Analogy and Guided Inquiry Instructional Strategies and Students’ Achievement in Basic Science in Lagos Metropolis, Nigeria: Way Forward for Effective Science Teaching and Learning

2018 ◽  
Vol 26 (1) ◽  
pp. 1-12
Author(s):  
Ukoh Edidiong ◽  
Adejimi Saheed
Keyword(s):  
Instructional Strategies ◽  
Science Teaching ◽  
Basic Science ◽  
Teaching And Learning ◽  
Guided Inquiry ◽  
Science Teaching And Learning ◽  
Effective Science ◽  
Effective Science Teaching

scholarly journals Using Expansive Framing to Enhance Personal Relevancy and Engagement in Science

2018 ◽  
Vol 41 (1) ◽  
pp. 29-36
Author(s):  
Jeffrey Daniel Radloff ◽  
Anthony Chase
Keyword(s):  
Teaching And Learning ◽  
Science Classroom ◽  
Science Careers ◽  
Science Standards ◽  
Science Teaching And Learning ◽  
Adequate Knowledge ◽  
Effective Science ◽  
Effective Science Teaching ◽  
K 12

Indiana science standards conceptualize science, engineering, and computer science towards two main goals: preparing students with adequate knowledge and skills to pursue science careers, and helping students develop into scientifically literate citizens capable of fully engaging with socio-scientific issues. Meeting these goals requires an understanding of how to contextualize science skills and content for application outside the classroom: teaching beyond the test towards students' future needs and interests. They need to make connections between science taught in the classroom with their own lives. One strategy for doing so is by utilizing expansive framing, a way of making this connection more tangible towards increasing relevancy and engagement with science. Here, we discuss expansive framing, how it works, and how it can be easily utilized in the K-12 science classroom. We follow up with considerations and implications for effective science teaching and learning.

Attending and Responding to Student Thinking in Science

2012 ◽  
Vol 74 (3) ◽  
pp. 158-162 ◽  
Author(s):  
Daniel M. Levin ◽  
Terrence Grant ◽  
David Hammer
Keyword(s):  
Teaching And Learning ◽  
Video Data ◽  
Student Thinking ◽  
Class Discussion ◽  
Responsive Teaching ◽  
Science Teaching And Learning ◽  
Biology Class ◽  
Effective Science ◽  
Effective Science Teaching

We present a class discussion that took place in the second author's high school biology class. Working from video data that we transcribed, studied, and analyzed closely, we recount how the question "Is air matter?" posed at the beginning of a unit on photosynthesis led to student-driven inquiry and learning. This case study illustrates what we argue is important in effective science teaching and learning: attending and responding to the substance of student thinking. We use it to articulate two reasons for attentive and responsive teaching: to help students understand science concepts, and to help students learn how to learn.

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