coastal Plain, proposing didactic access routes for field practices that help teachers of Itarema schools. For theoretical complementation, the inventories of the scientific geodiversity of the west coast of the state of Ceará, carried out under the PRONEX project were considered. It was done by researchers from various Higher Education Institutions in Ceará, and its local classical literature. As results discussed, it was considered that these field practice roadmaps can be jointly established and decided between teachers and students. Based on the interpretative map of the roadmaps, in order to recognize and understand the coastal dynamics.Keywords: Education; Geodiversity; Coastal plain. RESUMENLas prácticas de campo ofrecen a los estudiantes una cercanía a la vida diaria. La metodología propuesta en el estudio sugiere una divulgación simplificada del conocimiento científico sobre la llanura costera de Almofala, proponiendo rutas de acceso didáctico para prácticas de campo que ayudan a los docentes de las escuelas de Itarema. Para la complementación teórica fueron considerados como información base los inventarios de la geodiversidad científica de la costa oeste del estado de Ceará, realizados en el ámbito del proyecto PRONEX. Fue realizado por investigadores de varias instituciones de educación superior en Ceará, y la literatura clásica local. En cuanto a los resultados discutidos, se consideró que estas hojas de ruta de prácticas de campo pueden ser establecidas y escogidas conjuntamente entre docentes y estudiantes, con base en el mapa interpretativo de ruta, con el fin de reconocer y comprender la dinámica costera de esta región.Palabras clave: Educación; Geodiversidad; Llanura costera.

Evaluation of an Inquiry-Based Virtual Lab for Junior High School Science Classes

2021 ◽  
pp. 073563312110015
Author(s):  
Ting-Ling Lai ◽  
You-Sheng Lin ◽  
Chi-Yin Chou ◽  
Hsiu-Ping Yueh
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
School Science ◽  
High School Science ◽  
Electrochemical Cells ◽  
Head Mounted Display ◽  
Science Classes ◽  
Desktop Vr ◽  
Experimental Group

The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The Scientific Investigation VR Lab (SIVRLAB) is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The SIVRLAB features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the SIVRLAB. The students were assigned to one of three conditions, namely, (1) using immersive HMD SIVRLAB individually, (2) using desktop SIVRLAB individually, and (3) observing one student use immersive HMD SIVRLAB. The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the SIVRLAB sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students’ reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

scholarly journals La Mecanique En Classe De Seconde Scientifique : Analyses Des Styles Pedagogiques Et Des Documents Iconographiques Dans Le Manuel Intitule Physique Chimie (Collection Arex), En Usage Actuel En Cote d’Ivoire

2016 ◽  
Vol 12 (19) ◽  
pp. 354
Author(s):  
Kouamé Nguessan
Keyword(s):  
High School ◽  
Teacher Training ◽  
Learning Process ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Science ◽  
High School Science ◽  
Constructivist Pedagogy ◽  
Training Course ◽  
Science Classes

This contribution sets out, through the analysis of the teaching styles, the texts and graphic material of the six chapters about Mechanics of the handbook Physique Chimie (Collection AREX, Les classiques africains) of the first years of high school science classes, to highlight the difficulties and obstacles that the teacher or the student face in using it.. The results of the analysis from the epistemological and didactic benchmarks knowledge to teach the mechanics show that the manual emphasizes the use of more informative teaching style and that of the illustrative figures to state the knowledge to be taught. Thus, the approaches used do not refer to a real problematization and do not allow students to be independent and productive; they are not actively and intellectually engage students in the learning process. Faced with the passivity of the student in the acquisition of knowledge, it thus seems necessary to include in the training of the teacher, a teacher training course based on understanding of texts and teaching styles to support a constructivist pedagogy class.

scholarly journals Do Physics Textbooks Present the Ideas of Thought Experiments?: A Case in Indonesia

2018 ◽  
Vol 7 (1) ◽  
pp. 25-33 ◽  
Author(s):  
H. Bancong ◽  
J. Song
Keyword(s):  
Scientific Knowledge ◽  
Thought Experiments ◽  
Descriptive Study ◽  
Primary Sources ◽  
Science Students ◽  
Satisfactory Level ◽  
Teachers And Students

This study sought to check and evaluate whether or not thought experiments presented in the Indonesian physics textbooks can be used as tools to transfer scientific knowledge. This was a descriptive study using Indonesian physics textbooks as the primary sources of data. In this study, we analyzed thirty (30) physics textbooks from Grades 10 to 12 which are widely used both by teachers and students. The results showed that majority of physics textbooks did not mention about thought experiments. Only 6 physics textbooks presented thought experiments at a satisfactory level. The number of physics textbooks that described thought experiments in fair and poor levels are 9 and 5 respectively. The study concludes that Indonesian physics textbooks published from 2009 to 2017 generally lack thought experiments. Many authors of these Indonesian physics textbooks ignored or inadequately present thought experiments. Moreover, 70% of thought experiments mentioned in the physics textbooks were in the fair and poor levels. So, in general, thought experiments presented in the Indonesian physics textbooks cannot be used as an introduction in transferring scientific knowledge to science students.

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