Search results for 'Science Study and teaching (Secondary' (try it on Scholar)

15 found
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  1.  9
    Alan D. Bowd (1993). Dissection as an Instructional Technique in Secondary Science: Choice and Alternatives. Society and Animals 1 (1):83-89.
    This article examines the role of dissection in the teaching of secondary biology and environmental science, within the context of the development of attitudes toward animals. Retrospective data concerning their experience in high school with dissection for 191 undergraduate education students are described, and their reported use of alternatives to invasive animal study are evaluated in relation to specific educational objectives in secondary science. It was found that most students were required to perform dissections, that many (...)
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  2. Mary Ratcliffe (2003). Science Education for Citizenship: Teaching Socio-Scientific Issues. Open University Press.
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  3.  3
    Ruth Jarman (2007). Developing Scientific Literacy. Mcgraw-Hill/Open University Press.
    ""This is an excellent source of ideas on using the media to enrich science teaching and engage pupils.
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  4.  6
    Robert Keith Shaw (2007). Pedagogic Thinking That Grounds E-Learning for Secondary School Science Students in New Zealand. E-Learning and Digital Media 4 (4):471-481.
    Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science and technology. A criterion-referenced assessment regime was established and an Internet platform was built specifically to facilitate this form of assessment. This platform contrasts with the norm-referenced assessment (...)
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  5.  10
    Salmiza Saleh (2011). The Effectiveness of Brain-Based Teaching Approach in Dealing with the Problems of Students' Conceptual Understanding and Learning Motivation Towards Physics. Educational Studies 38 (1):19-29.
    Teachers of science-based education in Malaysian secondary schools, especially those in the field of physics, often find their students facing huge difficulties in dealing with conceptual ideas in physics, resulting thus in a lack of interest towards the subject. The aim of this study was to assess the effectiveness of the Brain-Based Teaching Approach (henceforth BBTA) in dealing with the issues of the conceptual understanding of Newtonian physics of Form Four students in secondary science schools in (...)
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  6.  1
    Fang‐Ying Yang, Chun‐Yuan Chang & Ying‐Shou Hsu (2008). Teacher Views About Constructivist Instruction and Personal Epistemology: A National Study in Taiwan. Educational Studies 34 (5):527-542.
    This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper‐and‐pencil survey and a Learning environment preference questionnaire designed to explore personal epistemology. On a five‐point Likert scale, teachers, on average, showed a neutral agreement on constructivist instruction. The content analysis suggested that teachers held alternative views about the nature of the constructivist instruction. LEP scores were found to be statistically associated with gender, education, (...)
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  7.  5
    Marta C. Lourenço & Lydia Wilson (2013). Scientific Heritage: Reflections on its Nature and New Approaches to Preservation, Study and Access. Studies in History and Philosophy of Science Part A 44 (4):744-753.
    Scientific heritage can be found in every teaching and research institution, large or small, from universities to museums, from hospitals to secondary schools, from scientific societies to research laboratories. It is generally dispersed and vulnerable. Typically, these institutions lack the awareness, internal procedures, policies, or qualified staff to provide for its selection, preservation, and accessibility. Moreover, legislation that protects cultural heritage does not generally apply to the heritage of science. In this paper we analyse the main problems that (...)
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  8.  1
    Helen Wildy & John Wallace * (2010). Science as Content, Science as Context: Working in the Science Department. Educational Studies 30 (2):99-112.
    In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly (...)
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  9.  1
    Helen Wildy & John Wallace* (2004). Science as Content, Science as Context: Working in the Science Department. Educational Studies 30 (2):99-112.
    In this study we explored how the science department shaped the relationship between a science department head, Mr Greg, and a teacher, Ms Horton, as they grappled with their expectations of, and responsibilities for, teaching and leadership in the daily life in the department. We found that, from their life histories and their positions in the department, Mr Greg and Ms Horton have developed different values and visions that shape the ways they construct their work, particularly (...)
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  10.  4
    Mustafa Çakır, Serhat İrez & Özgür Kıvılcan Doğan (2010). Understandings of Current Environmental Issues: Turkish Case Study in Six Teacher Education Colleges. Educational Studies 36 (1):21-33.
    The purpose of this study is to profile future science teachers’ understandings of current environmental issues in the context of an education reform in Turkey. Knowledge base and understandings of elementary and secondary prospective science teachers about biodiversity, carbon cycle, global warming and ozone layer depletion were targeted in the study. Questionnaire surveys developed for this purpose were adapted and used in this investigation. The questionnaires were administered to 360 participants in six universities. Analysis involved frequencies, (...)
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  11. Ricardo Karam (2015). Reality–Theoretical Models–Mathematics: A Ternary Perspective on Physics Lessons in Upper-Secondary School. Science and Education 24 (5 - 6):615-644.
    This article discusses the role of mathematics during physics lessons in upper-secondary school. Mathematics is an inherent part of theoretical models in physics and makes powerful predictions of natural phenomena possible. Ability to use both theoretical models and mathematics is central in physics. This paper takes as a starting point that the relations made during physics lessons between the three entities Reality, Theoretical models and Mathematics are of the outmost importance. A framework has been developed to sustain analyses of the (...)
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  12. Barend Vlaardingerbroek & Christopher J. Roederer (1997). Evolution Education in Papua New Guinea: Trainee Teachers' Views. Educational Studies 23 (3):363-375.
    Educated Papua New Guineans’ conceptual ecologies need to accommodate competing and conflicting traditional ethnoscientific, Western religious and modern scientific paradigms. Papua New Guinea is a constitutionally self-declared ‘Christian country’ and evolution is a controversial issue. The upper secondary school biology syllabus contains a terminating unit on evolution but the curriculum is of expatriate design and the rapid localisation of senior educational positions makes the views of indigenous teaching personnel a high research priority, particularly in the light of the current (...)
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  13.  35
    Patricia Easton (2009). Teaching & Learning Guide For: What is at Stake in the Cartesian Debates on the Eternal Truths? Philosophy Compass 4 (5):880-884.
    Any study of the 'Scientific Revolution' and particularly Descartes' role in the debates surrounding the conception of nature (atoms and the void v. plenum theory, the role of mathematics and experiment in natural knowledge, the status and derivation of the laws of nature, the eternality and necessity of eternal truths, etc.) should be placed in the philosophical, scientific, theological, and sociological context of its time. Seventeenth-century debates concerning the nature of the eternal truths such as '2 + 2 = (...)
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  14.  3
    Sue Gordon & Kathleen Fittler (2004). Learning By Teaching: A Cultural Historical Perspective On A Teacher's Development. Outlines. Critical Practice Studies 6 (2):35-46.
    How can teacher development be characterised? In this paper we offer a conceptualisation of teacher development as the enhancement of knowledge and capabilities to function in the activity of a teacher and illustrate with a case study. Our analytic focus is on the development of a science teacher, David, as he engaged in an innovative, collaborative project on learning photonics at a metropolitan secondary school in Australia. Three dimensions of development emerged: technical confidence and competence, pedagogical development and (...)
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  15.  18
    Damian M. Parr, Cary J. Trexler, Navina R. Khanna & Bryce T. Battisti (2007). Designing Sustainable Agriculture Education: Academics' Suggestions for an Undergraduate Curriculum at a Land Grant University. [REVIEW] Agriculture and Human Values 24 (4):523-533.
    Historically, land grant universities and their colleges of agriculture have been discipline driven in both their curricula and research agendas. Critics call for interdisciplinary approaches to undergraduate curriculum. Concomitantly, sustainable agriculture (SA) education is beginning to emerge as a way to address many complex social and environmental problems. University of California at Davis faculty, staff, and students are developing an undergraduate SA major. To inform this process, a web-based Delphi survey of academics working in fields related to SA was conducted. (...)
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