scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals In-service teacher education course module design focusing on usability of ICT applications in science education

2012 ◽  
Vol 8 (2) ◽  
pp. 138-149 ◽  
Author(s):  
Jari Lavonen ◽  
Heidi Krzwacki ◽  
Laura Koistinen ◽  
Manuela Welzel-Breuer ◽  
Roger Erb
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Problem Analysis ◽  
International Survey ◽  
Science Teaching And Learning ◽  
Design Based Research ◽  
Module Design

Teachers face challenges in adopting ICT applications for science teaching and learning. An in-service teacher education course module addressing the needs of science teachers particularly was developed through a design-based research (DBR) project. The course module is designed to improve the readiness of teachers in choosing ICT applications for science education and taking the technical and pedagogical usability of the application into account. An international survey showed that clarifyingthe needs and constraints of using ICT applications in science education as well as introducing and discussing both technical and pedagogical usability with the teachers was important. Moreover, a theoretical analysis of the usability of ICT applications offers various views on meaningful learning and motivational aspects of science teaching and learning. In this paper, we report what we learned from the experience of designing the course module, which is described and discussed in terms of theoutcomes of both the theoretical and empirical problem analysis.

Science and Special Education

1994 ◽  
Vol 15 (2) ◽  
pp. 128-133
Author(s):  
Rodney L. Doran ◽  
J. Richard Sentman
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
School Science ◽  
The Other ◽  
Special Focus ◽  
Special Issue ◽  
Science Teaching And Learning ◽  
Science Educators

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.

scholarly journals Science Teachers’ Perspectives on Science-Technology-Society (STS) in Science Education

2010 ◽  
Vol 2 (2) ◽  
pp. 123-157
Author(s):  
Nasser Mansour
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Learning Science ◽  
Science Technology ◽  
Education Data ◽  
Number Of Factors ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teaching Learning

Research supports the idea that teachers are crucial change agents in educational reform and that teachers’ beliefs are precursors to change. This study investigates Egyptian science teachers’ beliefs about teaching and learning science through Science Technology and Society STS education. Data were collected using a questionnaire. The findings of this study suggest that the Egyptian science teachers hold mixed beliefs (constructivist and traditional) concerning science education goals, their roles and their students’ roles within teaching and learning science through STS and concerning teaching/learning science through STS. The findings shed light on the relationship between teachers’ beliefs and their practises. Lastly, the study revealed a number of factors that caused inconsistency between teachers’ beliefs and their practices.

scholarly journals Concept of chemical reaction in chemistry textbooks

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Renata Michalisková ◽  
Zuzana Haláková ◽  
Miroslav Prokša
Keyword(s):  
Science Education ◽  
Education Research ◽  
Science Teachers ◽  
Chemical Reaction ◽  
Teaching And Learning ◽  
Science Education Research ◽  
Educational Content ◽  
Learning And Teaching ◽  
Chemistry Textbooks ◽  
Educational Reconstruction

AbstractFor more than 20 years the science teachers, the researchers in science education, the educationists and the other pedagogues have been acquainted with the model of educational reconstruction. In this model there are integrated three areas of this scientific interest: the recognition of pupils’ conceptions, the investigation of scientific conceptions with didactics branch approach and the creation of an educational content (Duit, R., Gropengießer, H., & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The model of educational reconstruction. In H. E. Fischer, (Ed.), The Developing standards in research on science education (pp. 1–9). London: Taylor & Francis; Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research and practice in Europe. Cultural perpectives in science education, 5 (pp. 13–37). Rotterdam: Sense Publishers; Kattmann, U., Duit, R., Gropengießer, H., & Komorek, M. (1997). Das Modell der Didaktischen Rekonstruktion – Ein Rahmen für naturwissenschaftsdidaktische Forschung und Entwicklung.Zeitschrift für Didaktik der Naturwissenschaften, 3(3), 3–18). There is required to reconstruct the educational content for learning and teaching purposes. It leads to the educational structuring and to the clarification in scientific field. Therefore, in this contribution there is analysed a formation of the concept chemical reaction from the perspectives of the chemistry textbooks used in the 19th, the 20th and the 21st centuries in Slovakia. These findings could be useful in the process of comparison between scientific and pedagogical knowledge in this branch not only in neighbouring countries, even in the broaden European or worldwide content.

scholarly journals Potencialidades pedagógicas do filme Bambi no ensino de Ecologia e Educação Ambiental

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Eliane Gonçalves dos Santos ◽  
Caroline Santos dos Anjos
Keyword(s):  
Environmental Education ◽  
Science Teaching ◽  
Teaching And Learning ◽  
Social Issues ◽  
Qualitative Approach ◽  
Teaching Science ◽  
Environmental Aspects ◽  
Learning And Teaching ◽  
New Directions ◽  
Teacher Needs

Resumo: O professor precisa analisar e pensar sobre sua prática visando a novos encaminhamentos que favoreçam o ensino e a aprendizagem. Um desses encaminhamentos podem ser os filmes comerciais, os quais possibilitam discussões e questionamentos de várias áreas para a educação e o ensino de Ciências e Biologia. Esta pesquisa tem por objetivo analisar as potencialidades pedagógicas do filme comercial Bambi (EUA, 1942) e Bambi II (EUA, 2006) para o ensino de Ecologia e Educação Ambiental. A pesquisa é de cunho qualitativo em Educação, na qual se fez um estudo descritivo e exploratório das referidas obras cinematográficas. O encaminhamento metodológico deu-se pelo contato com o filme, assistindo-o de diferentes modos (sem interrupção, com pausas para registros, assistindo aos extras), com registro em caderno de campo e a escolha de cenas para a análise. As categorias definidas após a análise foram questões ambientais, tópicos de ecologia e visão antropocêntrica. A partir da análise, foi possível constatar que os filmes apresentam temáticas que podem ser trabalhadas em sala de aula, tais como os conteúdos de Ecologia, aspectos ambientais  ̶  como o cuidado com a natureza e sua conservação  ̶  e aspectos da visão antropocêntrica. Os filmes Bambi e Bambi II apresentam potencial para o ensino, pois possibilitam a compreensão de processos vitais que ocorrem na natureza, a discussão sobre questões ambientais e sociais além de poderem auxiliar na compreensão de conteúdos e temas da área da Ecologia no ensino de Ciências e Biologia.Palavras-chave: Cinema. Metodologia didática. Meio ambiente. Ensino de Ciências. Ensino de Biologia. PEDAGOGICAL POTENTIALITIES OF THE BAMBI FILM IN ECOLOGY TEACHING AND ENVIRONMENTAL EDUCATIONAbstract: The teacher needs to analyze and think about his / her practice, aiming at new directions that support in teaching and learning. One of these directions may be commercial movies, which allow discussion and questioning in several subjects for education and  broaden world issues as disciplinary ones, showing a potential for learning and teaching Science and Biology. This research aims to analyze the pedagogical potential of the commercial movies Bambi (USA, 1942) and Bambi II (USA, 2006) for Ecology teaching and Environmental Education. The research is a qualitative approach in education, in which a descriptive and explanatory study related to cinematographic fiction was made. The methodological referral was given by the contact with the films, which have being watched in different ways (without interruption, with breaks for records, watching the extras), with record in a diary and the choice of scenes for analysis. The categories defined after the analyses were: environmental, ecology topics and anthropocentric view. From the analysis it was possible to verify that the films present themes that can be worked in the classroom about environmental aspects as the care and conservation of nature, the contents of Ecology and on aspects of anthropocentric vision. Bambi and Bambi II movies show a potential for teaching as they allow the understanding of life processes which happen in nature, the discussion of environmental and social issues as well as the understanding of content and themes from Ecology in the teaching of Sciences and Biology.Keywords: Cinema. Didactic Methodology. Environment. Science teaching. Biology teaching.

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