scholarly journals Mathematical Calculations within Physics Lessons and Their Popularity Among Learners

2020 ◽  
Vol 13 (4) ◽  
pp. 204-211
Author(s):  
Petr Emanovský ◽  
Dalibor Gonda
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Teaching Experience ◽  
Semantic Differential ◽  
School Science ◽  
Natural Sciences ◽  
Teaching Process ◽  
Exploration Tool ◽  
And Gender ◽  
Primary And Secondary School

Mathematics is an important nature exploration tool used by all natural sciences. So it is usual that mathematical calculations are part of school science education. But how are these calculations perceived by the learners themselves? What are their attitudes to this part of the teaching process? The answer to this question is important for any teacher who seeks to improve her/his teaching experience. The paper deals with the research of learners´ attitudes towards using mathematical calculations within physics lessons. Semantic differential for the sample of 230 primary and secondary school pupils was used in order to determine their attitudes towards this aspect and investigate the influence of grade and gender on the attitudes. The analysis of acquired data shows slightly negative learners´attitude to the mathematical calculations and some particular differences between grades and genders.

Regional concept for the development of science education in the secondary school of Samarkand region

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Yunusov Kh.B
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Stage Of Development ◽  
Initial Stage ◽  
The Republic ◽  
And Mathematics ◽  
Favorable Conditions ◽  
City Schools ◽  
Current Stage

This concept creates favorable conditions for the development and implementation of mechanisms for the development of school science education in Samarkand region of the Republic of Uzbekistan taking into account the programs developed and implemented at the current stage of development of the region. This approach allows us to strengthen the position with staffing for teachers (biology, chemistry, physics, mathematics) of the secondary school and to achieve the integration of rural and city schools to create a single educational space. It will increase the motivation of students and activate the work of teachers of biology, chemistry, physics, and mathematics, which will lead to the full formation of the initial stage of professional orientation in the natural sciences

scholarly journals Att utveckla elevers förmåga att formulera undersökningsbara frågor i naturvetenskap: Mangling av en didaktisk modell

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Sara Planting-Bergloo ◽  
Maria Andrée ◽  
Josefin Reimark ◽  
Emma Henriksson ◽  
Sebastian Björnhammer ◽  
...  
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Upper Secondary School ◽  
Scientific Investigations ◽  
Video Recordings ◽  
Upper Secondary ◽  
Epistemological Analysis ◽  
Support Students ◽  
Ultimate Purpose

En viktig målsättning för naturvetenskaplig undervisning är att utveckla förmågan att formulera undersökningsbara frågor. Syftet med den här studien är att undersöka hur undervisning som utformats med hjälp av metoden Question Formulation Technique (QFT) kan stödja utveckling av elevers förmåga att formulera naturvetenskapligt undersökningsbara frågor.  QFT är en modell för att utveckla elevers förmåga att formulera och värdera sina egna frågor i allmänhet. I studien prövas QFT i en svensk skolkontext och inom ramen för naturvetenskaplig undervisning. Studien genomfördes som en interventionsstudie i gymnasieskolan och inom ramen för kursen Gymnasiearbete. I kursen ska eleverna genomföra en egen naturvetenskaplig undersökning. QFT användes för att utforma undervisning som del av introduktionen till kursen. Data består av videoinspelningar av elevsamtal från undervisning som har analyserats utifrån ett pragmatiskt ramverk med organiserande syften och praktisk epistemologisk analys. Resultaten visar vilka närliggande syften som etableras i elevernas samtal om undersökningsbara frågor i undervisningen: (A) att producera så många frågor som möjligt, (B) att bedöma vilka frågor som är mest relevanta, (C) att kategorisera frågor, (D) att hitta och specificera ett undersökningsobjekt och (E) att planera för att genomföra en undersökning. Slutsatsen är att QFT kan fungera som stöd för lärares planering av undervisning om naturvetenskapligt undersökningsbara frågor under förutsättning att läraren aktivt stödjer eleverna i att uppmärksamma centrala kvaliteter avseende undersökningsbarhet och genom att binda samman närliggande syften med det övergripande syftet.  In English An important goal for science education is to develop students’ ability to formulate questions of inquiry. The aim of this study is to investigate if science teaching designed from the method “Question Formulation Technique” (QFT) can support the development of this ability. QFT is a model for developing students' ability to phrase and evaluate questions in general which has been developed in a US context. In this study QFT is used in a Swedish context and within upper secondary school science education. The study is an intervention study where QFT was used as part of the introduction to Diploma work in the final year of upper secondary school. During the diploma work students are expected to conduct their own scientific investigations. The data consists of video recordings of student conversations while working with the formulation of questions for inquiry as part of a research lesson designed using QFT. Data was analyzed using a pragmatic approach of combining practical epistemological analysis (PEA) and organising purposes. The results show that five proximate purposes were established in the student conversations while the students engaged in formulating and refining questions of inquiry based on the QFT model. The five proximate purposes were: (A) to produce as many questions as possible, (B) to assess which questions are most relevant, (C) to categorize questions, (D) to find and specify the object of inquiry and (E) plan to conduct an inquiry. In conclusion, QFT can support the planning of teaching in relation to the ultimate purpose regarding how to formulate and refine questions of inquiry provided that the teacher actively participates to support students in connecting the established proximate purposes with the ultimate purpose. Fulltext in Swedish.

scholarly journals THE LATVIAN 12TH GRADE STUDENTS` UNDERSTANDING OF PARTICULAR ISSUES OF NATURAL SCIENCES

2011 ◽  
Vol 8 (1) ◽  
pp. 44-54
Author(s):  
Irmeli Palmberg ◽  
Gunita Praulite ◽  
Janis Gedrovics
Keyword(s):  
Science Education ◽  
Everyday Life ◽  
Key Words ◽  
Basic Skills ◽  
School Science ◽  
Natural Sciences ◽  
The Other ◽  
Human Biology ◽  
Knowledge And Skills ◽  
12Th Grade

Students after graduating school must have both, knowledge and basic skills for ac-tive life-action, which includes their ability to evaluate their knowledge and skills for usabil-ity both in everyday life and in future. In this article knowledge of different problems within science education and its usability for future life, evaluated by the Latvian 12th grade stu-dents, has been analysed by using a poll, which has been previously approved in Nordic countries. Results show that Latvian students’ knowledge about different problems of human biology is relatively higher than in other fields of science. On the other hand students demonstrate a lack of skills for generalization, therefore knowledge is sometimes insufficient. Only slightly more than half of students recognized their knowledge in science, obtained at school, as suitable for their future life. Key words: basic skills, human biology, knowledge, school science.

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