Pupils' Views on an ICT-Based Learning Environment in Health Learning

Science.gov (United States)

Räihä, Teija; Tossavainen, Kerttu; Enkenberg, Jorma; Turunen, Hannele

2014-01-01

This paper presents a study that examined pupils' views on an ICT-based learning environment in health learning. The study was a part of the wider European Network of Health Promoting Schools programme (ENHPS; since 2008, Schools for Health in Europe, SHE) in Finland, and particularly its sub-project, From Puijo to the World with Health Lunch,…

What pupils can learn from working with robotic direct manipulation environments

NARCIS (Netherlands)

Lou Slangen; Hanno van Keulen; Koeno Gravemeijer

2011-01-01

This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four

What pupils can learn from working with robotic direct manipulation environments

NARCIS (Netherlands)

Lou Slangen; Hanno van Keulen; Koeno Gravemeijer

2010-01-01

This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four

Estimation of mental effort in learning visual search by measuring pupil response.

Directory of Open Access Journals (Sweden)

Tatsuto Takeuchi

Full Text Available Perceptual learning refers to the improvement of perceptual sensitivity and performance with training. In this study, we examined whether learning is accompanied by a release from mental effort on the task, leading to automatization of the learned task. For this purpose, we had subjects conduct a visual search for a target, defined by a combination of orientation and spatial frequency, while we monitored their pupil size. It is well known that pupil size reflects the strength of mental effort invested in a task. We found that pupil size increased rapidly as the learning proceeded in the early phase of training and decreased at the later phase to a level half of its maximum value. This result does not support the simple automatization hypothesis. Instead, it suggests that the mental effort and behavioral performance reflect different aspects of perceptual learning. Further, mental effort would be continued to be invested to maintain good performance at a later stage of training.

Pupils' liking for school: ability grouping, self-concept and perceptions of teaching.

Science.gov (United States)

Ireson, Judith; Hallam, Susan

2005-06-01

Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the amount of setting implemented in school. A stratified sample of 45 mixed secondary comprehensive schools was selected for the research. Schools represented a variety of ability-grouping practices in the lower school (Years 7-9), from completely mixed-ability to setting in all academic subjects. All Year 9 pupils were included in the sample. Pupils completed a questionnaire containing items on their self-concept, liking for school, and their perceptions of teaching in English, mathematics, and science. Data on pupils' gender, ethnic origin, social disadvantage and attainment was also collected. The properties and correlates of scales indicating pupils' liking for school and their perceptions of teaching in English, mathematics, and science are established. Liking for school is greater among girls, pupils with higher academic self-concepts, and those with more positive perceptions of teaching. Pupils are more positive about teaching they experience in English than in mathematics or science. When other variables are statistically controlled, there is no significant effect of the extent of ability grouping in the school as a whole. Affective aspects of learning should not be neglected in the drive to raise standards.

What Pupils Can Learn from Working with Robotic Direct Manipulation Environments

Science.gov (United States)

Slangen, Lou; van Keulen, Hanno; Gravemeijer, Koeno

2011-01-01

This study investigates what pupils aged 10-12 can learn from working with robots, assuming that understanding robotics is a sign of technological literacy. We conducted cognitive and conceptual analysis to develop a frame of reference for determining pupils' understanding of robotics. Four perspectives were distinguished with increasing…

Brazilian Primary and Secondary School Pupils' Perception of Science and Scientists

Science.gov (United States)

Bartoszeck, Amauri Betini; Bartoszeck, Flavio Kulevicz

2017-01-01

The purpose of this study is to understand in an exploratory way pupils' perception of science and the image of scientists at primary and secondary school levels. Data was collected by means of a survey questionnaire and a drawing representing pupils' depiction what scientists do during their working hours. A questionnaire anchored on a Likert…

Cryogenic Pupil Alignment Test Architecture for Aberrated Pupil Images

Science.gov (United States)

Bos, Brent; Kubalak, David A.; Antonille, Scott; Ohl, Raymond; Hagopian, John G.

2009-01-01

A document describes cryogenic test architecture for the James Webb Space Telescope (JWST) integrated science instrument module (ISIM). The ISIM element primarily consists of a mechanical metering structure, three science instruments, and a fine guidance sensor. One of the critical optomechanical alignments is the co-registration of the optical telescope element (OTE) exit pupil with the entrance pupils of the ISIM instruments. The test architecture has been developed to verify that the ISIM element will be properly aligned with the nominal OTE exit pupil when the two elements come together. The architecture measures three of the most critical pupil degrees-of-freedom during optical testing of the ISIM element. The pupil measurement scheme makes use of specularly reflective pupil alignment references located inside the JWST instruments, ground support equipment that contains a pupil imaging module, an OTE simulator, and pupil viewing channels in two of the JWST flight instruments. Pupil alignment references (PARs) are introduced into the instrument, and their reflections are checked using the instrument's mirrors. After the pupil imaging module (PIM) captures a reflected PAR image, the image will be analyzed to determine the relative alignment offset. The instrument pupil alignment preferences are specularly reflective mirrors with non-reflective fiducials, which makes the test architecture feasible. The instrument channels have fairly large fields of view, allowing PAR tip/tilt tolerances on the order of 0.5deg.

GeoBus: bringing Earth science learning to secondary schools in the UK

Science.gov (United States)

Robinson, Ruth; Roper, Kathryn; Pike, Charlotte

2015-04-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Almost 35,000 pupils will have been involved in experiential Earth science learning activities by April 2015, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning within the Scotland Curriculum for Excellence, and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. A key aim of GeoBus is to incorporate research outcomes directly into workshops, and to involve early career researchers in project development. One example that is currently in progress is a set of hydrology workshops that focus on the water

Teaching Foreign Languages to Pupils with Specific Learning Disability

OpenAIRE

VOLDÁNOVÁ, Veronika

2015-01-01

This diploma thesis deals with the topic of specific learning disability. In the theoretical part I define the term specific learning disability and I mention the related terms. I deal with the history, types and causes of specific learning disability, further I describe the possibilities of diagnostics and re-education concerning specific learning disability. I also attend to the situation of a pupil in the family and school background. The main attention is especially paid to teaching forei...

Continuing Professional Development and Learning in Primary Science Classrooms

Science.gov (United States)

Fraser, Christine A.

2010-01-01

This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

Learning for Everyday Life: Pupils' Conceptions of Hearing and Knowledge about Tinnitus from a Teaching-Learning Sequence

Science.gov (United States)

West, Eva

2011-01-01

As a result of young people frequently exposing themselves to loud sounds, researchers are advocating education about the risks of contracting tinnitus. However, how pupils conceive of and learn about the biological aspects of hearing has not been extensively investigated. Consequently, the aim of the present study is to explore pupils' learning…

Pupils' Difficulties: What Can the Teacher Do?

Science.gov (United States)

Dawson, C. J.

1978-01-01

Discusses how the teacher can deal with difficulties pupils of varying ages have in understanding certain chemical ideas. The article does not support using a Piagetian model for science courses in secondary schools. It suggests that Ausubel's learning theory is of much more use to the practicing teacher. (HM)

Effect of Using Logo on Pupils' Learning in Two-Dimensional Shapes

Science.gov (United States)

Yi, Boo Jia; Eu, Leong Kwan

2016-01-01

The integration of technology in mathematics instruction is an important step in the 21st century learning style. At the primary level, some studies have explored how technology could help in mathematics learning. The purpose of this study is to determine the effect of using Logo on pupils' learning of the properties of two-dimensional shapes. A…

What Frameworks Are Helpful to Science Teachers and Their Pupils When Thinking about the Relationship between Science and Religion?

Science.gov (United States)

Borgeaud, Jane

2018-01-01

Secondary school science teachers report that their approaches to some topics are affected by the recognition that some pupils hold religious beliefs, while primary school teacher trainees express concern about teaching evolution to children with a religious faith. Pupils in British schools and internationally often assume a conflict between…

GeoBus: bringing experiential Earth science learning to secondary schools in the UK

Science.gov (United States)

Pike, C. J.; Robinson, R. A. J.; Roper, K. A.

2014-12-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum

The Voice of the Pupils: An Experimental Comparison of Decisions Made by Elected Pupil Councils, Pupils in Referenda, and Teaching Staff

Science.gov (United States)

Gilljam, Mikael; Esaiasson, Peter; Lindholm, Torun

2010-01-01

This article tests whether the form of decision-making used in school environments affects pupils' views on the legitimacy of the decisions made, and of the decision-making procedure. Building on political science theory on democratic decision-making, it compares pupils' reactions towards decisions made by pupil councils, by pupils via referendum,…

Examining Teaching Based on Errors in Mathematics Amongst Pupils with Learning Disabilities

Science.gov (United States)

Magen-Nagar, Noga

2016-01-01

Teaching mathematics while learning from students' mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed to examine their knowledge of assessment of errors in mathematics amongst pupils with learning disabilities, and their use as a…

PUPIL-TEACHER ADJUSTEMENT AND MUTUAL ADAPTATION IN CREATING CLASSROOM LEARNING ENVIRONMENTS.

Science.gov (United States)

FOX, ROBERT S.; AND OTHERS

AN ANALYSIS OF THE DYNAMICS OF THE LEARNING SITUATIONS IN A VARIETY OF PUBLIC SCHOOL CLASSROOMS WAS UNDERTAKEN. THE PROJECT MADE A COMPARATIVE ANALYSIS OF THE PATTERNS OF COOPERATION OR ALIENATION AMONG PARENTS, TEACHERS, PEERS, AND INDIVIDUAL PUPILS. THE PATTERNS CREATE LEARNING CULTURES OF DIFFERENT PRODUCTIVITY IN VARIOUS CLASSROOMS. THE DATA…

Creation of Learning Motivation in the Process of Cognitive Learning in Teaching Music to 12-13 Years Old Pupils

OpenAIRE

Kepule, Iveta

2015-01-01

Creation of learning motivation is one of the main problems of the school. Motivation is the basis for self-improvement; its fulfillment facilitates development of the personality and encourages a pupil to study better in order to reach the set goal. If the teacher knows the reasons for the learning motivation of the pupils, he or she can select the methods and techniques, which could stimulate the inquiry process, and in addition to development of various skills and abilities would increase ...

Pupils Produce their Own Narratives Inspired by the History of Science: Animation Movies Concerning the Geocentric-Heliocentric Debate

Science.gov (United States)

Piliouras, Panagiotis; Siakas, Spyros; Seroglou, Fanny

2011-07-01

In this paper, we present the design and application of a teaching scenario appropriate for 12-years-old pupils in the primary school aiming to a better understanding of scientific concepts and scientific methods, linking the development of individual thinking with the development of scientific ideas and facilitating a better understanding of the nature of science. The design of the instructional material supporting this scenario has been based on the study of the history of astronomy and especially on: (a) The various theories concerning the movement of Earth, our solar system and the universe. (b) Key-stories highlighting the evolutionary character of scientific knowledge as well as the cultural interrelations of science and society. The design of the teaching scenario has focused on the participation of pupils in gradually evolving discourses and practices encouraging an appreciation of aspects of the nature of science (e.g. the role of observation and hypothesis, the use of evidence, the creation and modification of models). In this case, pupils are asked to produce their own narratives: animation movies concerning the geocentric-heliocentric debate inspired by the history of science, as the animation technique presents strong expressional potential and currently has many applications in the field of educational multimedia. The research design of this current case study has been based on the SHINE research model, while data coming from pupils' animation movies, questionnaires, interviews, worksheets, story-boards and drawings have been studied and analyzed using the GNOSIS research model. Elaborated data coming from our analysis approach reveal the appearance, transformation and evolution of aspects of nature of science appreciated by pupils and presented in their movies. Data analysis shows that during the application pupils gradually consider more and more the existence of multiple answers in scientific questions, appreciate the effect of culture on the way

A Comparative Study of Learning Strategies Used by Romanian and Hungarian Preuniversity Students in Science Learning

Science.gov (United States)

Lingvay, Mónika; Timofte, Roxana S.; Ciascai, Liliana; Predescu, Constantin

2015-01-01

Development of pupils' deep learning approach is an important goal of education nowadays, considering that a deep learning approach is mediating conceptual understanding and transfer. Different performance at PISA tests of Romanian and Hungarian pupils cause us to commence a study for the analysis of learning approaches employed by these pupils.…

Digital Learning Aids for Nynorsk Pupils in School: - A Politically Sensitive Area or a Question of a Deeper Scientific Understanding of Learning?

Directory of Open Access Journals (Sweden)

Rune Johan Krumsvik

2015-11-01

Full Text Available This position paper focuses on Nynorsk in the digital era and the need for research-based knowledge about it in school settings in Norway. The Norwegian language situation is exceptional because Norway has two written standards, Bokmål (majority variety and Nynorsk (minority variety, and both the Education Act and the Norwegian Directorate of Education require that publishers provide parallel editions of all paper-based and digital learning aids for pupils. However, a national report by Skjær,Eiksund, Fretland, Holen & Netteland(2008 revealed that few publishers have developed and offered digital learning aids in Nynorsk. In 2015 the situation appears to be largely unchanged, even though the authorities, language organisations and “leadings lights” have taken several initiatives to encourage compliance with the Education Act; however, what is needed is further research into the situation of parallel editions of digital learning aids. This is of particular interest today since the pupils in the county with the highest rate (97% of Nynorsk-pupils has consistently been at the top of the list as one of the best performing counties in Norway in national tests since 2006 (Directorate of Education 2015. In addition, Vangsnes, Söderlund & Blekesaune (2015 find that municipalities in Norway with more than 50% Nynorsk-pupils achieve better in National tests when compared to Bokmål municipalities. The main message in our position paper is that the digital revolution might have changed some underlying premises for how we understand and use language and dialects, and the need for parallel editions of digital learning aids in Bokmål and Nynorsk is no longer a question of economics or of political statements for or against Nynorsk, etc., but is instead a question of a more nuanced scientific understanding of learning and achievement in today’s digitized school. The achievements of Nynorsk pupils in national tests is one indicator of school

Smart Kids--Enhancing Science Learning with Pupil-Pupil Coaching

Science.gov (United States)

Dunne, Mick

2011-01-01

This article presents an interview between the author and two teachers, Ruth Birtles and Michelle Proctor, who are involved in "Smart Kids", an AstraZeneca Science Teaching Trust (AZSTT) funded project for 2009-10 coordinated by the Centre for Science Education, Sheffield Hallam University. In this interview, Proctor and Birtles discuss…

Pupils' reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school.

Science.gov (United States)

Norwich, B

1999-12-01

There is renewed interest in motivation and school learning, though there has been relatively little theory-linked research in English schools. In the first stage, to explore pupils' reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. Stage 1--semi-structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self-determination. From these elicited reasons, an inventory 'Why I Learn' was designed. Stage 2--the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. The results are discussed in terms of their significance for self-determination theory, research into the conditions promoting greater self-determination in school learning and further development of the inventory for programme evaluation.

How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

Science.gov (United States)

Marchis, Iuliana

2011-01-01

Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…

Pupil-Teacher Adjustment and Mutual Adaptation in Creating Classroom Learning Environments. Final Report.

Science.gov (United States)

Fox, Robert S.; And Others

This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures…

It's Easier than You Think! Exploring an Outdoor Pedagogy for Teaching Science

Science.gov (United States)

Hainsworth, Mark

2018-01-01

As well as providing a valuable and enjoyable experience for pupils, outdoor learning also enhances and contextualises learning in science by helping pupils understand science concepts. Teachers' lack of confidence in which aspects of the science curriculum they can actually teach outdoors deters them from venturing outside the classroom for…

Designing instruction and learning for cognitively gifted pupils in preschool and primary school

NARCIS (Netherlands)

Mooij, Ton

2012-01-01

Mooij, T. (2013). Designing education and learning for cognitively gifted pupils in preschool and primary school. International Journal of Inclusive Education, 17(6), 597-613. doi:10.1080/13603116.2012.696727

Families, Pupils and Teachers Learning Together in a Multilingual British City

Science.gov (United States)

Conteh, Jean

2012-01-01

This article focuses on multilingual primary-aged children and their families in a post-industrial city in England. Such pupils, sometimes identified in education policy as "underachieving," often have rich experiences of learning that are hidden from their mainstream teachers and unrecognised in national assessment regimes. The article…

Effects of a six-session introductory psychology programme on Year 9 pupils' interest in psychology and approaches to learning

OpenAIRE

Norris, E.; De Aguiar Chaves, T.; Dunsmuir, S.

2015-01-01

Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called ‘Myth-Busting the Brain’. A pre-/post-programme questionnaire investigated pupil interest towards future psychology study, interest in the programme and approaches to learning. There wa...

A cognitive perspective on Singaporean primary school pupils' use of reading strategies in learning to read in English.

Science.gov (United States)

Zhang, Lawrence Jun; Gu, Peter Yongqi; Hu, Guangwei

2008-06-01

This study is conducted in Singapore, where learning to read in English is regarded as essential because it is offered as a First Language (L1) subject in the curriculum and is stipulated as the medium of instruction in the education system, and the mother tongues are offered as Second Language (L2) subjects, although the majority still learn English as an L2. The paper reports on the reading strategies used by Singaporean primary school pupils from a cognitive perspective, which is part of a larger study that aims to investigate these pupils' language learning strategies. The participants were 18 pupils from three neighbourhood primary schools, in grades Primary 4, 5 and 6. The data were collected from high- and low-proficiency pupils at each of the three grades in each school, who read two texts at each level. Grounded in an information-processing theory and based on successful experiences of scholars using think-aloud for data collection, we asked the pupils to read and report what they were thinking about while reading. The think-aloud protocols were recorded, transcribed verbatim, coded and analysed. The results suggest that participants' flexible and appropriate use of reading strategies varies according to language proficiency and grade level, with the high-proficiency group outperforming its lower-proficiency counterpart and the high-graders outnumbering the lower-graders in terms of the number of strategies that they used. These differences were also exemplified with qualitative findings from case studies. The use of reading strategies differs according to proficiency levels, and the quality of pupils' strategy-use patterns has more significant implications for understanding efficient reading among primary school pupils.

Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

NARCIS (Netherlands)

Verpoorten, Dominique; Glahn, Christian; Chatti, Amine; Westera, Wim; Specht, Marcus

2011-01-01

Verpoorten, D., Glahn, C., Chatti, A., Westera, W., & Specht, M. (2011). Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 276-284.

Learning Barriers among Grade 6 Pupils Attending Rural Schools in Uganda: Implications to Policy and Practice

Science.gov (United States)

Hungi, Njora; Ngware, Moses; Mahuro, Gerald; Muhia, Nelson

2017-01-01

The paper uses multilevel analysis procedures to examine individual- and group-level learning barriers that have the greatest impact on pupil achievement in Uganda. The data for this study were collected in 2014 among 2711 Grade 6 pupils attending 82 schools in two rural districts of Iganga and Mayuge in Uganda. Data used in this paper are part of…

Using Songs To Support Vocabulary Learning For Grade Four Pupils

Directory of Open Access Journals (Sweden)

Rashid Al-Azri

2015-06-01

Full Text Available Abstract Over the recent years the teaching of foreign language vocabulary has been the subject of much discussion and arguments and a number of research and methodology books on such topic have emerged as it is the case for example with Nation 2001 and Schmitt 2000. For a long time grammar seemed to have attracted more attention but this renewed interest in vocabulary reflects the belief that it is becoming a major component in knowing a language and as some recent scholars would admit even more important than grammar already. In addition to the various strategies used to promote vocabulary learning in the classroom environment songs are widely being used nowadays as a powerful tool in teaching new vocabulary to early grades pupils. Throughout our teaching of young learners we have noticed that they are amazingly captured by songs and they always enjoy listening to them. This might be one of the main reasons why songs have now become one of the cornerstones in the demanding and challenging process of teaching children. The purpose of this research paper is to find out as to what extent and how the use of songs may support new vocabulary learning for grade four pupils in Oman and how much it actually helps these young learners in developing their vocabulary learning habits.

Pupil Science Learning in Resource-Based e-Learning Environments

Science.gov (United States)

So, Wing-mui Winnie; Ching, Ngai-ying Fiona

2011-01-01

With the rapid expansion of broadband Internet connection and availability of high performance yet low priced computers, many countries around the world are advocating the adoption of e-learning, the use of computer technology to improve learning and teaching. The trend of e-learning has urged many teachers to incorporate online resources in their…

Investigating Situational Interest in Primary Science Lessons

Science.gov (United States)

Loukomies, Anni; Juuti, Kalle; Lavonen, Jari

2015-01-01

Pupils' interest has been one of the major concerns in science education research because it can be seen as a gateway to more personalised forms of interest and motivation. However, methods to investigate situational interest in science teaching and learning are not broadly examined. This study compares the pupils' observed situational interest…

Teenagers as scientist - Learning by doing or doing without learning?

Science.gov (United States)

Kapelari, Suzanne; Carli, Elisabeth; Tappeiner, Ulrike

2010-05-01

Title: Teenagers as scientist - Learning by doing or doing without learning? Authors: Dr. Suzanne Kapelari* and Elsabeth Carli*, Ulrike Tappeiner** *Science Educaton Center,**Institute of Ecology,University Innsbruck, Austria The PISA (2006-2007) Assessment Framework asks for"…. the development of a general understanding of important concepts and explanatory framework of science, of the methods by which science derives evidence to support claims for its knowledge and of the strength and limitations of science in the real world….". To meet these requirements pupils are eventually asked to engage in "working like scientists learning activities" at school or while visiting informal learning institutions. But what does it mean in a real life situation? An ambitious project call named "Sparkling Science" was launched by the Austrian Federal Ministry of Science and Research in 2008, asking scientists to run their research in tight co-operation with local teachers and pupils. Although this would be enough of a challenge anyway, the ultimate goals of these projects are to achieve publishable scientific results in the particular field. The project design appears to be promising. Pupils and teachers are invited to gain first hand experience as part of a research team investigating current research questions. Pupils experience science research first hand, explore laboratories and research sites, gather data, discuss findings, draw conclusions and finally publish them. They set off on an exciting two years journey through a real scientific project. Teachers have the unique opportunity to get insight into a research project and work closely together with scientists. In addition teachers and pupils have the opportunity to gain first hand knowledge about a particular topic and are invited to discuss science matters on the uppermost level. Sparkling Science promoting agents have high expectations. Their website (www.sparklingscience.at) says: "Forming research teams that

Foreign language aptitude of pupils with learning disabilities at the beginning of the foreign language acquisition at the elementary school

OpenAIRE

Špačková, Klára

2011-01-01

The dissertation is dealing with the issue of foreign language aptitude and foreign language abilities of pupils with learning disabilities at the beginning of the foreign language acquisition. The first part of the work describes general theories of the foreign language acquisition and introduces the current trends in education of pupils with learning disabilities in the process of foreign language learning. The second part of the work describes the research, which aim was to investigate the...

''I Don't Think I Would Be Where I Am Right Now''. Pupil Perspectives on Using Mobile Devices for Learning

Science.gov (United States)

Walker, Ros

2013-01-01

Are pupils in the United Kingdom using mobile devices to help their learning? If so, what are they using and why? This article is based on research carried out by questionnaire, observation and pupil interviews at two English academies. One of the academies provides mobile devices for the pupils, and the other bans the use of mobile devices. The…

Analysis of Critical Success Factors of Online International Learning Exchange of Korean School Pupils with English-Speaking Counterparts

Science.gov (United States)

Lee, Jong-Yeon; Park, Sanghoon

2017-01-01

This study identifies the factors influencing the success of online international learning exchange (ILE) among Korean school pupils who partnered with American and Australian pupils. In particular, it examined the effects of self-efficacy (SE), exchange infrastructure (EI) and quality of exchange activities (QEA) on the students' learning…

School Science and the Language Arts

Science.gov (United States)

Ediger, Marlow

2014-01-01

An integrated science curriculum assists pupils to retain learnings better than to separate academic disciplines. Too frequently, science teachers teach each academic discipline as separate entities. However, there is much correlating of science with language, for example which might well be implemented in teaching and learning situations. Thus,…

Primary School Pupils' Response to Audio-Visual Learning Process in Port-Harcourt

Science.gov (United States)

Olube, Friday K.

2015-01-01

The purpose of this study is to examine primary school children's response on the use of audio-visual learning processes--a case study of Chokhmah International Academy, Port-Harcourt (owned by Salvation Ministries). It looked at the elements that enhance pupils' response to educational television programmes and their hindrances to these…

Engaging Parents and Pupils in Astronomy

Science.gov (United States)

Stevenson, Rod

2016-04-01

"The British National Space Centre partnership has recognised for some time that Space and Astronomy are particularly attractive subjects for school students and that including these in the science curriculum can have a positive effect on student interest in science. Drivers are that the number of young people studying science and engineering subjects at A-level and beyond is declining; young people should have an understanding of the importance of science and technology to the world around them; and that UK space industry (including technology, engineering, space science, Earth observation science) must renew itself." BRINGING SPACE INTO SCHOOL Professor Martin Barstow, University of Leicester Published by PPARC on behalf of the British National Space Centre Partnership October 2005 "It has become more and more difficult to persuade young people to follow a career in STEM (Science, Technology, Engineering & Mathematics) subjects. Across the EU, the number of graduates in STEM subjects has dropped from 24.3% in 2002 to 22.6% in 2011" (Source EUSTAT) It was Martin Barstow's report in 2005 that started my attempt to interest people in Science and Technology, At Ormiston Victory Academy (OVA) for the past two years, we have embarked on a program to enthuse pupils to study science related subject through the medium of Astronomy. We teach Edexcel GCSE Astronomy to a joint parent and pupil group. They study together and at the end of the course, both take the GCSE examination. The idea is that the pupils see that science is important to their parents and that a very practical facet of science is also fun. Astronomy is a multidisciplinary course bringing together elements of Science, Maths, Technology, Geography and History. It is hoped that the enthusiasm shown by the pupils will spill over into the mainstream subjects including maths. The parents get an idea of the work and level of knowledge required by their children to complete a GCSE level subject. They also report

Sibling constellation effects on learning and career aspirations of pupils.

OpenAIRE

KOROTVIČKOVÁ, Blanka

2012-01-01

The thesis "Sibling Constellation Effects on Learning and Career Aspirations of Pupils" is aimed at the description of a relationship between birth order and personality development. It also deals with the general characteristics of sibling constellation and its historical development. It points out the importance of sibling constellation in human life and presents the personality description with regard to birth order in relation to parents, siblings, peers, education and occupation. The the...

Empowering Primary School Pupils through Literacy Remediation ...

African Journals Online (AJOL)

Empowering Primary School Pupils through Literacy Remediation Project in Uyo ... and retraining in the hope that this will impact on the pupils' literacy development. ... process and often fail to engage the pupils in activities that promote literacy ... In other to empower such children for meaningful learning, reading needs to ...

The role of teacher in motivating pupils to learn french in Slovenia

Directory of Open Access Journals (Sweden)

Darja Premrl

2011-12-01

Full Text Available French language teachers in Slovene elementary and high schools think that the teachers must motivate pupils with different approaches to work in the classroom. They also estimate that if the student isn't motivated to work in the classroom, teacher's effort could improve the motivation. Teachers, therefore, believe in their work, in their knowledge and competences to present French language to the pupils in the way they enjoy studying it, and that their way of work improves interest for the knowledge/learning of French language. Nevertheless, 78 % of teachers involved in this research think that a workshop about motivation with the examples from the good practice could be of great use to them. The analysis shows that teachers like to use student's book in their work and that they most often motivate pupils with their own excitement about the topic. The fact is that the motivation is a dynamic process which changes in time and in place. Teacher is a part of that process, but he/she is not the only one responsible for its outcome.

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

Science.gov (United States)

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

THE INTEGRATION MODEL OF SYSTEMS OF DISTANCE AND OF TRADITIONAL MATHEMATICS LEARNING OF SENIOR PUPILS

OpenAIRE

Игорь Николаевич Макарьев

2013-01-01

In this article the author dwells on the content and structure of the model of integration of system of distance learning to mathematics of senior pupils and traditional paradigm of education. This kind of integration is based on such principles as independence, individualization, flexibility, nonlinearity, openness. Specifics of the methodological support of distance mathematics learning are also analyzed. Particularly the author asserts that the system of distance mathematics learning can t...

Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

NARCIS (Netherlands)

Mooij, Ton

2008-01-01

Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

To What Extent Do Pupils Perceive Science to Be Inconsistent with Religious Faith? An Exploratory Survey of 13-14 Year-Old English Pupils

Science.gov (United States)

Taber, Keith S.; Billingsley, Berry; Riga, Fran; Newdick, Helen

2011-01-01

Scientists hold a wide range of beliefs on matters of religion, although popular media coverage in the UK commonly suggests that atheism is a core commitment for scientists. Considering the relationship between religion and science is a recommended topic in the English National Curriculum for lower secondary pupils (11-14 year-olds), and it is…

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses

Directory of Open Access Journals (Sweden)

Eucebious Lekalakala-Mokgele

2015-03-01

Full Text Available Background: The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students’ responses to learning. Equally, the environment can enhance learning if experienced positively. Objectives: This study described pupil enrolled nurses’ experiences of facilitative and obstructive factors in military and public health clinical learning settings. Method: Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Results: Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Conclusion: Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students’ learning. Policies need to be developed for supporting students in the clinical learning

Learning Science, Learning about Science, Doing Science: Different Goals Demand Different Learning Methods

Science.gov (United States)

Hodson, Derek

2014-01-01

This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…

Perspectives of pupils, parents, and teachers on mental health problems among Vietnamese secondary school pupils.

Science.gov (United States)

Nguyen, Dat Tan; Dedding, Christine; Pham, Tam Thi; Bunders, Joske

2013-11-06

Secondary school can be a stressful period for adolescents, having to cope with many life changes. Very little research has been conducted on the mental health status of secondary school pupils in South East Asian countries, such as Vietnam.The study aimed to explore perceptions of mental health status, risk factors for mental health problems and strategies to improve mental health among Vietnamese secondary school students. A qualitative design was used to address the main study question including: six in-depth interviews conducted with professionals (with two researchers, two psychiatrists, and two secondary school teachers) to learn about their experience of mental health problems among secondary school pupils; 13 focus group discussions (four with teachers, four with parents, and five with pupils); and 10 individual in-depth interviews with pupils who did not take part in the FGDs, to reflect on the collected data and to deepen the authors' understanding. All interviews and FGDs were audio-taped, transcribed and analyzed for the identification of emerging issues using qualitative techniques of progressive coding, analytic memoing and ongoing comparison. Our study confirms the need to pay attention to mental health of pupils in Vietnam. Depression, anxiety, stress, suicidal thoughts and suicide attempts were seen as major problems by all stakeholders. Mental health problems were mainly associated with academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. The study found that pupils' mental health demands interventions at many levels, including at the level of government (Ministry of Education and Training), schools, communities, families and pupils themselves. Vietnamese secondary school pupils feel that their mental health status is poor, because of many risk factors in their learning and living environment. The need now is to investigate further to identify and apply strategies to improve students' mental

Pupils' Views about Spiders. Learning in Science Project (Primary). Working Paper No. 123.

Science.gov (United States)

Hawe, Eleanor

The Learning in Science Project (Primary)--LISP(P)--investigated the ideas and interests about spiders held by 8- to 10-year-old children. Data included 303 questions--and answers to some of the questions--about spiders obtained from children in four classes and from responses obtained during individual interviews with 10 children from each age…

A matter of interpretation: developing primary pupils' enquiry skills using position-linked datalogging

Science.gov (United States)

Davies, Daniel John; Collier, Christopher; Howe, Alan

2012-11-01

Background: This article reports on an evaluation study of a project seeking to develop the use of position-linked datalogging with primary pupils in environmental science contexts. Purpose: The study sought to find out the extent to which the project had developed: (1) participant teachers' confidence in using datalogging as an everyday part of their science teaching; (2) pupils' abilities to collect and interpret relevant environmental monitoring data; and (3) the use of scientific data within environmental education in the project schools. Programme description: The project used software which integrates data from Global Positioning System (GPS) with sensor data collected outdoors to produce Google Earth visualisations of environmental quality in each school's locality. Sample: Phase 1 involved 10 primary schools in the South West of England (2008-9), and phase 2 was implemented in six primary schools in Greater London during 2010. All pupils in the 9-10-year-old age range participated to some extent (N ≈ 450) and each school identified a focus group of between two and four pupils (n = 38) together with two members of staff (n = 32) to be more closely involved in the project. Design and methods: The evaluation adopted a multi-method approach, drawing upon documentary sources (n = 40); observations of continuing professional development (CPD) cluster days (n = 8) and dissemination events (June 2009 and January 2011): baseline pupil assessment tasks (n = 291) and teachers' baseline questionnaire (n = 25) in September 2008 and March 2010; classroom observations; samples of pupil work (n = 31); end-of-project pupil assessment (n = 38) and teachers' and pupils' responses to the project (n ≈ 180) in June 2009 and December 2010; and a longitudinal evaluation in February 2012. Results: Datalogging had become a regular feature of practical science in nearly all project schools up to 30 months after the end of the project, but the use of position-linked logging had

Inquiry-based science teasching competence of pre-service primary teachers

NARCIS (Netherlands)

Alake-Tuenter, E.

2014-01-01

In recent years, improving primary science education has received considerable attention. In particular, researchers and policymakers advocate the use of inquiry-based science teaching and learning, believing that pupils learn best through direct personal experience and by incorporating new

Perspectives of pupils, parents, and teachers on mental health problems among Vietnamese secondary school pupils

Science.gov (United States)

2013-01-01

Background Secondary school can be a stressful period for adolescents, having to cope with many life changes. Very little research has been conducted on the mental health status of secondary school pupils in South East Asian countries, such as Vietnam. The study aimed to explore perceptions of mental health status, risk factors for mental health problems and strategies to improve mental health among Vietnamese secondary school students. Methods A qualitative design was used to address the main study question including: six in-depth interviews conducted with professionals (with two researchers, two psychiatrists, and two secondary school teachers) to learn about their experience of mental health problems among secondary school pupils; 13 focus group discussions (four with teachers, four with parents, and five with pupils); and 10 individual in-depth interviews with pupils who did not take part in the FGDs, to reflect on the collected data and to deepen the authors’ understanding. All interviews and FGDs were audio-taped, transcribed and analyzed for the identification of emerging issues using qualitative techniques of progressive coding, analytic memoing and ongoing comparison. Results Our study confirms the need to pay attention to mental health of pupils in Vietnam. Depression, anxiety, stress, suicidal thoughts and suicide attempts were seen as major problems by all stakeholders. Mental health problems were mainly associated with academic pressure, resulting from an overloaded curriculum and pressure from teachers and parents to succeed. The study found that pupils’ mental health demands interventions at many levels, including at the level of government (Ministry of Education and Training), schools, communities, families and pupils themselves. Conclusions Vietnamese secondary school pupils feel that their mental health status is poor, because of many risk factors in their learning and living environment. The need now is to investigate further to identify and

Science education with handheld devices: A comparison of Nintendo WiiMote and iPod touch for kinematics learning

OpenAIRE

Hochberg, K.; Kuhn, J.; Müller, A.

2016-01-01

Experiential science learning based on the in-built sensors of handheld devices such as smartphones, tablet computer and game consoles has seen quite a strong development in recent years. In particular, such devices with internal acceleration sensors offer an innovative approach to kinematics learning in classroom physics, a notoriously difficult topic for pupils. In view of research and teaching in this domain, the practical advantages and disadvantages of two such devices, the Nintendo WiiM...

Assessment of Project-Based Learning in a MECHATRONICS Context

Science.gov (United States)

Doppelt, Yaron

2005-01-01

Project-based learning (PBL) that has authenticity in the pupils' world enables the teaching of science and technology to pupils from a variety of backgrounds. PBL has the potential to enable pupils to research, plan, design, and reflect on the creation of technological projects (Doppelt, 2000). Engineering education, which is common in Israel,…

Frequency and Efficacy of Talk-Related Tasks in Primary Science

Science.gov (United States)

Braund, Martin; Leigh, Joanne

2013-04-01

Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development. Pupils' self-reports of the frequency and learning efficacies of talk related activities in science lessons were collected before and after a programme of teaching in 24 schools in one of the most socially and educationally deprived areas of England. Findings showed pupils valued talking about their ideas over listening to those of other pupils. Science talk frequency (STF) was closely correlated with science talk efficacy (STE) and both were positively correlated with pupils' attitudes to school science. Analysis of covariance (ANCOVA) of the correlation of STF with STE showed values were independent of gender and ability but that school experience was a significant factor. After the teaching programme and, contrary to expectations, the frequency of talk activities in science lessons appeared to have decreased but varied according to class grades. The degree of correlation between STF and STE was stronger after the teaching in over half of the schools. Schools where STF/STE strengthened most as a result of teaching were those involved in an additional initiative to use modelled talk related to industrial contexts.

The pinwheel pupil discovery: exoplanet science & improved processing with segmented telescopes

Science.gov (United States)

Breckinridge, James Bernard

2018-01-01

In this paper, we show that by using a “pinwheel” architecture for the segmented primary mirror and curved supports for the secondary mirror, we can achieve a near uniform diffraction background in ground and space large telescope systems needed for high SNR exoplanet science. Also, the point spread function will be nearly rotationally symmetric, enabling improved digital image reconstruction. Large (>4-m) aperture space telescopes are needed to characterize terrestrial exoplanets by direct imaging coronagraphy. Launch vehicle volume constrains these apertures are segmented and deployed in space to form a large mirror aperture that is masked by the gaps between the hexagonal segments and the shadows of the secondary support system. These gaps and shadows over the pupil result in an image plane point spread function that has bright spikes, which may mask or obscure exoplanets.These telescope artifact mask faint exoplanets, making it necessary for the spacecraft to make a roll about the boresight and integrate again to make sure no planets are missed. This increases integration time, and requires expensive space-craft resources to do bore-sight roll.Currently the LUVOIR and HabEx studies have several significant efforts to develop special purpose A/O technology and to place complex absorbing apodizers over their Hex pupils to shape the unwanted diffracted light. These strong apodizers absorb light, decreasing system transmittance and reducing SNR. Implementing curved pupil obscurations will eliminate the need for the highly absorbing apodizers and thus result in higher SNR.Quantitative analysis of diffraction patterns that use the pinwheel architecture are compared to straight hex-segment edges with a straight-line secondary shadow mask to show a gain of over a factor of 100 by reducing the background. For the first-time astronomers are able to control and minimize image plane diffraction background “noise”. This technology will enable 10-m segmented

Learning Science and the Science of Learning. Science Educators' Essay Collection.

Science.gov (United States)

Bybee, Rodger W., Ed.

This yearbook addresses critical issues in science learning and teaching. Contents are divided into four sections: (1) "How Do Students Learn Science?"; (2) "Designing Curriculum for Student Learning"; (3) "Teaching That Enhances Student Learning"; and (4) "Assessing Student Learning." Papers include: (1) "How Students Learn and How Teachers…

News Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

Science.gov (United States)

2010-05-01

Teaching: The epiSTEMe project: KS3 maths and science improvement Field trip: Pupils learn physics in a stately home Conference: ShowPhysics welcomes fun in Europe Student numbers: Physics numbers increase in UK Tournament: Physics tournament travels to Singapore Particle physics: Hadron Collider sets new record Astronomy: Take your classroom into space Forthcoming Events

The Influence of Parents and Teachers on the Deep Learning Approach of Pupils in Norwegian Upper-Secondary Schools

Science.gov (United States)

Elstad, Eyvind; Christophersen, Knut-Andreas; Turmo, Are

2012-01-01

Introduction: The purpose of this article was to explore the influence of parents and teachers on the deep learning approach of pupils by estimating the strength of the relationships between these factors and the motivation, volition and deep learning approach of Norwegian 16-year-olds. Method: Structural equation modeling for cross-sectional…

Quality knowledge of science through virtual laboratory as an element of visualization

Science.gov (United States)

Rizman Herga, Natasa

Doctoral dissertation discusses the use of virtual laboratory for learning and teaching chemical concepts at science classes in the seventh grade of primary school. The dissertation has got a two-part structure. In the first theoretical part presents a general platform of teaching science in elementary school, teaching forms and methods of teaching and among modern approaches we highlight experimental work. Particular emphasis was placed on the use of new technologies in education and virtual laboratories. Scientific findings on the importance of visualization of science concepts and their triple nature of their understanding are presented. These findings represent a fundamental foundation of empirical research presented in the second part of the doctoral dissertation, whose basic purpose was to examine the effectiveness of using virtual laboratory for teaching and learning chemical contents at science from students' point of view on knowledge and interest. We designed a didactic experiment in which 225 pupils participated. The work was conducted in the experimental and control group. Prior to its execution, the existing school practice among science and chemistry teachers was analysed in terms of: (1) inclusion of experimental work as a fundamental method of active learning chemical contents, (2) the use of visualization methods in the classroom and (3) the use of a virtual laboratory. The main findings of the empirical research, carried out in the school year 2012/2013, in which 48 science and chemistry participated, are that teachers often include experimental work when teaching chemical contents. Interviewed science teachers use a variety of visualization methods when presenting science concepts, in particular computer animation and simulation. Using virtual laboratory as a new strategy for teaching and learning chemical contents is not common because teachers lack special-didactic skills, enabling them to use virtual reality technology. Based on the didactic

Turkish Primary School Pupils' Views on Punishment

Science.gov (United States)

Aydin, Bahri

2010-01-01

Teachers meet with unwanted behavior when they are acting as facilitators of the learning process and they resort to certain tactics to deal with them. One of these tactics is punishment. This study aimed to identify the views held by Turkish primary school pupils on punishment. According to the results of the study, pupils were punished for…

Schooling adaptation of Romanian remigrants pupils to the primary education in Romania

Directory of Open Access Journals (Sweden)

Claudiu Langa

2016-05-01

Full Text Available The way and the level a school-aged pupil adapts to different learning systems are mainly influenced by the family, the social background, the educational background, all of which will later reflect upon school success. The theme of the present study places us on a new territory, being of interest for the specialists in the field of educational sciences, for all those who have concerns in the field of education, as well as for parents. Its main purpose has been the research of the impact this fact has on the students that returned to their homeland, who are at the early schooling stage, as well as how elementary teachers respond to the real needs of their adaptation through specialized psycho-pedagogical assistance to such children. The method used in this investigative approach was the questionnaire-based research. The study was carried out on elementary teachers from the Olt county, who, during the current school year, have enrolled remigrants pupils in their classroom. The study objectives were aimed at analyzing the factors involved in adapting remigrants pupils to schools

Vocational Orientation of the Deaf Pupils

OpenAIRE

Sobolevská, Šárka

2017-01-01

The main goal of the bachelor thesis is to learn about vocational orientation of deaf pupils in their last years of study at selected elementary schools for the Deaf and to compare the results to results of similar studies done with pupils without hearing impairment. Based on relevant scientific sources, the paper introduces general aspects that shape vocational orientation, also describes vocational development on D. E. Super's Career Development Theory. The thesis continues with characteriz...

Year One of Project Pulse: Pupils Using Laptops in Science and English. A Final Report. Technical Report No. 26.

Science.gov (United States)

McMillan, Katie; Honey, Margaret

A year-long study was conducted with a class of 25 eighth graders, their English and science teachers, and the school computer supervisor at a school in Roselle (New Jersey). The structure and goals of the project, called PULSE, for Pupils Using Laptops in Science and English, are described. Research questions focused on the development of…

The Importance of Engaging Pupils Actively in Demonstrations

Science.gov (United States)

Suomela, Liisa; Juuti, Kalle; Ahtee, Maija

2013-01-01

Demonstrating is a traditional method in teaching science that can raise interest and encourage pupils to think about a topic. While demonstrating, the teacher can focus the pupils' attention on the relevant facts and introduce scientific principles and concepts. Through discussion and actively making observations and inferences, rather than…

Make pupils young researchers!

Science.gov (United States)

Gouhier, Armelle

2015-04-01

With the 2011 educational reform in France, a new course has been created in secondary schools : Methods & Practices in Science (MPS). The main goal was to improve the pupils working methods in science, including laboratory and field works. In addition, the pedagogy develops pupils autonomy and creativity, a key factor in a research process. Three teachers are working together (Mathematics, Physics and Geology-Biology), showing how different disciplines complement one another. Eventually, this is aimed at attracting more students in scientific sections. This course is optional, in the "seconde" class in French secondary schools (i.e., for 15 years old students). For the next class, they will have to choose between scientific, economic and literature sections : it is a useful option for them to decide which section has their preference. In my high-school in Clermont-Ferrand, we have chosen a research subject on hydrogeology & water quality improvement in region "Auvergne". The pupils will have to develop and set up appropriate tools to check and improve the water quality, related to different disciplines : - Geology & Biology: hydrogeology, effects of different pollutants on aquatic life, solutions to improve water quality (example of the natural water treatment zone in the lake of "Aydat, Auvergne, France"). - Physics & Chemistry: water potability criteria, pollution tests in water, water treatment plants working. - Mathematics: algorithm development, modeling on excel of the dispersion of pollutants The pedagogy of this course is new in French high-schools : pupils work in groups of three, so as to develop cooperation and autonomy. The teachers give the guidelines at the beginning of each working session, and answer the students questions when necessary. The evaluation is competence-based : instead of a mark, which is the main evaluation method in France, the pupils have to evaluate their own skills. Then, the teachers make an evaluation, and the global process is

Innovative Technologies in Science Teaching

Science.gov (United States)

Guerra, Cecilia; Pombo, Lucia; Moreira, Antonio

2011-01-01

Technology plays a crucial role in pupils' and primary teachers' lives nowadays and its use can facilitate change towards an innovative school environment. The internet, for example, can act as a platform to foster science teaching and offers a variety of opportunities for effective science learning and engaging and motivating children. But…

Pupils teach to pupils about genetics or global warming

Science.gov (United States)

Cuny, Delphine

2013-04-01

The idea of this project is to put pupils in a teaching situation. Classes of teenagers go to primary schools and animate a science workshop. Junior pupils are separated in small groups and they attend two different sessions in the same half-day. The whole workshop consists of 4 sessions. Each session is organized with an activity (microscope observation, counting of chromosomes, drawing of a curve, etc.) in which senior pupils coach the younger, and ends with a debate or an assessment. The first experiment of this type of project was realized with a class of 14 to 15 year old pupils on the theme: How do your parents transmit your characteristics? The four sessions are attended in disorder but when knowledge of other sessions are necessary, senior pupils explain them at the beginning of the session. Junior pupils have a notebook to write their activities and to note their conclusions. Session 1: What did my father give to make me? Drawing and measuring microscopic observations of human spermatozoons. Conclusion: my father gave a spermatozoon which measures less than one mm long, this spermatozoon met my mother's egg and it made my first cell. Session 2: What does the program that made me look like? Microscope observation of blood cells, identification of chromosomes in the core. On microscope pictures, counting of chromosomes. Conclusion: My program is in each cell of my body, inside the core. Sometimes, in this core, we can observe short sticks that are called chromosomes. All human beings have the same number of chromosomes in their cells: 46. Session 3: Where do my chromosomes come from? Counting of chromosomes in spermatozoons or ovums and playing with sets of chromosomes to deduct sex of a baby. Conclusion: Daddy gave me 23 chromosomes and mummy gave me 23 chromosomes too. My program is then constituted from half of daddy's program and half of mummy's program. My brothers and sisters also have half and half, but not the same halves! Session 4: Where is the

Links between Teachers' Beliefs and Their Practices in a Science and Technology Museum Visit

Science.gov (United States)

Karnezou, Maria; Avgitidou, Sofia; Kariotoglou, Petros

2013-01-01

There is a growing body of research examining the impact of science field trips on pupils' learning in science education and the factors that influence their success. However, there is a limited number of studies that focus on the way teachers' beliefs influence their practices in an informal science-learning venue. This research aimed to…

Sticky Assessments--The Impact of Teachers' Grading Standard on Pupils' School Performance

Science.gov (United States)

Keller, Tamás

2016-01-01

This paper argues that school grades cannot be interpreted solely as a reward for a given school performance, since they also reflect teachers' assessments of pupils. A teacher's evaluation of a pupil's performance, as reflected in the grade awarded, might influence the effort that the pupil invests in learning. Grades might therefore serve as…

Personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils in mainstream primary and secondary school

OpenAIRE

Kastelic, Helena

2012-01-01

This thesis deals with personality characteristics and their connection with learning efficiency of deaf and partially deaf pupils and students in mainstream primary and secondary school. The theoretical part defines learning efficiency and focuses on the most significant factors of learning efficiency, including also personality characteristics of an individual. This thesis represents the idea of inclusion and its advantages and disadvantages and suggests to what extent it is present in our ...

Science of learning is learning of science: why we need a dialectical approach to science education research

Science.gov (United States)

Roth, Wolff-Michael

2012-06-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed in the other. Even more interestingly, the scientists studying science learning rarely consider their own learning in relation to the phenomena they study. A dialectical, reflexive approach to learning, however, would theorize the movement of an educational science (its learning and development) as a special and general case—subject matter and method—of the phenomenon of learning (in/of) science. In the dialectical approach to the study of science learning, therefore, subject matter, method, and theory fall together. This allows for a perspective in which not only disparate fields of study—school science learning and learning in everyday life—are integrated but also where the progress in the science of science learning coincides with its topic. Following the articulation of a contradictory situation on comparing learning in different settings, I describe the dialectical approach. As a way of providing a concrete example, I then trace the historical movement of my own research group as it simultaneously and alternately studied science learning in formal and informal settings. I conclude by recommending cultural-historical, dialectical approaches to learning and interaction analysis as a context for fruitful interdisciplinary research on science learning within and across different settings.

Quiet pupils can be effective learners

Directory of Open Access Journals (Sweden)

Gunnhildur Óskarsdóttir

2015-11-01

Full Text Available This paper investigates the importance for pupils’ learning of being generally visibly active participant in a classroom discussion. A class of six year-old pupils was taught about the human skeletal system and other organs. To determine what they had learnt, they were asked to produce drawings before and after the course of teaching. The pupils’ participation in the class discussion during the course of teaching was given values on a scale from 1–8, the most talkative receiving the value 1 and the least talkative (or most quiet the value 8. The study showed that the less talkative the pupils were in the discussion the more they gained from the teaching. The results could not be accounted for by ceiling effects and similar patterns obtained across the materials used support the robustness of the findings. The study suggests that it cannot be assumed that participating in classroom discussion during the learning process is a necessary precondition for learning.

3R Practices Among Moe Preschool Pupils through the Environmental Education Curriculum

Directory of Open Access Journals (Sweden)

Mahat Hanifah

2016-01-01

Full Text Available Education is the key to increasing the knowledge and awareness of the general public on environmental issues at early ages, as envisaged in the concept of sustainable development. Hence, this study aims to discuss the sustainability practices among children at a Ministry of Education (MOE pre-school as a result of the implementation of environmental education through a formal curriculum. Sustainability practices of pupils in this study involves the concept of Reduce, Reuse and Recycle. Survey methods were used, which involved 500 pupils in MOE preschools in Hulu Langat district, Selangor Malaysia. Results showed that pre-school pupils practice the 3Rs only at a moderate level while the level of knowledge of sustainability was at a high level. The results also showed that there was no significant relationship between prolonged knowledge in practicing the 3Rs among pre-school students. Obviously the input given by the teacher in teaching and learning science was not aligned with sustainability activities such as the 3Rs. Space conservation practices using a structured curriculum platform should be utilised in order to produce citizens who are aware of sustainable development.

Involvement of Student Teachers and Pupils in Designing and Manipulating Virtual Learning Environments Impacts Reading Achievements

Directory of Open Access Journals (Sweden)

Esther Zaretsky

2012-04-01

Full Text Available The research is aimed at investigating the involvement of student teachers and pupils in designing and manipulating virtual learning environment and its impact on reading achievements through action research. In order to understand the connection between the real and virtual worlds, the design of such simulations is based on applying the virtual environment to the real world as much as possible. The objects were taken from the pupils’ everyday environment and unique motivation. The researcher taught the method to 30 student teachers. Such procedures were held among different populations. The findings showed that as the student teachers practiced the simulation design through the PowerPoint Software, it became clear to them how the computer can be implemented in their practical work. Consequently, their presentations became highly animated, and applied to the pupils

Revising laboratory work: sociological perspectives on the science classroom

Science.gov (United States)

Jobér, Anna

2017-09-01

This study uses sociological perspectives to analyse one of the core practices in science education: schoolchildren's and students' laboratory work. Applying an ethnographic approach to the laboratory work done by pupils at a Swedish compulsory school, data were generated through observations, field notes, interviews, and a questionnaire. The pupils, ages 14 and 15, were observed as they took a 5-week physics unit (specifically, mechanics). The analysis shows that the episodes of laboratory work could be filled with curiosity and exciting challenges; however, another picture emerged when sociological concepts and notions were applied to what is a very common way of working in the classroom. Laboratory work is characterised as a social activity that is expected to be organised as a group activity. This entails groups becoming, to some extent, `safe havens' for the pupils. On the other hand, this way of working in groups required pupils to subject to the groups and the peer effect, sometimes undermining their chances to learn and perform better. In addition, the practice of working in groups when doing laboratory work left some pupils and the teacher blaming themselves, even though the outcome of the learning situation was a result of a complex interplay of social processes. This article suggests a stronger emphasis on the contradictions and consequences of the science subjects, which are strongly influenced by their socio-historical legacy.

The Role of Counseling Services in Understanding the Characteristics and Etiology of Learning Disabilities among Primary School Pupils in Nigeria

Directory of Open Access Journals (Sweden)

Guyit Ruth

2016-05-01

Full Text Available This paper focused on the pivotal role of counseling services for parents, teachers and children with learning disabilities in primary schools with reference to Nigeria. This is with the view to educate the teachers to become more informed about what learning disabilities are and to create awareness and instill hope in the bewildered parents/guardians of children with learning disabilities to appreciate and serve as advocates for their wards. Consequently, a brief historical perspective of learning disabilities in terms of its origin, the need, characteristics and causes has been presented. It is discovered that learning disabilities is a condition with many manifestations and may be compounded by environmental factors such as the home and school. Contrary to people’s conception of the condition, individuals with learning disabilities are of above average intelligence and can be gifted and talented. The paper went further to examine specific areas of counseling services that are needed by pupils, parents and teachers of children with learning disabilities. These include but not limited to personal, social, and academic spheres. Possible challenges of providing effective guidance and counseling services in primary schools are highlighted. Among them are inadequate trained and certified counselors, poor facilities and non patronage by pupils and teachers in addition to parental ignorance. The paper then concluded with suggestions as a way forward.

Gender Stereotyping and Female Pupils' Perception of Studying ...

African Journals Online (AJOL)

Gender Stereotyping and Female Pupils' Perception of Studying Advanced Level Sciences: A Survey of One Province in Zimbabwe. C Pinias, VS Matswetu. Abstract. In spite of advances in the field of science and technology, females are still under-represented in the sciences. The study sought to explore the perceptions of ...

Error analysis of pupils in calculating with fractions

OpenAIRE

Uranič, Petra

2016-01-01

In this thesis I examine the correlation between the frequency of errors that seventh grade pupils make in their calculations with fractions and their level of understanding of fractions. Fractions are a relevant and demanding theme in the mathematics curriculum. Although we use fractions on a daily basis, pupils find learning fractions to be very difficult. They generally do not struggle with the concept of fractions itself, but they frequently have problems with mathematical operations ...

Does Lego Training Stimulate Pupils' Ability to Solve Logical Problems?

Science.gov (United States)

Lindh, Jorgen; Holgersson, Thomas

2007-01-01

The purpose of this study is to investigate the effect of a one-year regular robotic toys (lego) training on school pupils' performance. The underlying pedagogical perspective is the "constructionist theory," where the main idea is that knowledge is constructed in the mind of the pupil by active learning. The investigation has been made…

A teacher's decade passed with pupils and a simple radiometric instrument. Could junior and senior high school pupils see the radiation with their eyes?

International Nuclear Information System (INIS)

Kudo, Hiroyuki

2012-01-01

The author, a teacher of Naragakuen Junior High School-High School in Nara Prefecture, looks back the history of his given education about radiation to 3rd year pupils for the decade from 2002. The main theme of the education includes an actual radiometric study of the already attained, naturally cleaned-up radioactivity derived from A-bomb from the ground of Hiroshima City, and an asking investigation to know how many people misunderstand, as pupils have done so, that Hiroshima ground surface is still radio-contaminated. In 2011, pupils stayed at Fukushima, not Hiroshima. For the radiometric study, pupils first learn the movement of substances in the ground by rain with a model of naturally abundant 40 KCl using a simple radiometer, HAKARUKUN. Then in Hiroshuma, they measure the ambient dose at >600 spots to compare with the doses in other cities like Nara and Kyoto, and the beta-ray of A-bomb-exposed buildings and air dust to see the same half life as that measured in Nara. Their asking investigation revealed that 32.2% and 31.5% of Hiroshima citizen and the resident in other cities, respectively, misunderstand that radiation in the City is higher than other cities. These results have been presented at the conference for pupils mainly held by the Kinki Branch of Chemical Society of Japan. The author expects the exchange of radiological information between learned pupils and parents who have probably not been taught about radiation as its education has been absent during these 30 years. Though, the education is to be given to all pupils hereafter in Japan. (T.T.)

How Do Engineering Attitudes Vary by Gender and Motivation? Attractiveness of Outreach Science Exhibitions in Four Countries

Science.gov (United States)

Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina

2016-01-01

Outreach activities, like mobile science exhibitions, give opportunities to hands-on experiences in an attractive learning environment. We analysed attitudes, motivation and learning during a science exhibition visit, their relations to gender and future educational plans in Finland, Estonia, Latvia and Belgium (N = 1210 sixth-graders). Pupils'…

Understanding pressure: didactical transpositions and pupils' conceptions

Science.gov (United States)

Kariotogloy, P.; Psillos, D.; Vallassiades, O.

1990-03-01

Using the concept of pressure two research trends-content analysis and pupils' conceptions of subject matter-are drawn together, in an attempt to understand the issues in teaching and learning specific domains of physics.

Concept-Cartoons as a Tool to Evoke and Analyze Pupils Judgments in Social Science Education

Directory of Open Access Journals (Sweden)

Felix Fenske

2011-10-01

Full Text Available The following contribution makes an effort to place the concept-cartoon-method into the context of social science education. Concept-cartoons (CCs enable teachers to use the everyday life experiences and individual thoughts of the pupils as a positive enrichment tool within the learning processes. In this context, CCs are very suitable to function as a method to gain information about both the existing mental conceptions and the individual political judgment strategies. Through this, it is possible to put everyday life concepts and scientific knowledge in a constructive relationship, which finally enhances new learning objectives. First the article highlights the relevance of pupils’ and teachers` concepts for judgment processes. On this basis the method of CCs is introduced and evaluated.Der folgende Artikel beschäftigt sich mit den Möglichkeiten des methodischen Einsatzes von Concept-Cartoons im Rahmen sozialwissenschaftlichen Unterrichts. Als Instrumentarium zur Diagnose von Schülervorstellungen und individuellen Urteilsstrategien, bieten Comic-Cartoons den Lehrkräften die Möglichkeit, den Unterricht entlang dieser lernrelevanten Perspektiven zu gestalten. Durch die konstruktive Verknüpfung von Alltagskonzepten und Fachkonzepten können auf diese Weise neue Chancen für nachhaltige Lehr- und Lernprozesse erschlossen werden. Innerhalb dieses Beitrags wird zunächst die Bedeutung von Schülervorstellungen und vorfachlichen Urteilsstrategien für wirksamen sozialwissenschaftlichen Unterricht geklärt. Im Anschluss erfolgt eine Einführung in die Methode „Concept-Cartoons“. Abschließend werden exemplarisch drei von den Autoren gestaltete Cartoons vorgestellt.

Provision of Learning and Teaching Materials for Pupils with Visual Impairment: Results from a National Survey in Zambia

Science.gov (United States)

Akakandelwa, Akakandelwa; Munsanje, Joseph

2012-01-01

The aim of this study was to determine the provision of learning and teaching materials for pupils with visual impairment in basic and high schools of Zambia. A survey approach utilizing a questionnaire, interviews and a review of the literature was adopted for the study. The findings demonstrated that most schools in Zambia did not provide…

Science Club--A Concept

Science.gov (United States)

Wegner, Claas; Issak, Nicole; Tesch, Katharina; Zehne, Carolin

2016-01-01

The following article presents a concept of a science club which was developed by two master's students as a part of their thesis and which has been developed and improved ever since. The extra-curricular concept emphasises pupils' individuality through focusing on problem based leaning, station learning, and mixed age groups. Having joined the…

GeoBus: sharing science research with schools

Science.gov (United States)

Roper, Kathryn; Robinson, Ruth; Moorhouse, Ben

2016-04-01

GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is currently sponsored by industry, NERC, The Crown Estate, and the Scottish Government. The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have little or no experience in teaching this subject. This is, in part, done through the sharing of new science research outcomes and the experiences of young researchers with school pupils to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, over 40,000 pupils will have been involved in experiential Earth science learning activities in 190 different schools (over 400 separate visits) across the length and breadth of Scotland: many of these schools are in remote and disadvantaged regions. A new GeoBus project is under development within the Department of Earth Sciences at UCL in London. A key aim of GeoBus is to incorporate new research into our workshops with the main challenge being the development of appropriate resources that incorporate the key learning aims and requirements of the science and geography curricula. GeoBus works closely with researchers, teachers and educational practitioners to tailor the research outcomes to the curricula as much as possible. Over the past four years, GeoBus has developed 17 workshops, 5 challenge events and extensive field trips and each of these activities are trialled and evaluated within the university, and adjustments are made before the activities are delivered in schools. Activities are continually reviewed and further developments are made in response to both teacher and pupil feedback. This critical reflection of the project's success and impact is important to insure a positive and significant contribution to the science learning in

In the Mind and in the Technology: The Vicarious Presence of the Teacher in Pupil's Learning of Science in Collaborative Group Activity at the Interactive Whiteboard

Science.gov (United States)

Warwick, Paul; Mercer, Neil; Kershner, Ruth; Staarman, Judith Kleine

2010-01-01

The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher-pupil interaction, with very little consideration of its possible use as a tool for pupils' collaborative endeavour. This paper is based upon an ESRC-funded project, which considers how pupils use the interactive…

Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana

Directory of Open Access Journals (Sweden)

Abdul-Razak Kuyini Alhassan

2014-01-01

Full Text Available Ghana education system has failed to effectively address the needs of pupils with learning difficulties (LDs in regular classrooms. Underachievement, school dropout, streetism, and antisocial behaviors are the consequences. Teachers’ lack of adequate competence in adaptive instruction is one of the fundamental reasons responsible for this anomaly. This study aims to examine teachers’ competence in adapting instructions to teach pupils with LDs in the regular classroom in Ghana. The data were gathered from 387 sampled teachers in a cross-sectional survey using questionnaires and structured observation methods. We analyzed the data using descriptive statistic, chi-square test, correlation, t test, and ANOVA. The results show that (a teachers have limited to moderate competence in adaptive instruction, (b adaptive teaching is strongly associated with teachers’ competence in teaching pupils with LDs in the regular classroom, and (c apart from gender and class size, teachers’ background variables such as school location and teaching experience differ significantly. The study has serious implications for Ghana’s inclusive education policy and teaching practice.

Just How Much Can School Pupils Learn from School Gardening? A Study of Two Supervised Agricultural Experience Approaches in Uganda

Science.gov (United States)

Okiror, John James; Matsiko, Biryabaho Frank; Oonyu, Joseph

2011-01-01

School systems in Africa are short of skills that link well with rural communities, yet arguments to vocationalize curricula remain mixed and school agriculture lacks the supervised practical component. This study, conducted in eight primary (elementary) schools in Uganda, sought to compare the learning achievement of pupils taught using…

Pupil-class determinants of aggressive and victim behaviour in pupils.

Science.gov (United States)

Mooij, T

1998-09-01

Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment. A national survey was carried out to identify different kinds of aggressive and victim behaviour displayed by pupils and to assess other variables related to pupils, classes, and schools. A total of 1998 pupils from 100 third and fourth year classes attending 71 different secondary schools took part in the research. Data were analysed by a series of secondary multilevel analyses using the MLA-program. Being a boy, being more extravert, being more disagreeable, coming across fewer teachers with positive teaching behaviour, and attending a lower type of secondary school, help explain why someone is a perpetrator as such. Being a boy, being more disagreeable, being more emotionally unstable, being open to new ideas, and seeing more teachers as being strict, function as explanatory pupil variables for victim behaviour. Other pupil level variables determine more specific aggressive and victim behaviour aspects. Various other class level and school level variables are relevant, too. Personal and environmental pupil variables are more important than class variables but class variables are in turn more important than school variables in explaining a pupil's aggressive and victim behaviour.

Junior Secondary School Pupils' Perception of the Relevance of ...

African Journals Online (AJOL)

cce

Department of Science Education, Faculty of Science Education, Winneba, Ghana. .... therefore imperative to assess pupils' attitude to the environmental challenges ..... with skills that will allow them during their teaching to employ innovative, ... improve on the existing level of interest, belief, hope and concern with regard to ...

Attractor States in Teaching and Learning Processes: A Study of Out-of-School Science Education.

Science.gov (United States)

Geveke, Carla H; Steenbeek, Henderien W; Doornenbal, Jeannette M; Van Geert, Paul L C

2017-01-01

In order for out-of-school science activities that take place during school hours but outside the school context to be successful, instructors must have sufficient pedagogical content knowledge (PCK) to guarantee high-quality teaching and learning. We argue that PCK is a quality of the instructor-pupil system that is constructed in real-time interaction. When PCK is evident in real-time interaction, we define it as Expressed Pedagogical Content Knowledge (EPCK). The aim of this study is to empirically explore whether EPCK shows a systematic pattern of variation, and if so whether the pattern occurs in recurrent and temporary stable attractor states as predicted in the complex dynamic systems theory. This study concerned nine out-of-school activities in which pupils of upper primary school classes participated. A multivariate coding scheme was used to capture EPCK in real time. A principal component analysis of the time series of all the variables reduced the number of components. A cluster revealed general descriptions of the components across all cases. Cluster analyses of individual cases divided the time series into sequences, revealing High-, Low-, and Non-EPCK states. High-EPCK attractor states emerged at particular moments during activities, rather than being present all the time. Such High-EPCK attractor states were only found in a few cases, namely those where the pupils were prepared for the visit and the instructors were trained.

Genetic Science Learning Center

Science.gov (United States)

Genetic Science Learning Center Making science and health easy for everyone to understand Home News Our Team What We Do ... Collaboration Conferences Current Projects Publications Contact The Genetic Science Learning Center at The University of Utah is a ...

Children Working with Text in Science: disparities with 'Literacy Hour' practice

Science.gov (United States)

Peacock, Alan; Weedon, Helen

2002-02-01

The National Literacy Strategy (NLS) provides a coherent plan of what and how children should be taught about non-fiction text. Nevertheless, the difficulties that children actually experience when using science texts are not fully addressed: in particular, the use and interpretation of the visual elements of science text is given limited attention in the prescriptions for teaching the 'Literacy Hour'. Such disparities identified by prior research and by a content analysis of the NLS Framework Document are considered alongside evidence of the difficulties encountered by a class of Year 5 pupils working with a range of non-fiction texts during science lessons. Pupils' text use is studied through observations and interviews with children, through interviews with their teachers and through a questionnaire about text use strategies. The findings suggest that (1) the pupils experienced considerable difficulty in making sense of the science content of non-fiction text, particularly in terms of interpretation of visual elements and their links to written text and (2) use of retrieval strategies taught during the Literacy Hour was not transferred to learning from text during science lessons. The study proposes closer planning of text use in science and literacy lessons.

Using Educational Neuroscience and Psychology to Teach Science. Part 1: A Case Study Review of Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE)

Science.gov (United States)

Jenkins, Rebecca Torrance

2017-01-01

This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science teachers were interviewed and four teachers self-selected to trial a pedagogical approach, new to them, from…

Pupil and Staff Perceptions of Rewards at a Pupil Referral Unit

Science.gov (United States)

Capstick, Joanna

2005-01-01

The present study investigated the perceptions of both pupils and staff at a pupil referral unit (PRU) towards the reward system currently in use. The main aims were to establish whether teachers and pupils perceived the same rewards as effective, to determine whether staff and pupils perceived that rewards changed behaviour, and finally whether…

MOTIVATION AND COMMUNICATIVE ATTITUDES AMONG JAPANESE EFL PUPILS

Directory of Open Access Journals (Sweden)

Rie Adachi

2015-07-01

Full Text Available This paper describes how gender and age affect Japanese pupils’ motivation for learning English and their attitudes to communication with people from different cultures. A new foreign language curriculum was introduced to Japanese elementary schools in 2011. Although each school can officially choose any foreign language in its own right, most elementary schools are now conducting English activity. However, as most homeroom teachers lack both experiences and qualifications for teaching English, this activity puts them under pressure. In addition, the number of foreign assistant language teachers (ALTs is not sufficient in most elementary schools. The writer surveyed fifth and sixth grade pupils’ motivation and their communicative attitudes in Japan during 2010, before the new course program, “foreign language activities,” began in 2011. The data were collected from three elementary schools in Japan via a questionnaire. The items on the questionnaire are related to motivational attitudes, orientations (reasons for studying a foreign language, communicative attitudes and some other variables relevant to learning foreign languages. The main focus of this study is to examine motivational and attitudinal variables among the pupils with regard to learning English, especially gender and age effects on these variables. The results show that girls generally have higher scores on motivation and communicative attitudes. Most previous studies have also shown that girls generally have a positive attitude toward learning a foreign language. This study argues that the reason behind this positive attitude toward learning English is due to their positive attitude toward communication in general. With regard to the age, there are a few differences between two school grades. As there is only one year difference in age between fifth and sixth grade pupils, the result is to be expected. The study suggests that Japanese elementary schools face a number of

Towards Primary School Physics Teaching and Learning: Design Research Approach. Research Report 256

Science.gov (United States)

Juuti, Kalle

2005-01-01

This thesis describes a project to design a primary school physics learning environment which takes into account teachers' needs, design procedures, properties of the learning environment, and pupil learning outcomes. The project's design team has wide experience in research and development work in relation to science education, the use of ICT in…

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland

DEFF Research Database (Denmark)

Hendar, Nils Ola Ebbe; O'Neill, Rachel

2016-01-01

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore...... patterns of achievements of deaf pupils to see if these reforms had improved attainment outcomes. International surveys such as PISA do not include deaf pupils. This article describes two independent large-scale surveys about deaf pupils in Sweden and Scotland. The similar results from both countries show...... that deaf children, after two decades of social reform and technical advances, still lag behind their hearing peers. The results also show how large-scale surveys can contribute to a greater understanding of educational outcomes in a small, vulnerable group and make it possible to continue to reform...

AUTHOR’S EXPERIENCE IN TRAINING PUPILS OF SPECIALIZED OUT-OF-SCHOOL EDUCATIONAL INSTITUTIONS TO RESEARCH WORK BY MEANS OF INFORMATIONAL AND COMMUNICATION TECHNOLOGIES

Directory of Open Access Journals (Sweden)

Oleksii Voronkin

2016-12-01

Full Text Available In the article the author’s experience in pupils’ training of Junior Academy of Sciences of Ukraine to research work by means of informational and communication technologies. The three-tiered approach (popular science, experimental, fundamental levels to the organization of personal oriented study in Physics covered such didactic principles as accessibility, visibility, scientific and systematic is considered. At the first level, pupils should be inculcated by interest in physics, its specificity, the terms etc. At the second level the experiment and demonstration of physical phenomena have a paramount importance, which aims to encourage students to make self-facilitated conclusions. At the third level the laboratory works and method of problem learning allow students to develop the ability independently to solve physical tasks. It is concluded that at each of these levels the means of information and communication technologies should be used. As an example, the author reviews the experience of open online course «Introduction to Physics of Sound», designed for pupils of specialized out-of-school educational institutions. We presented the main issues of the online course and examples of cognitive activity of pupils

Formative Assessment: Using Concept Cartoon, Pupils' Drawings, and Group Discussions to Tackle Children's Ideas about Biological Inheritance

Science.gov (United States)

Chin, Christine; Teou, Lay-Yen

2010-01-01

This study was carried out in the context of formative assessment where assessment and learning were integrated to enhance both teaching and learning. The purpose of the study was to: (a) identify pupils' ideas about biological inheritance through the use of a concept cartoon, pupils' drawings and talk, and (b) devise scaffolding structures that…

Inverse Argyll Robertson pupil in Burkitt′s lymphoma

Directory of Open Access Journals (Sweden)

Kakarla V Chalam

2008-03-01

Full Text Available Kakarla V Chalam, Shailesh K Gupta, Vikram S BrarDepartment of Ophthalmology, University of Florida Health Science Center, Jacksonville, FL, USAAbstract: We present a case of an 18 year old white male with Burkitt’s lymphoma who was operated on for hydrocephalus and subsequently referred for evaluation of new onset diplopia. On examination, his visual acuity (VA was 20/20 in both eyes with a right superior oblique palsy. His pupillary reaction to light was intact while on near gaze there was no constriction of the pupils, bilaterally. The other two responses of the near gaze triad ie, convergence and accommodation were present. These findings were suggestive of an Inverse Argyll Robertson pupil (IARP, a rare entity in the literature. We could not find a specific cause attributable to this manifestation in this patient, though we feel it may be secondary to infiltration from Burkitt’s lymphoma and/or compression from elevated intracranial pressure of the efferent pupillary near reflex pathway.Keywords: Inverse Argyll Robertson pupil, Argyll Robertson pupil, pupillary abnormalities, Burkitt’s lymphoma

The perception of animal experimentation ethics among Indian teenage school pupils.

Science.gov (United States)

Kim, Justin Namuk; Choi, Eun Hee; Kim, Soo-Ki

2017-03-01

To promote awareness of animal experimentation ethics among teenagers, we created an educational pamphlet and an accompanying questionnaire. One hundred Indian teenage school pupils were given the pamphlet and subsequently surveyed with the questionnaire, to evaluate: a) their perception of animal experimentation ethics; and b) their opinion on the effectiveness of the pamphlet, according to gender and school grade/age. There was a significant correlation between grade/age and support for animal experimentation, i.e. senior students were more inclined to show support for animal experimentation. There was also a significant correlation between gender and perception of the need to learn about animal experimentation ethics, with girls more likely to feel the need to learn about ethics than boys. In addition, the four questions relating to the usefulness of the pamphlet, and student satisfaction with its content, received positive responses from the majority of the students. Even though the pamphlet was concise, it was apparent that three quarters of the students were satisfied with its content. Gender and age did not influence this level of satisfaction. Overall, our study shows that there is a significant correlation between a pupil`s school grade/age and their support for animal experimentation, and that there is also a significant correlation between gender and the perceived need to learn about animal experimentation ethics. This pilot scheme involving an educational pamphlet and questionnaire could be beneficial in helping to formulate basic strategies for educating teenage school pupils about animal ethics. 2017 FRAME.

Primary and Secondary Teachers' Ideas on School Visits to Science Centres in the Basque Country

Science.gov (United States)

Morentin, Maite; Guisasola, Jenaro

2015-01-01

In recent decades, research has shown the challenge posed to teachers by science education in informal contexts such as science museums or centres. In addition, there is consensus that in the case of pupils visiting a science centre, learning improves when the visit is connected to the classroom curriculum, so the teachers' involvement in…

"Art Can Be Beautiful--If You Understand It...": Learning Effects of Arts Education Projects among Secondary School Pupils in the Netherlands.

Science.gov (United States)

Haanstra, Folkert; Van Hoorn, Marjo

2002-01-01

Describes Dutch experimental theatre and dance projects in which the artists themselves participated in the preparatory lessons and/or subsequent workshop. Compares learning experiences of pupils 14 to 16 years of age who participated in the projects. Shows that besides gender and level of education, the involvement of the artist significantly…

Learning a Musical Instrument: The Influence of Interpersonal Interaction on Outcomes for School-Aged Pupils

Science.gov (United States)

Creech, Andrea; Hallam, Susan

2011-01-01

Researchers in recent years have increasingly placed an emphasis on seeking pupils' perceptions of educational settings. Alongside this shift towards attaching value to the pupil viewpoint has been a growing interest concerning how interpersonal relationships, manifested as control or responsiveness between teachers and pupils or parents and…

Environmental Variables and Pupils' Academic Performance in ...

African Journals Online (AJOL)

This causal-comparative study was carried out to investigate the influence of environmental variables on pupils' academic performance in primary science in Cross River State, Nigeria. Three hypotheses were formulated to guide the study. Two instruments were used to collect data for the study namely: environmental ...

Does the "Pupil Enterprise Programme" Influence Grades among Pupils with Special Needs?

Science.gov (United States)

Johansen, Vegard; Somby, Hege M.

2016-01-01

This paper asks whether the Pupil Enterprise Programme (PEP) is a suitable working method for improving academic performance among pupils with special needs. Overall, 20% of pupils participate in PEP at some point during lower secondary school. Results from multilevel regression modelling indicate that pupils with special needs who have…

Pupils' Readiness for Self-Regulated Learning in the Forethought Phase of Exploratory Production

Science.gov (United States)

Metsärinne, Mika; Kallio, Manne; Virta, Kalle

2015-01-01

This article discusses pupils' readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and…

Image quality comparison of two multifocal IOLs: influence of the pupil.

Science.gov (United States)

García-Domene, Mari Carmen; Felipe, Adelina; Peris-Martínez, Cristina; Navea, Amparo; Artigas, Jose M; Pons, Álvaro M

2015-04-01

To evaluate the effect of pupil size on image quality of a sectorial multifocal intraocular lens (IOL), the Lentis Mplus (Oculentis GmbH, Berlin, Germany), and the Acri.LISA IOL (Carl Zeiss Meditec, Jena, Germany). The authors measured the MTFs of the Lentis Mplus LS-312 IOL and the Acri.LISA 366D IOL with three different sizes of pupil diameters: 3, 4, and 5 mm. The MTF was calculated from the cross-line spread function recorded with the OPAL Vector System (Image Science Ltd., Oxford, UK) by using fast Fourier-transform techniques. In distance focus, the image quality provided by the Lentis Mplus IOL was better than that of the Acri. LISA IOL with all pupil diameters. In near focus, the MTF of the Acri.LISA IOL was better with a 3-mm pupil, but poor with larger pupils. The aberration effect was equal in both IOLs in distance focus, but in near focus and with a 3-mm pupil, the Acri.LISA IOL was less affected by the aberration than the Lentis Mplus IOL. The Lentis Mplus IOL provides better distance image quality than the Acri.LISA IOL, whereas the near image quality of the Acri.LISA IOL is better with small-pupil diameter. The sectorial design makes this IOL more suitable for patients with a pupil diameter greater than 3 mm. Copyright 2015, SLACK Incorporated.

Monitoring the Achievement of Deaf Pupils in Sweden and Scotland: Approaches and Outcomes

Science.gov (United States)

Hendar, Ola; O'Neill, Rachel

2016-01-01

Over the past two decades there have been major developments in deaf education in many countries. Medical and technical advances have made it possible for more deaf children to hear and speak successfully. Most deaf pupils learn in ordinary classes in mainstream schools. In this article we explore patterns of achievements of deaf pupils to see if…

Education in Science Centers: Evaluating School Visits to an Astronomical Observatory in Brazil

Directory of Open Access Journals (Sweden)

Pedro Donizete Colombo Junior

2009-03-01

Full Text Available The present article analyzes the activity “Guided Visit of School Groups” carried out at Astronomical Observatory of the Center for Scientific and Cultural Diffusion (CDCC of University of Sao Paulo (USP with K4 and K5 pupils. The objectives of this research were to identify influences of such activity on learning of astronomical concepts and on pupils’ motivation. The results demonstrate that pupils have difficulties to understand Solar System concepts and the distances involved, on the other hand, the activity motivates the pupils to return with their parents and friends to the Observatory. At last, the success of visits to science centers aiming at the learning of basic concepts and motivation comprises at least three moments: the one that precedes the visit, the visit itself and the return to the classroom.

‘Big Books’ as Mother Tongue-Based Instructional Materials in Bicol for Grade One Pupils

Directory of Open Access Journals (Sweden)

Magdalena M. Ocbian,

2015-11-01

Full Text Available Language experts claim that it is easier for pupils to learn when the mother tongue is used in the teaching learning process including the learning of a second language. This study determined the reading comprehension level of Grade I pupils in Bulusan Central School for school year 2013-2014 as input in developing big books written in the vernacular that can be used as reading materials for Grade 1 pupils. Results of the evaluation revealed that they belong to the frustration and instructional levels in the literal skill; mostly are frustration readers along interpretative and evaluative skills; but are independent readers along applied skills; hence, they have low level of reading comprehension. Based on the result of the study, three big books as MTB-MLE instructional materials in Bicol were produced to develop or enhance Grade 1 pupils’ reading comprehension. Teaching guides were likewise developed.

Can Research Homework Provide a Vehicle for Assessment for Learning in Science Lessons?

Science.gov (United States)

Newby, Louise; Winterbottom, Mark

2011-01-01

Many English schools have a homework policy which prescribes how much homework should be set for each pupil each week, irrespective of whether it can be made meaningful. Research recommends "Assessment for Learning" (AfL) as supportive of students' learning, but teachers can find it difficult to incorporate AfL techniques into their…

Games, Game Flow, and Gender as They Affect Mathematics Achievement of Pupils in Nigeria

Directory of Open Access Journals (Sweden)

A. Aremu

2016-08-01

Full Text Available Game flow experience in the use of games has the potential of determining whether games used for learning would achieve the desired goal of improved achievement. With a subject like Mathematics, it is vital to ensure that if game based strategies are to be used, the games must possess this very important construct. Furthermore, the games must be able to produce the flow experience in both males and females, so that the observed gender gap in the learning of the subject would not be further widened. It is therefore important to investigate the gender differences in a game based learning environment for a subject such as Mathematics. This is the purpose of this research. This research investigated games, game flow, and gender as they affect Mathematics achievement of pupils in Nigeria. Through the use of Achievement of Pupils in Fraction-concepts Test (APFT and Game Flow Questionnaire (GFQ, data were collected. The result was a significant difference in mathematics achievements of pupils exposed to game based strategy and those exposed to modified conventional method of teaching. However, there was no significant difference in game flow experiences, as well as in mathematics achievement of male and female pupils exposed to game based strategy.

Pupil Center as a Function of Pupil Diameter

DEFF Research Database (Denmark)

Ahmed, Zaheer; Mardanbegi, Diako; Hansen, Dan Witzner

2016-01-01

We investigate the gaze estimation error induced by pupil size changes using simulated data. We investigate the influence of pupil diameter changes on estimated gaze point error obtained by two gaze estimation models. Simulation data show that at wider viewing angles and at small eye...

Learning Science beyond the Classroom.

Science.gov (United States)

Ramey-Gassert, Linda

1997-01-01

Examines a cross-section of craft knowledge and research-based literature of science learning beyond the classroom. Describes informal science education programs, and discusses implications for science teaching, focusing on the importance of informal science learning for children and in-service and preservice teachers. Proposes a model for…

Classroom Curricular Preparedness For Inclusion Of Pupils With Physical Disability Within Public Inclusive Schools For The Pupils With Physical Disability In Bungoma County Kenya.

Directory of Open Access Journals (Sweden)

Hesborn Mutoro Chonge

2015-08-01

Full Text Available Since the introduction of Special education in Kenya in 1946 numerous special schools have been established. However there has been a move toward integration and later inclusion of students with disabilities in regular schools. Inclusion has its own challenges. Kenya as a rapidly developing country is undergoing drastic social economic and cultural changes. Consequently learners with disabilities in inclusive schools experience a number of challenges. These challenges bring into focus the need of reinforcing various modifications especially in classroom environments in learning institutions to counteract challenges brought about by the change from integration to inclusive education. With this realization the study sought to examine the classroom curricular preparedness of inclusive schools for the pupils with physical disability. Adaptations that ought to be made under classroom curricular category should ideally aid in lessening these challenges and impact positively on the pupils with physical disability and enhance their learning activities. The study utilized mixed method research approach where both Phenomenology and Descriptive survey research designs were made use of. The findings indicate that there are adequate classroom curricular adaptations for inclusion of pupils with physical disability

Inquiry-based science education: towards a pedagogical framework for primary school teachers

Science.gov (United States)

van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2016-02-01

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

Applying a workbook at Aikido lessons when teaching younger pupils

Directory of Open Access Journals (Sweden)

Vlasova O. P.

2016-07-01

Full Text Available the article is devoted to creating the structure and the contents of a workbook for the first year children learning Aikido. The results prove the effectiveness of using the workbook: children learn the material successfully, younger pupils get enough theoretical and practical Aikido skills during the course of this martial art.

News Education: Physics Education Networks meeting has global scale Competition: Competition seeks the next Brian Cox Experiment: New measurement of neutrino time-of-flight consistent with the speed of light Event: A day for all those who teach physics Conference: Students attend first Anglo-Japanese international science conference Celebration: Will 2015 be the 'Year of Light'? Teachers: Challenging our intuition in spectacular fashion: the fascinating world of quantum physics awaits Research: Science sharpens up sport Learning: Kittinger and Baumgartner: on a mission to the edge of space International: London International Youth Science Forum calls for leading young scientists Competition: Physics paralympian challenge needs inquisitive, analytical, artistic and eloquent pupils Forthcoming events

Science.gov (United States)

2012-05-01

Education: Physics Education Networks meeting has global scale Competition: Competition seeks the next Brian Cox Experiment: New measurement of neutrino time-of-flight consistent with the speed of light Event: A day for all those who teach physics Conference: Students attend first Anglo-Japanese international science conference Celebration: Will 2015 be the 'Year of Light'? Teachers: Challenging our intuition in spectacular fashion: the fascinating world of quantum physics awaits Research: Science sharpens up sport Learning: Kittinger and Baumgartner: on a mission to the edge of space International: London International Youth Science Forum calls for leading young scientists Competition: Physics paralympian challenge needs inquisitive, analytical, artistic and eloquent pupils Forthcoming events

Pupils' Response to a Model for Water Transport.

Science.gov (United States)

Johnstone, A. H.; Mahmoud, N. A.

1981-01-01

Described is a model, based on the physical sciences, designed to teach secondary students about water transport through the use of an animated film. Pupils (N=440) taught by this method developed a self-consistent, although reduced, picture and understanding of osmosis. (Author/DC)

Students Teach Pupils Environmental Issues and Renewable Energy

Science.gov (United States)

Friman, H.; Banner, I.; Tuchin, B. S.; Einav, Y.

2018-05-01

Technological advances and accessibility to information on the internet have opened a new channel of pupils that are being taught by students throughout the country. Students, full of motivation and a will to learn and teach, have understood that this way is good for them – enabling them to profit from a side job and take advantage of the knowledge they have accumulated in their degree. Holon Institute of Technology (“HIT”) developed a new program at the Faculty of Electrical Engineering. The Renewable Energy program gives the students technical and practical aspects of energy use (technology and methodology of the study) and energy efficiency. The program also deals with minimizing the environmental impacts of energy use, as well as with energy economy and environmental policy. The entrance of students to the field of teaching pupils while still in their studies brings many advantages, such as: fresh knowledge, motivation to teach, and innovative, out of the ordinary methods that arouse interest in the pupils and intrigue them.

Learning Science in the 21st century - a shared experience between schools

Science.gov (United States)

Pinto, Tânia; Soares, Rosa; Ruas, Fátima

2015-04-01

Problem Based Learning is considered an innovative teaching and learning inquiry methodology that is student centered, focused in the resolution of an authentic problem and in which the teacher acts like a facilitator of the work in small groups. In this process, it is expected that students develop attitudinal, procedural and communication skills, in addition to the cognitive typically valued. PBL implementation also allows the use of multiple educational strategies, like laboratorial experiments, analogue modeling or ICT (video animations, electronic presentations or software simulations, for instance), which can potentiate a more interactive environment in the classroom. In this study, taken in three schools in the north of Portugal, which resulted from the cooperation between three science teachers, with a 75 individuals sample, were examined students' opinions about the main difficulties and strengths concerning the PBL methodology, having as a common denominator the use of a laboratorial experiment followed by an adequate digital software as educational resource to interpret the obtained results and to make predictions (e.g. EarthQuake, Virtual Quake, Stellarium). The data collection methods were based on direct observation and questionnaires. The results globally show that this educational approach motivates students' towards science, helping them to solve problems from daily life and that the use of software was relevant, as well as the collaborative working. The cognitive strand continues to be the most valued by pupils.

Learning for self-regulation: Improving instructional benefits for pupils, teachers, parents, schools, and society at large

NARCIS (Netherlands)

Mooij, Ton

2016-01-01

Compulsory education laws oblige primary and secondary schools to give each pupil positive encouragement in, for example, social, emotional, cognitive, creative, and ethical respects. This is a fairly smooth process for most pupils, but it is not as easy to achieve with others. A pattern of pupil,

A Comparison of Middle School Teachers' Pupil Control Ideology

Science.gov (United States)

Jones, Paul; Garner, Arthur E.

1978-01-01

Compares pupil control ideology--discipline policy--of middle school classroom teachers with the intent of finding what attributes are needed for middle school teachers and the particular type classroom environment that facilitates optimum learning conditions for middle school children. (Author/RK)

teachers pattern of instruction and location on pupils critical thinking ...

African Journals Online (AJOL)

LUCY

pupils' critical thinking in science achievement in Imo State. To achieve ... such scientific attitudes such as persistence, objectivity, ... abilities out of the learners right from the primary school. ... effectively conceptualizing generalized methods.

Sustaining Student Engagement in Learning Science

Science.gov (United States)

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…

Effective Teaching of Able Pupils in the Primary School: The Findings of the Oxfordshire Effective Teachers of Able Pupils Project.

Science.gov (United States)

Eyre, Deborah; Coates, David; Fitzpatrick, Mary; Higgins, Chris; McClure, Lynne; Wilson, Helen; Chamberlin, Rosemary

2002-01-01

A review of British research on effective teaching of able students leads to a report on the Oxfordshire Effective Teachers of Able Pupils Project. This study found effective teachers shared similar beliefs about learning, had empathy with the needs of able children, created a secure classroom environment, held high expectations, used…

Effectiveness of yoga-aerobic means’ application in physical education of primary school pupils

Directory of Open Access Journals (Sweden)

L.S. Mykhno

2016-02-01

Full Text Available Purpose: to determine influence of health related technology on physical condition level of primary school pupils. Material: in the research two groups of first form pupils participated: control group (n=28 and experimental group (n=26. Level of children’s physical fitness was determined with the help of isolated motor tests. At home pupils fulfilled independently and with parents the learned at classes exercises for prophylaxis of posture disorders and for stretching. During fulfillment home tasks or other work in sitting position children were involved by parents in practicing of the worked out by us physical exercises’ breaks. Results: we observed rising of pupils’ physical fitness level: flexibility, ability to keep static balance, power endurance of back and abdomen muscles. To the highest extent yoga aerobic means influenced on flexibility and static balance indicators. Conclusions: when choosing physical exercises for short break in work we considered content of pupils’ learning functioning at definite lesson. All complexes of exercises are to be fulfilled reading texts of the worked out by us verses. It facilitates pupils to better memorize sequence of exercises’ fulfillment and gives emotional coloring to physical exercises.

Learning Science: Some Insights from Cognitive Science

Science.gov (United States)

Matthews, P. S. C.

Theories of teaching and learning, including those associated with constructivism, often make no overt reference to an underlying assumption that they make; that is, human cognition depends on domain-free, general-purpose processing by the brain. This assumption is shown to be incompatible with evidence from studies of children's early learning. Rather, cognition is modular in nature, and often domain-specific. Recognition of modularity requires a re-evaluation of some aspects of current accounts of learning science. Especially, children's ideas in science are sometimes triggered rather than learned. It is in the nature of triggered conceptual structures that they are not necessarily expressible in language, and that they may not be susceptible to change by later learning.

Science in and out of the classroom: A look at Water Resource at Gammams Water Care Works, Namibia

Science.gov (United States)

Iileka-Shinavene, Leena

2016-04-01

Primary school pupils in Van Rhyn School in Namibia are taught Natural Sciences from grade 4 at the age of 9. The curriculum is mainly theory/classroom based and natural science is taught through theory and various practical activities. However occasionally teachers have opportunities to supplement the pupils' learning experience through outdoor activities such as excursions to museums, municipal works and science fairs. Apart from enhancing the learning experience and improving understanding, such activities make the Natural science subject more interesting subject to learners. Water, a scarce/limited resource in Namibia, is one of the topics we cover in Natural sciences. Sustainable management of water is one of the top priorities of the government, which through various initiatives including the National Development Plan supports innovative ideas and technologies to reclaim water from sewage, recycling of industry and mining water and use semi-purified water for public recreational places. Most of the water used in Windhoek is reclaimed by City of Windhoek. To better illustrate this to the pupils, a school trip with 40 pupils of seventh grade was taken to the City of Windhoek's Gammams Water Care works. The aim of the trip was to show how the sewage purification process works and how the water is reclaimed from sewage. A guided tour of the water works was given by the resident scientists and the pupils were provided with the worksheet to complete after the tour around the Centre. They were encouraged to ask questions in all stages of water purification process and write down short notes. Most learners completed their worksheet during the tour session as they are getting information from the tour guide. The rest had to retrieve information and do further research as they got back to class so they could complete their worksheets. After the tour to Gammams, learners were asked to share what they had learned with the lower grades, 5 and 6, in a classroom

ONLINE SCIENCE LEARNING:Best Practices and Technologies

Directory of Open Access Journals (Sweden)

TOJDE

2009-04-01

Full Text Available This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trips, cyberinfrastructure, neurological learning and the neuro-cognitive model. The continued growth in general studies and liberal arts and science programs online has led to a rise in the number of students whose science learning experiences are partially or exclusively online. character and quality of online science instruction.

Effects of Modality and Redundancy Principles on the Learning and Attitude of a Computer-Based Music Theory Lesson among Jordanian Primary Pupils

Science.gov (United States)

Aldalalah, Osamah Ahmad; Fong, Soon Fook

2010-01-01

The purpose of this study was to investigate the effects of modality and redundancy principles on the attitude and learning of music theory among primary pupils of different aptitudes in Jordan. The lesson of music theory was developed in three different modes, audio and image (AI), text with image (TI) and audio with image and text (AIT). The…

Mathematical literacy of school leaving pupils in South Africa

NARCIS (Netherlands)

Howie, S.; Plomp, T.

2002-01-01

This paper discusses some results of South African (SA) grade 12 pupils on an international test of mathematical literacy, administered in the framework of the Third International Mathematics and Science Study (TIMSS) under the auspices of the International Association for the Evaluation of

Appropriate Pupilness

DEFF Research Database (Denmark)

Kofoed, Jette

2008-01-01

for football are selected. The article opens up for a microanalysis of everyday practices at the margins and at the core of what this article terms `pupilness'. The concept of intersectionality is suggested as a useful analytical tool to understand the multiple activities of pupils in everyday school life...

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Family experiences, the motivation for science learning and science achievement of ... active learning and achievement goals); boys perceived family experiences ... Recommendations were made as to how schools can support families in ...

Food Sauces to Understand Volcanoes: a Learning Sequence in Middle School

Science.gov (United States)

Pieraccioni, Fabio; Bonaccorsi, Elena; Gioncada, Anna

2017-04-01

, pupils become familiar with concepts such as viscosity, behavior of fluids, magma, lava, slope of flanks and they can begin to comprehend why volcanoes have got differently named forms. REFERENCES Baker D.R., Dalpè C. & Porier G. (2004) - The Viscosities of Food as Analogs for Silicate Melts. Journal of Geoscience Education, 52, 363-367. Dove J. (1998) - Students alternative conceptions in Earth science: a review of research and implications for teaching and learning. Research Papers in Education, 13(2), 183-201. Greca I.M. & Moreira M.A. (2000) - Mental models, conceptual models, and modelling. International Journal of Science Education, 22(1), 1-11. Minner D. D., Levy A. J., & Century J. (2010) - Inquiry-based science instruction—what it is and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. Pieraccioni F., Finato B., Bonaccorsi E. & Gioncada A. (2016) - The soil in the classroom: a middle school case study. Educational Journal of the University of Patras UNESCO, 3(2), 149 -157.

Digital game based learning: A new method in teaching and learning mathematics

Science.gov (United States)

Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin

2017-05-01

Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.

The South African Military Nursing College Pupil Enrolled Nurses’ experiences of the clinical learning environment

Directory of Open Access Journals (Sweden)

Ernestina M. Caka

2013-06-01

Full Text Available The study focused on the clinical learning experiences of Pupil Enrolled Nurses (PENs within the military health service. The purpose of the research was to explore and describe the learning experiences of PENs within the Military health clinical learning environment. An explorative, descriptive, contextual design which is qualitative in nature was used to guide the study. The military as a training institution prides itself on preparing nurses both as soldiers and nurses, this could be both challenging and exasperating for students, as the scopes are diverse. Being notably very hierarchical, the military’s rules constantly take precedence over nursing rules. For the duration of nursing training, students are allocated in the clinical learning area to acquire competencies such as problem solving, cognitive and psychomotor skills (Kuiper & Pesut 2003:383. Students learn how to merge theory and practice and apply theories in the practical sense. This is however, not done in isolation from the military codes, as they are intertwined. Attendance of military parades and drills are incorporated during this phase. This could create missed opportunities from the clinical learning as students are expected to leave the clinical setting for this purpose. Three focus group sessions were conducted and the experiences of the students, as narrated by themselves, yielded valuable insights. The researcher wrote field notes and assisted with the management of the audio tapes for easy retrieval of information. Data was analysed by the researcher, independent of the cocoder. Two themes relating to the PENs’ learning experiences emerged from the data analysed: (1 facilitators of clinical learning, (2 and barriers to clinical learning. The findings obtained depicted those factors which facilitated and obstructed student learning. These findings made it possible for the researcher to make recommendations concerning positive interventions which could be taken to

Basic personality dimensions and vocational orientation with pupils of fourth grade of secondary school

OpenAIRE

Ranđelović Dušan; Kašić Kristina

2009-01-01

The main goal of this research was to explore relationship between basic personality dimensions of 'Big Five' model of personality (neuroticism, extraversion, opennes, agreeableness and conscientiousness) and thirteen different groups of activities which orienting pupils toward some vocations (administration, security, electrotechnics, creativity, culture, literature, science, helping jobs, agriculture, practical jobs, sport and management and services). The participants were 219 pupils of fo...

Practical work in secondary science a minds-on approach

CERN Document Server

Abrahams, Ian

2011-01-01

Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a 'hands-on' rather than 'minds-on' activity. Abrahams draws together theory and practice on effective teaching and learning in practical work in science - covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be 'minds-on' as well as a 'hands-on' so that they can make the most of this learning experience. An invaluable text for inspiringaspiring andexperienced secondary science professionals, especially for those on M-level secondary science PGCE programmes.

Pupil shape in the animal kingdom: from the pseudopupil to the vertical pupil.

Science.gov (United States)

González-Martín-Moro, J; Gómez-Sanz, F; Sales-Sanz, A; Huguet-Baudin, E; Murube-del-Castillo, J

2014-12-01

To study the different pupil shapes adopted by the different animal species. Review of the related literature, using PubMed database. The initial search strategy was pupil shape (limited to animals). The first volume of System of Ophthalmology (Duke-Elder) and Evolution's witness (I. Schwab) were also reviewed. An optic illusion called pseudopupil is usually observed in the compound eyes of insects. The pupil is circular in most vertebrates, however slit vertical pupils are present in cats and in some snake species. Vertical pupils could have a photoprotective function, as it makes a more complete closure possible in photopic conditions, and helps to camouflage the predator. It has also been hypothesized that it could help to correct chromatic aberration. Ruminants are usually endowed with horizontal pupils. This shape could improve the capacity of the eye to detect vertical silhouettes. Some marine animals have crescent-shaped pupils. In these animals, a superior operculum helps to protect the inferior retina from the great amount of light coming from above. There is a surprising variability in pupil shape. Through this variability, nature has fitted the eye to different circumstances. The theories proposed to explain this high variability are discussed in detail in the article. Copyright © 2012 Sociedad Española de Oftalmología. Published by Elsevier Espana. All rights reserved.

Dataset of red light induced pupil constriction superimposed on post-illumination pupil response

Directory of Open Access Journals (Sweden)

Shaobo Lei

2016-09-01

Full Text Available We collected and analyzed pupil diameter data from of 7 visually normal participants to compare the maximum pupil constriction (MPC induced by “Red Only” vs. “Blue+Red” visual stimulation conditions.The “Red Only” condition consisted of red light (640±10 nm stimuli of variable intensity and duration presented to dark-adapted eyes with pupils at resting state. This condition stimulates the cone-driven activity of the intrinsically photosensitive retinal ganglion cells (ipRGC. The “Blue+Red” condition consisted of the same red light stimulus presented during ongoing blue (470±17 nm light-induced post-illumination pupil response (PIPR, representing the cone-driven ipRGC activity superimposed on the melanopsin-driven intrinsic activity of the ipRGCs (“The Absence of Attenuating Effect of Red light Exposure on Pre-existing Melanopsin-Driven Post-illumination Pupil Response” Lei et al. (2016 [1].MPC induced by the “Red Only” condition was compared with the MPC induced by the “Blue+Red” condition by multiple paired sample t-tests with Bonferroni correction. Keywords: Pupil light reflex, Chromatic pupillometry, Melanopsin, Post-illumination pupil response

Perspectives on learning, learning to teach and teaching elementary science

Science.gov (United States)

Avraamidou, Lucy

The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

Learning Science Through Visualization

Science.gov (United States)

Chaudhury, S. Raj

2005-01-01

In the context of an introductory physical science course for non-science majors, I have been trying to understand how scientific visualizations of natural phenomena can constructively impact student learning. I have also necessarily been concerned with the instructional and assessment approaches that need to be considered when focusing on learning science through visually rich information sources. The overall project can be broken down into three distinct segments : (i) comparing students' abilities to demonstrate proportional reasoning competency on visual and verbal tasks (ii) decoding and deconstructing visualizations of an object falling under gravity (iii) the role of directed instruction to elicit alternate, valid scientific visualizations of the structure of the solar system. Evidence of student learning was collected in multiple forms for this project - quantitative analysis of student performance on written, graded assessments (tests and quizzes); qualitative analysis of videos of student 'think aloud' sessions. The results indicate that there are significant barriers for non-science majors to succeed in mastering the content of science courses, but with informed approaches to instruction and assessment, these barriers can be overcome.

Problem Solving Model for Science Learning

Science.gov (United States)

Alberida, H.; Lufri; Festiyed; Barlian, E.

2018-04-01

This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

ONLINE SCIENCE LEARNING:Best Practices and Technologies

OpenAIRE

TOJDE

2009-01-01

This essential publication is for all research and academic libraries, especially those institutions with online and distance education courses available in their science education programs. This book will also benefit audiences within the science education community of practice and others interested in STEM education, virtual schools, e-learning, m-learning, natural sciences, physical sciences, biological sciences, geosciences, online learning models, virtual laboratories, virtual field trip...

Ghanaian Junior High School Science Teachers' attitude towards ...

African Journals Online (AJOL)

Contextualising science instruction has been found to improve pupils' understanding of science content since it links science content to the context of the pupil. Science teachers play vital roles in this effort to make science teaching relevant to the Ghanaian child through contextualisation of science instruction.

ADAPTATION OF THE FIRST FORM PUPILS TO EDUCATIONAL ACTIVITY IN PRIMARY SCHOOL

Directory of Open Access Journals (Sweden)

Микола Прозар

2015-05-01

Full Text Available The article presents the results of a study of adaptive possibilities (social and psychological of pupils of the first form to the educational activities in secondary schools. Using the research methods, an one-year experiment was conducted: the pupils of the first forms of Kamjanets-Podilsky secondary schools  № 13 and № 14 (73 boys and 87 girls were selected by the method of random sample. The study found that the living conditions of the 6-year-olds (due to the beginning of education in secondary school do not assist formation of adequate adaptation: at the beginning, the social and psychological adaptation correspond to the average level, and in the end – to the lowest one. Obtained results give reason to conclude that the learning activities in the first year of study negatively affects the adaptive possibilities of the first form pupils; it results in poor mental capacity and health of pupils.

Science, a Psychological versus a Logical Approach in Teaching

Science.gov (United States)

Ediger, Marlow

2015-01-01

Under which approach do pupils attain more optimally, a logical versus a psychological procedure of instruction? Pupils do need to achieve well in a world of science. Science is all around us and pupils need to understand various principles and laws of science. Thus, teachers in the school curriculum must choose carefully objectives for pupil…

Engaging Pupils in Decision-Making about Biodiversity Conservation Issues

Science.gov (United States)

Grace, Marcus; Byrne, Jenny

2010-01-01

Our pupils' generation will eventually have the daunting responsibility of making decisions about local and global biodiversity. School provides an early opportunity for them to enter into formal discussion about the science and values associated with biodiversity conservation; but the crowded curriculum offers little time for such activities.…

It's not maths; it's science: exploring thinking dispositions, learning thresholds and mindfulness in science learning

Science.gov (United States)

Quinnell, R.; Thompson, R.; LeBard, R. J.

2013-09-01

Developing quantitative skills, or being academically numerate, is part of the curriculum agenda in science teaching and learning. For many of our students, being asked to 'do maths' as part of 'doing science' leads to disengagement from learning. Notions of 'I can't do maths' speak of a rigidity of mind, a 'standoff', forming a barrier to learning in science that needs to be addressed if we, as science educators, are to offer solutions to the so-called 'maths problem' and to support students as they move from being novice to expert. Moving from novice to expert is complex and we lean on several theoretical frameworks (thinking dispositions, threshold concepts and mindfulness in learning) to characterize this pathway in science, with a focus on quantitative skills. Fluid thinking and application of numeracy skills are required to manipulate experimental data sets and are integral to our science practice; we need to stop students from seeing them as optional 'maths' or 'statistics' tasks within our discipline. Being explicit about the ways those in the discipline think, how quantitative data is processed, and allowing places for students to address their skills (including their confidence) offer some ways forward.

An Innovative Model of Professional Development to Enhance the Teaching and Learning of Primary Science in Irish Schools

Science.gov (United States)

Smith, Greg

2014-01-01

This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed…

Learning environments matter: Identifying influences on the motivation to learn science

Directory of Open Access Journals (Sweden)

Salomé Schulze

2015-05-01

Full Text Available In the light of the poor academic achievement in science by secondary school students in South Africa, students' motivation for science learning should be enhanced. It is argued that this can only be achieved with insight into which motivational factors to target, with due consideration of the diversity in schools. The study therefore explored the impact of six motivational factors for science learning in a sample of 380 Grade Nine boys and girls from three racial groups, in both public and independent schools. The students completed the Student Motivation for Science Learning questionnaire. Significant differences were identified between different groups and school types. The study is important for identifying the key role of achievement goals, science learning values and science self-efficacies. The main finding emphasises the significant role played by science teachers in motivating students for science in terms of the learning environments that they create. This has important implications for future research, aimed at a better understanding of these environments. Such insights are needed to promote scientific literacy among the school students, and so contribute to the improvement of science achievement in South Africa.

Research in the school : first steps in pupils' becoming autonomous and taking part in their own education

Directory of Open Access Journals (Sweden)

Dinka Kovačević

1999-01-01

Full Text Available This article is about a new learning approach on an example of the pupils' research work in adefinite school subject. It is based on how to learn and take care for it. We think about a new role and a task for school library and a librarian in these activities.To satisfy all these goals means to improve general education through adopting basic knowledge. How to get to the information and how to use it?In this context school library and education system have the same goal: how to find what the pupil needs, when he needs it and where the information is. That means to teach him how to use all the sources of information and knowledge that will be needed in his work and life.The role of the librarian is always focused on encouragment of all school activities for pupils' purposes. He motivates, he's able to impose himself with his authority, he can always be contacted and wants more.Pupil who knows how to use all the sources of information and knowledge in the school library is ready for long-life learning and nowdays his professional and personal progress and success depend on it.

Pupils, Tools and the Zone of Proximal Development

Science.gov (United States)

Abtahi, Yasmine

2018-01-01

In this article, I use the Vygotskian concept of the Zone of Proximal Development (ZPD) to examine the learning experience of two grade seven pupils as they attempted to solve an addition of fractions problem using fraction strips. The aim is to highlight how tools can facilitate the enactment of a ZPD, within which the tool provides the guidance.…

The GeoBus project: a mobile Earth science outreach project for secondary schools in the UK

Science.gov (United States)

Robinson, R. A.; Roper, K. A.; Macfarlane, D.; Pike, C.

2013-12-01

GeoBus is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews. It is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (high) schools by providing teaching resources that are not readily available to educators, to inspire young learners by incorporating new science research outcomes in teaching activities, and to provide a bridge between industry, higher education institutions, research councils and schools. These linkages are important for introducing career opportunities in Earth sciences. Since its launch, GeoBus has visited over 140 different schools across the length and breadth of Scotland. Over 20,000 pupils will have been involved in practical hands-on Earth science learning activities by December 2013, including many in remote and disadvantaged regions. The resources that GeoBus brings to schools include all the materials and equipment needed to run workshops, field excursions and Enterprise Challenges. GeoBus provides 16 workshops which can be adapted for different learning levels. Workshops are 50 to 80 minute sessions for up to 30 pupils and topics include minerals, rocks, fossils, geological time, natural resources, climate change, volcanoes, earthquakes, and geological mapping. As with all GeoBus activities, the inclusion of equipment and technology otherwise unavailable to schools substantially increases the engagement of pupils in workshops. Field excursions are popular, as many teachers have little or no field trainng and feel unable to lead this type of activity. The excursions comprise half or full day sessions for up to 30 pupils and are tailored to cover the local geology or geomorphology. The Enterprise Challenges are half or full day sessions for up to 100 pupils. Current topics are Drilling for Oil, Renewable Energy, a Journey to Mars and Scotland

WEB COHERENCE LEARNING

Directory of Open Access Journals (Sweden)

Peter Karlsudd

2008-09-01

Full Text Available This article describes a learning system constructed to facilitate teaching and learning by creating a functional web-based contact between schools and organisations which in cooperation with the school contribute to pupils’/students’ cognitive development. Examples of such organisations include science centres, museums, art and music workshops and teacher education internships. With the support of the “Web Coherence Learning” IT application (abbreviated in Swedish to Webbhang developed by the University of Kalmar, the aim is to reinforce learning processes in the encounter with organisations outside school. In close cooperation with potential users a system was developed which can be described as consisting of three modules. The first module, “the organisation page” supports the organisation in simply setting up a homepage, where overarching information on organisation operations can be published and where functions like calendar, guestbook, registration and newsletter can be included. In the second module, “the activity page” the activities offered by the organisation are described. Here pictures and information may prepare and inspire pupils/students to their own activities before future visits. The third part, “the participant page” is a communication module linked to the activity page enabling school classes to introduce themselves and their work as well as documenting the work and communicating with the educators responsible for external activities. When the project is finished, the work will be available to further school classes, parents and other interested parties. System development and testing have been performed in a small pilot study where two creativity educators at an art museum have worked together with pupils and teachers from a compulsory school class. The system was used to establish, prior to the visit of the class, a deeper contact and to maintain a more qualitative continuous dialogue during and after

Science Integrating Learning Objectives: A Cooperative Learning Group Process

Science.gov (United States)

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Schulze, Salome

Student Motivation for Science Learning questionnaire combined with items investigating family experiences. ... science achievement: inadequate school resources and weak household ..... informal interviews with the science teachers of the.

The Materiality of Learning

DEFF Research Database (Denmark)

Sørensen, Estrid

or postgraduate students interested in a variety of fields, including educational studies, educational psychology, social anthropology, and STS. Original ethnographic descriptions showing the fine details of how materials influence the learning process Introduces the advanced and complex Actor-Network Theory......The field of educational research lacks a methodology for the study of learning that does not begin with humans, their aims, and their interests. The Materiality of Learning seeks to overcome this human-centered mentality by developing a novel spatial approach to the materiality of learning....... Drawing on science and technology studies (STS), Estrid Sørensen compares an Internet-based 3D virtual environment project in a fourth-grade class with the class's work with traditional learning materials, including blackboards, textbooks, notebooks, pencils, and rulers. Taking into account pupils...

The pupil as an indicator of unconscious memory: Introducing the pupil priming effect.

Science.gov (United States)

Gomes, Carlos Alexandre; Montaldi, Daniela; Mayes, Andrew

2015-06-01

We explored whether object behavioral priming and pupil changes occur in the absence of recognition memory. Experiment 1 found behavioral priming for unrecognized objects (Ms) regardless of whether they had been encoded perceptually or conceptually. Using the same perceptual encoding task, Experiment 2 showed greater pupil dilation for Ms than for correct rejections of unstudied objects (CRs) when reaction times were matched. In Experiment 3, there was relatively less pupil dilation for Ms than for similarly matched CRs when objects had been encoded conceptually. Mean/peak pupil dilation for CRs, but not Ms, increased in Experiment 3, in which novelty expectation was also reduced, and the pupillary time course for both Ms and CRs was distinct in the two experiments. These findings indicate that both behavioral and pupil memory occur for studied, but unrecognized stimuli, and suggest that encoding and novelty expectation modulate pupillary memory responses. © 2015 Society for Psychophysiological Research.

The Active Pupil: Pupil size in attention, working memory, and active vision

OpenAIRE

Mathôt, Sebastiaan

2015-01-01

Slides for the following talk: Mathôt, S. (2015, June). The Active Pupil: Pupil Size in Attention, Working Memory, and Active Vision. Talk presented at the Laboratoire de Psychologie de la Perception, Paris, France.

Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

Science.gov (United States)

Chamnanwong, Pornpaka; Thathong, Kongsak

2018-01-01

In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

The Science of Learning. 2nd Edition

Science.gov (United States)

Pear, Joseph J.

2016-01-01

For over a century and a quarter, the science of learning has expanded at an increasing rate and has achieved the status of a mature science. It has developed powerful methodologies and applications. The rise of this science has been so swift that other learning texts often overlook the fact that, like other mature sciences, the science of…

Science of Learning Is Learning of Science: Why We Need a Dialectical Approach to Science Education Research

Science.gov (United States)

Roth, Wolff-Michael

2012-01-01

Research on learning science in informal settings and the formal (sometimes experimental) study of learning in classrooms or psychological laboratories tend to be separate domains, even drawing on different theories and methods. These differences make it difficult to compare knowing and learning observed in one paradigm/context with those observed…

Experimental investigations of pupil accommodation factors.

Science.gov (United States)

Lee, Eui Chul; Lee, Ji Woo; Park, Kang Ryoung

2011-08-17

PURPOSE. The contraction and dilation of the iris muscle that controls the amount of light entering the retina causes pupil accommodation. In this study, experiments were performed and two of the three factors that influence pupil accommodation were analyzed: lighting conditions and depth fixations. The psychological benefits were not examined, because they could not be quantified. METHODS. A head-wearable eyeglasses-based, eye-capturing device was designed to measure pupil size. It included a near-infrared (NIR) camera and an NIR light-emitting diode. Twenty-four subjects watched two-dimensional (2D) and three-dimensional (3D) stereoscopic videos of the same content, and the changes in pupil size were measured by using the eye-capturing device and image-processing methods: RESULTS. The pupil size changed with the intensity of the videos and the disparities between the left and right images of a 3D stereoscopic video. There was correlation between the pupil size and average intensity. The pupil diameter could be estimated as being contracted from approximately 5.96 to 4.25 mm as the intensity varied from 0 to 255. Further, from the changes in the depth fixation for the pupil accommodation, it was confirmed that the depth fixation also affected accommodation of pupil size. CONCLUSIONS. It was confirmed that the lighting condition was an even more significant factor in pupil accommodation than was depth fixation (significance ratio: approximately 3.2:1) when watching 3D stereoscopic video. Pupil accommodation was more affected by depth fixation in the real world than was the binocular convergence in the 3D stereoscopic display.

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

Representational Inquiry competences in Science Games

DEFF Research Database (Denmark)

Magnussen, Rikke

2009-01-01

to support work with genuine scientific inquiry and to meet the seventh- to tenth grade curriculum objectives for science and Danish education in Danish schools. This paper comprises a presentation of the results of a long-term empirical study done of four school classes who have played the game. The chapter......This chapter concerns the enactment of competences in a particular science learning game Homicide, which is played in lower secondary schools. Homicide is a forensic investigation game in which pupils play police experts solving criminal cases in the space of one week. The game is designed......, transform and criticize visual representations as an integrated part of conducting an inquiry in the science game...

Pupil interest in physics: A survey in Finland

Directory of Open Access Journals (Sweden)

Jari Lavonen

2005-11-01

Full Text Available Factors interrelating with interest in physics learning are gender, perceived relevance, contents and contexts of physics, and teaching methods. Finnish ninth grade secondary school pupil interest in physics in different contexts was investigated with a survey conducted in connection with the international ROSE project. The sample consisted of 3626 pupils (median age 15 in 61 schools. Means of all items that belong to school physics context for both girls and boys were under the middle of the scale. The most interesting things (especially for girls were connected with human being and the less interesting (especially for girls were connected in artefacts and technological processes. Astronomical context was rather interesting for both genders. The main message of the study is that interesting new curricular approaches and textbooks can be developed by combining technological and human or astronomical contexts.

Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres

Directory of Open Access Journals (Sweden)

Nils Petter Hauan

2014-04-01

Full Text Available One aim for many natural history museums, science museums and science centres is to contribute to school-related learning in science. In this article we review published empirical studies of this challenging area. The review indicates that the effectiveness of educational activities at different types of science-communication venues (SCV in supporting students’ science learning varies. There is also evidence of interesting differences between activities, depending on how these activities are designed. Firstly, these activities can stimulate interest and conceptual focus through a well-designed combination of structure and openness. Secondly, they can stimulate talks and explorations related to the presented topics. We have identified two possible areas which might prove fruitful in guiding further research: an exploration of the effects of different designs for guided exploratory learning, and an evaluation of the effectiveness of educational activities by studying the presence and quality of the learning processes visitors are engaged in. 

The Effect of LEGO Training on Pupils' School Performance in Mathematics, Problem Solving Ability and Attitude: Swedish Data

Science.gov (United States)

Hussain, Shakir; Lindh, Jorgen; Shukur, Ghazi

2006-01-01

The purpose of this study is to investigate the effect of one year of regular "LEGO" training on pupils' performances in schools. The underlying pedagogical perspective is the constructivist theory, where the main idea is that knowledge is constructed in the mind of the pupil by active learning. The investigation has been made in two…

Towards Science Education for all: Teacher Support for Female ...

African Journals Online (AJOL)

Towards Science Education for all: Teacher Support for Female Pupils in the Zimbabwean Science Class. ... Annals of Modern Education ... One hundred female pupils studying sciences at either Ordinary or Advanced level, and 10 science teachers from 10 selected secondary schools in one province in Zimbabwe, ...

"I Know How to Read Longer Novels"--Developing Pupils' Success Criteria in the Classroom

Science.gov (United States)

Read, Andrew; Hurford, Donna

2010-01-01

Assessment for Learning (AfL) is an established learning and teaching strategy. The authors identify issues with the effectiveness of its application in the classroom. Having noted a theoretical shift from teacher-generated to pupil-generated success criteria, the authors were keen to explore how this could be realised in practice. They developed…

Change over a service learning experience in science undergraduates' beliefs expressed about elementary school students' ability to learn science

Science.gov (United States)

Goebel, Camille A.

This longitudinal investigation explores the change in four (3 female, 1 male) science undergraduates' beliefs expressed about low-income elementary school students' ability to learn science. The study sought to identify how the undergraduates in year-long public school science-teaching partnerships perceived the social, cultural, and economic factors affecting student learning. Previous service-learning research infrequently focused on science undergraduates relative to science and society or detailed expressions of their beliefs and field practices over the experience. Qualitative methodology was used to guide the implementation and analysis of this study. A sample of an additional 20 science undergraduates likewise involved in intensive reflection in the service learning in science teaching (SLST) course called Elementary Science Education Partners (ESEP) was used to examine the typicality of the case participants. The findings show two major changes in science undergraduates' belief expressions: (1) a reduction in statements of beliefs from a deficit thinking perspective about the elementary school students' ability to learn science, and (2) a shift in the attribution of students, underlying problems in science learning from individual-oriented to systemic-oriented influences. Additional findings reveal that the science undergraduates perceived they had personally and profoundly changed as a result of the SLST experience. Changes include: (1) the gain of a new understanding of others' situations different from their own; (2) the realization of and appreciation for their relative positions of privilege due to their educational background and family support; (3) the gain in ability to communicate, teach, and work with others; (4) the idea that they were more socially and culturally connected to their community outside the university and their college classrooms; and (5) a broadening of the way they understood or thought about science. Women participants stated

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

Science.gov (United States)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches being used by teachers to assess science in English primary schools. Nevertheless

Automated Windowing Processing for Pupil Detection

National Research Council Canada - National Science Library

Ebisawa, Y

2001-01-01

.... The pupil center in the video image is a focal point to determine the eye gaze. Recently, to improve the disadvantages of traditional pupil detection methods, a pupil detection technique using two light sources (LEDs...

Teachers pattern of instruction and location on pupils critical thinking ...

African Journals Online (AJOL)

This paper seeks to ascertain the influence of teachers' pattern of instruction and location on pupils' critical thinking in science achievement in Imo State. To achieve this objective, two hypotheses were formulated. Ex-post facto research design was adopted for the study. A total of ninety (90) teachers and one thousand ...

Effects of a Six-Session Introductory Psychology Programme on Year 9 Pupils' Interest in Psychology and Approaches to Learning

Science.gov (United States)

Norris, Emma; Chaves, Tahirah De Aguiar; Dunsmuir, Sandra

2015-01-01

Psychology is a popular UK A-level, despite many pupils having no previous taught experience of it. Prior introduction to psychology teaching could help pupils make more informed choices to study it. This study evaluates a six-session introduction to psychology programme for 20 Year 9 pupils called "Myth-Busting the Brain." A…

Development of a pre-service teacher training course on integration of ICT into inquiry based science education.

NARCIS (Netherlands)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos; Dvořák, Leoš; Koudelková, Věra

In order to be able to integrate ICT into Inquiry Based Science Education (IBSE), teachers need much time and support for mastering ICT tools, learning the basis of IBSE, and getting experience in applying these tools in pupil investigations. For this purpose, we have developed a course within the

Learning with Dinosaurs: A Study on Motivation, Cognitive Reasoning, and Making Observations

Science.gov (United States)

Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina

2017-01-01

Dinosaurs have been a very popular science topic since signs of their presence on earth were first discovered. They have represented so-called "edutainment" for some people. Learning from informal sources and in- an out-of-school environment can be effective and motivating. In this study, 12-year-old pupils (N = 366) visited a dinosaur…

Original science-based music and student learning

Science.gov (United States)

Smolinski, Keith

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework of brain-based learning, the purpose of this study was to examine the impact of original, science-based music on student content learning and student perceptions of the music and its impact on learning. Students in the treatment group at a public middle school learned songs with lyrics related to the content of a 4-week cells unit in science; whereas an equally sized control group was taught the same material using existing methods. The content retention and learning experiences of the students in this study were examined using a concurrent triangulation, mixed-methods study. Independent sample t test and ANOVA analyses were employed to determine that the science posttest scores of students in the treatment group (N = 93) were significantly higher than the posttest scores of students in the control group (N = 93), and that the relative gains of the boys in the treatment group exceeded those of the girls. The qualitative analysis of 10 individual interviews and 3 focus group interviews followed Patton's method of a priori coding, cross checking, and thematic analysis to examine the perceptions of the treatment group. These results confirmed that the majority of the students thought the music served as an effective learning tool and enhanced recall. This study promoted social change because students and teachers gained insight into how music can be used in science classrooms to aid in the learning of science content. Researchers could also utilize the findings for continued investigation of the interdisciplinary use of music in educational settings.

Contradictions around Differentiation for Pupils with Dyslexia Learning English as a Foreign Language at Secondary School

Science.gov (United States)

Rontou, Maria

2012-01-01

This article deals with differentiation of teaching methods and extra time in class for pupils with dyslexia by English as a Foreign Language (EFL) teachers in two Greek state secondary schools. Activity theory is applied to analyse the contradictions that emerge around the issue of differentiation for pupils with dyslexia from data compiled from…

Learning style preferences of Australian health science students.

Science.gov (United States)

Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann

2010-01-01

It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.

Pupils' Fear in the Classroom: Portraits from Palestine and England

Science.gov (United States)

Hargreaves, Eleanore; Affouneh, Saida

2017-01-01

This article explores the concept of fear related to the authoritarian classroom and how children express its influence on their learning. Its investigations draw on the comments of four classes of primary-age pupils, two from a school near London, England, and two from boys' and girls' schools in the West Bank, Palestine. It is written by one…

Family experiences, the motivation for science learning and science ...

African Journals Online (AJOL)

Schulze, Salome

Student Motivation for Science Learning questionnaire combined with items investigating family experiences. The findings .... decisions and formulate behavioural goals for their ..... science achievement, making interpretation diffi- cult and ...

Frequency and Efficacy of Talk-Related Tasks in Primary Science

Science.gov (United States)

Braund, Martin; Leigh, Joanne

2013-01-01

Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to…

Teaching and Learning Science for Transformative, Aesthetic Experience

Science.gov (United States)

Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

2010-11-01

Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

Science Song Project: Integration of Science, Technology and Music to Learn Science and Process Skills

Directory of Open Access Journals (Sweden)

Jiyoon Yoon

2017-07-01

Full Text Available It has been critical to find a way for teachers to motivate their young children to learn science and improve science achievement. Since music has been used as a tool for educating young students, this study introduces the science song project to teacher candidates that contains science facts, concepts, laws and theories, and combines them with music for motivating their young children to learn science and improve science achievement. The purpose of the study is to determine the effect of the science song project on teacher candidates’ understanding of science processing skills and their attitudes toward science. The participants were 45 science teacher candidates who were enrolled in an EC-6 (Early Childhood through Grade 6 program in the teacher certification program at a racially diverse Texas public research university. To collect data, this study used two instruments: pre-and post-self efficacy tests before and after the science teacher candidates experienced the science song project and final reflective essay at the end of the semester. The results show that while developing their songs, the participating teacher candidates experienced a process for science practice, understood science concepts and facts, and positively improved attitudes toward science. This study suggests that the science song project is a science instruction offering rich experiences of process-based learning and positive attitudes toward science.

Collaborative Visualization Project: shared-technology learning environments for science learning

Science.gov (United States)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

Objective Lens Optimized for Wavefront Delivery, Pupil Imaging, and Pupil Ghosting

Science.gov (United States)

Olzcak, Gene

2009-01-01

An interferometer objective lens (or diverger) may be used to transform a collimated beam into a diverging or converging beam. This innovation provides an objective lens that has diffraction-limited optical performance that is optimized at two sets of conjugates: imaging to the objective focus and imaging to the pupil. The lens thus provides for simultaneous delivery of a high-quality beam and excellent pupil resolution properties.

Pupil size tracks perceptual content and surprise.

Science.gov (United States)

Kloosterman, Niels A; Meindertsma, Thomas; van Loon, Anouk M; Lamme, Victor A F; Bonneh, Yoram S; Donner, Tobias H

2015-04-01

Changes in pupil size at constant light levels reflect the activity of neuromodulatory brainstem centers that control global brain state. These endogenously driven pupil dynamics can be synchronized with cognitive acts. For example, the pupil dilates during the spontaneous switches of perception of a constant sensory input in bistable perceptual illusions. It is unknown whether this pupil dilation only indicates the occurrence of perceptual switches, or also their content. Here, we measured pupil diameter in human subjects reporting the subjective disappearance and re-appearance of a physically constant visual target surrounded by a moving pattern ('motion-induced blindness' illusion). We show that the pupil dilates during the perceptual switches in the illusion and a stimulus-evoked 'replay' of that illusion. Critically, the switch-related pupil dilation encodes perceptual content, with larger amplitude for disappearance than re-appearance. This difference in pupil response amplitude enables prediction of the type of report (disappearance vs. re-appearance) on individual switches (receiver-operating characteristic: 61%). The amplitude difference is independent of the relative durations of target-visible and target-invisible intervals and subjects' overt behavioral report of the perceptual switches. Further, we show that pupil dilation during the replay also scales with the level of surprise about the timing of switches, but there is no evidence for an interaction between the effects of surprise and perceptual content on the pupil response. Taken together, our results suggest that pupil-linked brain systems track both the content of, and surprise about, perceptual events. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

Barrier Island Activity to Illustrate Hands-On Science

Science.gov (United States)

Griffin, Suzanne H.

), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics

Human place and response learning: navigation strategy selection, pupil size and gaze behavior.

Science.gov (United States)

de Condappa, Olivier; Wiener, Jan M

2016-01-01

In this study, we examined the cognitive processes and ocular behavior associated with on-going navigation strategy choice using a route learning paradigm that distinguishes between three different wayfinding strategies: an allocentric place strategy, and the egocentric associative cue and beacon response strategies. Participants approached intersections of a known route from a variety of directions, and were asked to indicate the direction in which the original route continued. Their responses in a subset of these test trials allowed the assessment of strategy choice over the course of six experimental blocks. The behavioral data revealed an initial maladaptive bias for a beacon response strategy, with shifts in favor of the optimal configuration place strategy occurring over the course of the experiment. Response time analysis suggests that the configuration strategy relied on spatial transformations applied to a viewpoint-dependent spatial representation, rather than direct access to an allocentric representation. Furthermore, pupillary measures reflected the employment of place and response strategies throughout the experiment, with increasing use of the more cognitively demanding configuration strategy associated with increases in pupil dilation. During test trials in which known intersections were approached from different directions, visual attention was directed to the landmark encoded during learning as well as the intended movement direction. Interestingly, the encoded landmark did not differ between the three navigation strategies, which is discussed in the context of initial strategy choice and the parallel acquisition of place and response knowledge.

Home Culture, Science, School and Science Learning: Is Reconciliation Possible?

Science.gov (United States)

Tan, Aik-Ling

2011-01-01

In response to Meyer and Crawford's article on how nature of science and authentic science inquiry strategies can be used to support the learning of science for underrepresented students, I explore the possibly of reconciliation between the cultures of school, science, school science as well as home. Such reconciliation is only possible when…

Describing the on-line graduate science student: An examination of learning style, learning strategy, and motivation

Science.gov (United States)

Spevak, Arlene J.

Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although

Examples of learning activities for Earth and Space Sciences in the new Italian National curriculum

Science.gov (United States)

Macario, Maddalena

2016-04-01

In the last few years, starting from 2010, science curricula were changed dramatically in the secondary Italian school as consequence of a radical law reform. In particular, Earth Science and Astronomy subjects have been shifted from the last to the previous school years; in addition, these subjects have been integrated with other natural sciences learning, such as biology and chemistry. As a consequence, Italian teachers felt forced to totally revise their teaching methods for all of these disciplines. The most demanding need was adapting content to younger learners, as those of the first years are, who usually do have neither pre-knowledge in physics nor high level maths skills. Secondly, content learning was progressively driven toward a greater attention to environmental issues in order to raise more awareness in learners about global changes as examples of fragile equilibrium of our planet. In this work some examples of activities are shown, to introduce students to some astronomical phenomena in a simpler way, which play a key role in influencing other Earth's events, in order to make pupils more conscious about how and to what extent our planet depends on space, at different time scales. The activities range from moon motions affecting tides, to secondary Earth motions, which are responsible for climate changes, to the possibility to find life forms in other parts of the Universe, to the possibility for humans to live in the space for future space missions. Students are involved in hands-on inquiry-based laboratories that scaffold both theoretic knowledge and practical skills for a deeper understanding of cause-effect relationships existing in the Earth.

Pupil Evaluation of Teachers.

Science.gov (United States)

Biggs, John; Chopra, Pran

1979-01-01

This investigation is concerned with (a) constructing a pupil evaluation of teachers (PET) scale, for use in grades 7-11, incorporating certain areas of teaching behavior, and affective pupil responses to teachers; and (b) using the scale as a source of feedback to both regular and student teachers. (Author)

DIDACTIC POTENTIAL OF PUPILS UPBRINGING BY MEANS OF LITARATURE WORKS IN EDUCATIONAL INSTITUTIONS OF WESTERN UKRAINIAN DIASPORA

Directory of Open Access Journals (Sweden)

Tetyana Rybak

2017-07-01

Full Text Available Didactic potential of upbringing pupils in educational institutions of the Diaspora by means of artistic word has been analyzed. The attention is paid to the function of art – Ukrainian literature, which promotes the formation of fully developed personality, their preparation for the conscious and active labour activity, and therefore upbringing is closely connected with life. It is cleared out that when plunging into the system of the artistic world, the pupil learns from the life of the main positive characters how to live in the society and to be useful, because textbooks and manuals on the native literature, readers in the Diaspora provide the basis for children to learn the behaviour of consciousness, and the latter, as it is known, depends on the construction of the world in themselves, that is called the worldview. It is proved that the powerful moral-educational and artistic-aesthetic potential of Ukrainian literature is being implemented in the books of Western Ukrainian Diaspora with the aim of ethnic and cultural enrichment of pupils and above all the formation of national consciousness of Ukrainian children, active choice of their values of national spirituality. It is established that the didactic potential of the upbringing of pupils by means of artistic word allows instilling love to the native language, to Ukraine, and thus it slows down the process of assimilation. On the basis of the study of the scientific-pedagogical heritage of emigration teachers-philologists, the theoretical approaches and practice of schoolchildren education by means of the word have been analyzed, the significance of their experience for the modern educational practice has been substantiated. The system of education of schoolchildren by means of the word, which has been developed over the years, is actual for the development of pedagogical science and practice. The analysis of pedagogical practice, accumulated didactic potential of upbringing pupils in

From learning science to teaching science: What transfers?

Science.gov (United States)

Harlow, Danielle Boyd

As educational researchers and teacher educators, we have the responsibility to help teachers gain the skills and knowledge necessary to provide meaningful learning activities for their students. For elementary school science, this means helping teachers create situations in which children can participate in the practices associated with scientific inquiry. Through the framework of transfer I investigated how a professional development course based on an inquiry-based physics curriculum influenced five elementary teachers teaching practices and identified the factors that led to or hindered this transfer. In this study, evidence of transfer consisted of episodes where the teachers used the ideas learned in the physics course to solve new problems such as transforming activities to be appropriate for their students and responding to unexpected students' ideas. The findings of this study highlight the many different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. What the teachers transferred depended upon their existing teaching context as well as their prior ideas about teaching science and physics content. Specifically, the findings of this study suggest that the teachers transferred only what they sought from the course. One implication of this study is that the sort of science training we provide teachers can affect far more than just the teachers' conceptual understanding of science and performance on written conceptual exams. Science courses have the potential to impact the sort of science education that K-5 children receive in elementary classrooms in terms of the topics taught but the way that science is represented. An additional implication is that teaching science to teachers in ways

CLIMANDES climate science e-learning course

Science.gov (United States)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group

Cross-cultural comparisons of university students' science learning self-efficacy: structural relationships among factors within science learning self-efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-04-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in explaining the relationships among these factors. Accordingly, this study aimed to investigate cultural differences in science learning self-efficacy and examine the relationships within factors constituting science learning self-efficacy by adopting a survey instrument for administration to students in the U.S. and Taiwan. A total of 218 university students (62.40% females) were surveyed in the U.S.A, and 224 university students (49.10% females) in Taiwan were also invited to take part in the study. The results of the structural equation modelling revealed cultural differences in the relationships among the factors of science learning self-efficacy. It was found that U.S. students' confidence in their ability to employ higher-order cognitive skills tended to promote their confidence in their ability to accomplish practical work, strengthening their academic self-efficacy. However, the aforementioned mediation was not found for the Taiwanese participants.

Using Science to Take a Stand: Action-Oriented Learning in an Afterschool Science Club

Science.gov (United States)

Hagenah, Sara

This dissertation study investigates what happens when students participate in an afterschool science club designed around action-oriented science instruction, a set of curriculum design principles based on social justice pedagogy. Comprised of three manuscripts written for journal publication, the dissertation includes 1) Negotiating community-based action-oriented science teaching and learning: Articulating curriculum design principles, 2) Middle school girls' socio-scientific participation pathways in an afterschool science club, and 3) Laughing and learning together: Productive science learning spaces for middle school girls. By investigating how action-oriented science design principles get negotiated, female identity development in and with science, and the role of everyday social interactions as students do productive science, this research fills gaps in the understanding of how social justice pedagogy gets enacted and negotiated among multiple stakeholders including students, teachers, and community members along what identity development looks like across social and scientific activity. This study will be of interest to educators thinking about how to enact social justice pedagogy in science learning spaces and those interested in identity development in science.

Portfolios as "Learning Companions" for Children and a Means to Support and Assess Language Learning in the Primary School

Science.gov (United States)

Jones, Jane

2012-01-01

This article explores the idea of portfolios as a way to collect evidence of pupils' learning and achievement in their language learning in the primary school. The emphasis is on portfolio work as an active and reflective process to underpin and support learning and to show evidence of achievement and progression. Pupil choice and reflexivity are…

Enhancing students' science literacy using solar cell learning multimedia containing science and nano technology

Science.gov (United States)

Eliyawati, Sunarya, Yayan; Mudzakir, Ahmad

2017-05-01

This research attempts to enhance students' science literacy in the aspects of students' science content, application context, process, and students' attitude using solar cell learning multimedia containing science and nano technology. The quasi-experimental method with pre-post test design was used to achieve these objectives. Seventy-two students of class XII at a high school were employed as research's subject. Thirty-six students were in control class and another thirty-six were in experiment class. Variance test (t-test) was performed on the average level of 95% to identify the differences of students' science literacy in both classes. As the result, there were significant different of learning outcomes between experiment class and control class. Almost half of students (41.67%) in experiment class are categorized as high. Therefore, the learning using solar cell learning multimedia can improve students' science literacy, especially in the students' science content, application context, and process aspects with n-gain(%) 59.19 (medium), 63.04 (medium), and 52.98 (medium). This study can be used to develop learning multimedia in other science context.

SPORT SCIENCE STUDENTS‟ BELIEFS ABOUT LANGUAGE LEARNING

Directory of Open Access Journals (Sweden)

Suvi Akhiriyah

2017-04-01

Full Text Available There are many reasons for students of Sport Science to use English. Yet, knowing the importance of learning English is sometimes not enough to encourage them to learn English well. Based on the experience in teaching them, erroneous belief seems to be held by many of them. It arouses curiosity about the beliefs which might be revealed to help the students to be successful in language learning. By investigating sport science students‘ beliefs about language learning, it is expected that types of the beliefs which they hold can be revealed. Understanding students‘ beliefs about language learning is essential because these beliefs can have possible consequences for second language learning and instruction. This study is expected to provide empirical evidence. The subjects of this study were 1st semester students majoring in Sport Science of Sport Science Faculty. There were 4 classes with 38 students in each class. There were approximately 152 students as the population of the study. The sample was taken by using random sampling. All members of the population received the questionnaire. The questionnaire which was later handed back to the researcher is considered as the sample. The instrument in this study is the newest version of Beliefs About Language Learning Inventory (BALLI, version 2.0, developed by Horwitz to asses the beliefs about learning a foreign language.

The use of information and communications technology to support the teaching of science in primary schools

Science.gov (United States)

Skinner, Nigel C.; Preece, Peter F. W.

2003-02-01

The AstraZeneca-Exeter Science through Telematics (AZEST) project provided evidence that the Internet has much potential as a communication channel for the provision and discussion of INSET materials for primary science in the UK. Participating teachers were able to access and use the project website effectively, were more likely to provide feedback when they had personal access to the Internet either at home or at school, and provided valuable feedback concerning the AZEST tasks, but they tended not to respond directly to messages from other participants. Discussion, via e-mail or a web-based discussion forum, was enhanced if participants knew each other personally. There was evidence that the AZEST science INSET materials enhanced teachers' understanding of science concepts and raised their confidence, increased teachers' effectiveness in the role of Science Subject Leader, and improved teachers' pedagogic practice through encouraging innovative investigative approaches to the teaching and learning of science. Participating teachers indicated that a website dedicated to primary science at the local level was valued. Concept mapping was found to be a valuable tool for stimulating discussion and for assessing pupils' and teachers' understanding and was mostly enjoyed by pupils and staff.

On written expression of primary school pupils

Directory of Open Access Journals (Sweden)

Stevanović Jelena

2009-01-01

Full Text Available Normative rules of standard Serbian language are acquired during primary and secondary education through curriculum demands of Serbian language instruction, which takes place in three fields: grammar, orthography and culture of expression. Topic of interest in this paper is the quality of written expression of 6th and 7th grade pupils, in the context of all three fields specified to be mastered by the curriculum of Serbian language. Research comprised 148 primary school pupils from Belgrade. Linguistic analysis of spontaneously created written text was performed, in the conditions where it was not explicitly demanded form the pupil to write correctly. The results indicate that the majority of pupils make spelling and grammatical errors, meeting the condition for the basic level of mastering the knowledge in Serbian language according to the standards specified for the end of compulsory education. In addition to this, a considerable majority of pupils has a satisfactory level of culture of written expression. Pupils more often make spelling than grammatical errors. Seventh grade pupils are better than sixth grade pupils with respect to adhering to grammar rules and according to culture of written expression, while the mark in Serbian language and general school achievement of pupils correlate only with the degree of adhering to the orthographic rules. It was concluded that not only individual programs of support for pupils who make more errors are necessary, but also launching national projects for the development of linguistic competence of the young in Serbia.

New Views of Student Learning: Implications for Educational Measurement

Science.gov (United States)

1991-03-01

patient New Views 14 management problems to explore students’ levels of understanding of medical principles and to expose inappropriate or...Aristotelian physics: A study of knowlede -based learning. Cognitive Science, 5, 37-75. Driver, R, & Easley, J. (1978). Pupils and paradigms: A review of...Armativng AFHRIJMOEL Ruspi leersity Brooks AMl TX 7823 Dr. Prim Drape Graduate School of Management Uokwrsiy of Ibiok Newark, NJ 07102 Mr. Hue Hue Omung

Creating Pupils' Internet Magazine

Science.gov (United States)

Bognar, Branko; Šimic, Vesna

2014-01-01

This article presents an action research, which aimed to improve pupils' literary creativity and enable them to use computers connected to the internet. The study was conducted in a small district village school in Croatia. Creating a pupils' internet magazine appeared to be an excellent way for achieving the educational aims of almost all…

Developing Understanding of Pupil Feedback Using Habermas' Notion of Communicative Action

Science.gov (United States)

Dann, Ruth

2016-01-01

The focus of this article is to explore the notion of pupil feedback and the possible ways in which it can be understood and developed using Jürgen Habermas' theory of Communicative Action. The theoretical position adopted is framed within the concept of assessment for learning, and is particularly related to the notion of assessment as learning…

Science Learning Cycle Method to Enhance the Conceptual Understanding and the Learning Independence on Physics Learning

Science.gov (United States)

Sulisworo, Dwi; Sutadi, Novitasari

2017-01-01

There have been many studies related to the implementation of cooperative learning. However, there are still many problems in school related to the learning outcomes on science lesson, especially in physics. The aim of this study is to observe the application of science learning cycle (SLC) model on improving scientific literacy for secondary…

Practice as source of learning and knowledge that comes from experience: what science and biology teachers say about it

Directory of Open Access Journals (Sweden)

Luciana M. Lunardi Campos

2001-01-01

Full Text Available This paper is about the possible knowledge that Science and Biology teachers may acquire form their daily work. Fourth three teachers were considered in this research and all belong to the Public School of the city of Botucatu, S.P. All of them were unanimous in stressing the importance of their professional activity as a meaningful aspect. They learned more about themselves, their methods, their employed resources and their pupils through it. Three dimensions can be pointed out here: personal, professional and pedagogical and it can be named nine aspects of the knowledge from experience. An organized and active knowledge may be achieved by reckoning the teacher as the main producer of knowledge about his occupation and assuming as well how important his practice and knowledge from experience are.

Education in the Field Influences Children's Ideas and Interest toward Science

Science.gov (United States)

Zoldosova, Kristina; Prokop, Pavol

2006-10-01

This paper explores the idea of informal science education in scientific field laboratory (The Science Field Centre). The experimental group of pupils ( N = 153) was experienced with approximately 5-day lasting field trips and experiments in the Field Centre in Slovakia. After finishing the course, two different research methods were used to discover their interest and ideas toward science. Pupils from the experimental group showed significant differences from those that did not experience education in the Field Centre (control group, N = 365). In comparison to the control group, pupils of the experimental group highly preferred book titles that were related to their program in the Field Centre. There were differences between the drawings of ideal school environment from both pupils groups. In the drawings of the experimental group, we found significantly more items connected with the educational environment of the Field Centre (e.g. laboratory equipment, live animals). We suppose field science education would be one of the most effective ways to increase interest of pupils to study science and to invaluable intrinsic motivation at the expense extrinsic motivation.

Hands-On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Directory of Open Access Journals (Sweden)

Helena Thuneberg

2017-01-01

Full Text Available The current science, technology, engineering, art, math education (STEAM approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants (N=256 were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN in pre- and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

Surrounded by Science: Learning Science in Informal Environments

Science.gov (United States)

Fenichel, Marilyn; Schweingruber, Heidi A.

2010-01-01

Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures,…

School and Pupil Effects on Secondary Pupils' Feelings of Safety in School, around School, and at Home

Science.gov (United States)

Mooij, Ton; Fettelaar, Daan

2013-01-01

In line with fear of crime research, schools should be secure places where pupils feel safe in order to function well. Various types of risk and promotive variables at school and pupil level may differently influence a pupil's feelings of safety in school, the school surroundings, and at home. The aim is to elaborate and test a theoretical…

Collaborative activities for improving the quality of science teaching and learning and learning to teach science

Science.gov (United States)

Tobin, Kenneth

2012-03-01

I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

Experimental Activities in Primary School to Learn about Microbes in an Oral Health Education Context

Science.gov (United States)

Mafra, Paulo; Lima, Nelson; Carvalho, Graça S.

2015-01-01

Experimental science activities in primary school enable important cross-curricular learning. In this study, experimental activities on microbiology were carried out by 16 pupils in a Portuguese grade-4 classroom (9-10?years old) and were focused on two problem-questions related to microbiology and health: (1) do your teeth carry microbes? (2) why…

Architecting Learning Continuities for Families Across Informal Science Experiences

Science.gov (United States)

Perin, Suzanne Marie

By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses questions of how to design and scaffold activities that build and expand on those practices to foster a deep understanding of science, and how the aesthetic experience of learning science builds connections across educational settings. Families were invited to visit a natural history museum, an aquarium, and a place or activity of the family's choice that they associated with science learning. Some families were asked to use a set of activities during their study visits based on the practices of science (National Research Council, 2012), which were delivered via smartphone app or on paper cards. I use design-based research, video data analysis and interaction analysis to examine how families build connections between informal science learning settings. Chapter 2 outlines the research-based design process of creating activities for families that fostered connections across multiple learning settings, regardless of the topical content of those settings. Implications of this study point to means for linking everyday family social practices such as questioning, observing, and disagreeing to the practices of science through activities that are not site-specific. The next paper delves into aesthetic experience of science learning, and I use video interaction analysis and linguistic analysis to show how notions of beauty and pleasure (and their opposites) are perfused throughout learning activity. Designing for aesthetic experience overtly -- building on the sensations of enjoyment and pleasure in the learning experience -- can motivate those who might feel alienated by the common conception of science as merely a dispassionate assembly of facts, discrete procedures or inaccessible theory. The third paper, a case study of a family who learns about salmon in each of the sites they visit

How pupils percieve the teacher's motivational techniques?

Directory of Open Access Journals (Sweden)

Bodroža Bojana

2015-01-01

Full Text Available Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gender. The sample included 856 pupils from 40 elementary schools in Serbia. We used the questionnaire with Likert's scale to obtain the evaluation of the teachers' behaviours. By the factor analysis we extracted three components of the teacher' behaviour: stimulating pupils' interest and competences, de-motivational teachers' behaviours and stimulating freedom of thinking and expression. The results show that the pupils whose parents have lower levels of education think that the behaviour of the teachers is directed to stimulating interest and competencies, as well as freedom of thinking and speech than the pupils of the parents of higher educational status. The control of the influence of the education of parents showed that the pupils of lower academic achievement perceive the teacher's behaviour as de-motivational. Compared to girls boys estimate more highly that teachers stimulate their interests and competencies. A suggestion is offered how a teacher should develop a behavioural style which would positively influence the quality of the pupils' motivation.

Best practices for measuring students' attitudes toward learning science.

Science.gov (United States)

Lovelace, Matthew; Brickman, Peggy

2013-01-01

Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

PENGEMBANGAN SCIENCE MOBILE LEARNING BERWAWASAN KONSERVASI BERBASIS ANDROID APP INVENTOR 2

Directory of Open Access Journals (Sweden)

Muhamad Taufiq

2017-02-01

Full Text Available Abstrak Penelitian ini bertujuan untuk mengembangkan science mobile learning berwawasan konservasi berbasis android app inventor yang teruji baik dan mengetahui respon pengguna terhadap aplikasi science mobile learning sebagai suplemen materi pembelajaran berbasis mobile. Metodologi yang digunakan dalam pembuatan aplikasi ini ialah metodologi waterfall. Aplikasi science mobile leraning berwawasan konservasi ini diharapkan dapat membantu siswa secara khusus dan masyarakat ilmiah secara umum untuk mendapatkan kemudahan belajar konsep sains menggunakan perangkat smartphone tanpa harus mencetak mengunakan kertas (paperless. Aplikasi science mobile learning dilengkapi dengan fitur pendukung yaitu gambar, video dan quiz. Simpulan dalam penelitian ini yaitu telah dihasilkan aplikasi science mobile learning berwawasan konservasi layak digunakan untuk belajar konsep sains dan upaya pengurangan penggunaan kertas (paperless, aplikasi science mobile learning mendapatkan respon baik dari masyarakat pengguna terkait kemudahan akses, kesesuaian fitur dan konten sains, serta pemanfaatannya yang mendukung pengurangan penggunaan kertas. Abstract The purpose of this research was to develop science mobile learning conservation vission based on android app inventor well tested and find out the user response to the application of mobile learning science as a supplement materials of learning mobile based. The methodology used in the making of this application is the waterfall methodology. Science mobile learning applications conservation vission is expected to help the students in particular and the scientific community in general to get the ease of learning science concepts using a Smartphone device without having to print using paper (paperless. Applications of science mobile learning include by supporting features of images, videos and quizzes. The conclusions in this research that has generated the application of science mobile learning conservation vision

Crossing borders: High school science teachers learning to teach the specialized language of science

Science.gov (United States)

Patrick, Jennifer Drake

The highly specialized language of science is both challenging and alienating to adolescent readers. This study investigated how secondary science teachers learn to teach the specialized language of science in their classrooms. Three research questions guided this study: (a) what do science teachers know about teaching reading in science? (b) what understanding about the unique language demands of science reading do they construct through professional development? and (c) how do they integrate what they have learned about these specialized features of science language into their teaching practices? This study investigated the experience of seven secondary science teachers as they participated in a professional development program designed to teach them about the specialized language of science. Data sources included participant interviews, audio-taped professional development sessions, field notes from classroom observations, and a prior knowledge survey. Results from this study suggest that science teachers (a) were excited to learn about disciplinary reading practices, (b) developed an emergent awareness of the specialized features of science language and the various genres of science writing, and (c) recognized that the challenges of science reading goes beyond vocabulary. These teachers' efforts to understand and address the language of science in their teaching practices were undermined by their lack of basic knowledge of grammar, availability of time and resources, their prior knowledge and experiences, existing curriculum, and school structure. This study contributes to our understanding of how secondary science teachers learn about disciplinary literacy and apply that knowledge in their classroom instruction. It has important implications for literacy educators and science educators who are interested in using language and literacy practices in the service of science teaching and learning. (Full text of this dissertation may be available via the University

Girls and science education in Mauritius: a study of science class practices and their effects on girls

Science.gov (United States)

Naugah, Jayantee; Watts, Mike

2013-11-01

Background: The population of Mauritius consists of 52% females and scientific literacy is seen to be of vital importance for all young people if they are to be sufficiently equipped to meet the challenges of a fast changing world. Previous research shows, however, that science is not popular among girls. This paper explores one of many reasons why few girls opt for science subjects after compulsory schooling. Purpose: This study investigated the approaches to teaching in four science classrooms in Mauritius, with particular emphases on the preferences of girls as they learn science. Sample: A total of 20 student interviews and 16 teacher interviews were conducted in four schools in Mauritius. The four mixed-faith schools comprised two all-girl schools (one state, one fee-paying), and two mixed-sex schools (one state, one fee-paying), within urban, suburban and rural situations. Design and method: 80 non-participant lessons were observed, of which 60 were science lessons while the remaining 20 non-science lessons were in economics, accounts and commerce. Group interviews with five pupils in each of the four schools were conducted and 16 individual interviews with teachers in the four schools gave an insight into the pedagogic approaches used for the teaching and learning of science. Results: Transmissive approaches to teaching, giving little opportunity for collaborative or activity-based learning, were found to be the most important factors in alienating the girls from science. Conclusions: There need to be radical changes in approaches to teaching to retain young girls' interest in the sciences.

Investigative Primary Science: A Problem-Based Learning Approach

Science.gov (United States)

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Pupils as Victims of Peer Violence

Directory of Open Access Journals (Sweden)

Cvek Mihaela

2013-11-01

Full Text Available The school is an educational institution that has to provide appropriate control of adults over pupils, which they do. Nevertheless, violence cannot be avoided. Pupils encounter peer violence in different roles, as observers, victims, perpetrators, or both. The objective of our research was to examine how often pupils are victims of peer violence, and to what extent the latter depends on pupils’ gender and age. The results of the research made among pupils in the fifth, seventh, and eighth grades of various primary schools across Slovenia showed that 24.1 per cent of pupils had already been victims of peer violence. The ones that they tend to tell about such episodes are their parents. The results have also shown that school is really a place where violence is very common, and that psychological and verbal abuse are the most common types of violence used.

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

Directory of Open Access Journals (Sweden)

Hilman .

2015-04-01

Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities.

Science.gov (United States)

Pitchford, Nicola J; Kamchedzera, Elizabeth; Hubber, Paula J; Chigeda, Antonie L

2018-01-01

Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific

How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

Science.gov (United States)

Hugerat, Muhamad

2016-01-01

This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

How can we make Science Education and Careers more attractive for Young People?

Science.gov (United States)

Knickmeier, K.; Kruse, K.

2016-02-01

The Kiel Science Factory (Kieler Forschungswerkstatt) is a school and teaching laboratory, which breaches the gap between school education and university research. Since opening in October 2012, 3.430 pupils worked at the Kiel Science Factory, and joined the different programs (ocean:lab, nano:lab, geo:lab), the numbers of visitors are increasing. The combination of experts in research and experts in education is very effective to attract young peoplés interest for a scientific career, to communicate science and to increase interest of teachers in current science. The biggest lab is the ocean:lab, it is jointly offered by Kiel University, Cluster of Excellence "Future Ocean" and Leibniz Institute for Science and Mathematics Education at Kiel University (IPN). The ocean:lab is addressing to school classes from grade 3 to 13, and it is strongly involved in pre-service teacher education. Appropriate to their respective level of study, pupils and students get fascinating insights into marine sciences and the working methods of real scientists. Furthermore teacher trainings and summer schools are producing an enthusiasm, which affects as well teachers as their students. The visiting pupils are mainly from Northern Germany, but also from e.g. Austria, Poland and Japan. Topics are the ocean as an ecosystem and how it is affected by anthropogenic impacts. The program offers an integrated investigation of the ecosystem "ocean" (from Plankton to marine mammals) with an interdisciplinary focus on biological aspects and abiotic factors of the habitat. In addition to pollution of the ocean through plastic waste and noise, the effects of climate change and eutrophication plays a role in discussions and tasks. New formats (e.g. an international Citizen Science Project and Expeditionary Learning) are carried out. The developed material is part of expedition boxes, which can be borrowed for project work in schools and science centers. http://www.forschungs-werkstatt.de/

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

OpenAIRE

Hilman .

2015-01-01

Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on...

Predicting Turkish Preservice Elementary Teachers' Orientations to Teaching Science with Epistemological Beliefs, Learning Conceptions, and Learning Approaches in Science

Science.gov (United States)

Sahin, Elif Adibelli; Deniz, Hasan; Topçu, Mustafa Sami

2016-01-01

The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

Indiana secondary students' evolution learning experiences and demarcations of science from non-science

Science.gov (United States)

Donnelly, Lisa A.

2007-12-01

Previous research has documented students' conceptual difficulties learning evolution and how student learning may be related to students' views of evolution and science. This mixed methods study addressed how 74 high school biology students from six Indiana high schools viewed their evolution learning experiences, the demarcations of science from non-science, and evolution understanding and acceptance. Data collection entailed qualitative and quantitative methods including interviews, classroom observations, surveys, and assessments to address students' views of science and non-science, evolution learning experiences, and understanding and acceptance of evolution. Qualitative coding generated several demarcation and evolution learning experience codes that were subsequently used in quantitative comparisons of evolution understanding and acceptance. The majority of students viewed science as empirical, tentative but ultimately leading to certain truth, compatible with religion, the product of experimental work, and the product of human creativity. None of the students offered the consensus NOS view that scientific theories are substantiated explanations of phenomena while scientific laws state relationships or patterns between phenomena. About half the students indicated that scientific knowledge was subjectively and socio-culturally influenced. The majority of students also indicated that they had positive evolution learning experiences and thought evolution should be taught in secondary school. The quantitative comparisons revealed how students who viewed scientific knowledge as subjectively and socio-culturally influenced had higher understanding than their peers. Furthermore, students who maintained that science and religion were compatible did not differ with respect to understanding but had higher acceptance than their peers who viewed science and religion as conflicting. Furthermore, students who maintained that science must be consistent with their

An Awareness of Neuroscience in Education: Can Learning about the Brain Transform Pupils' Motivation to Learn?

Science.gov (United States)

Elwick, Alex, Ed.

2014-01-01

This research was commissioned by CfBT Education Trust and carried out in conjunction with the Institute for the Future of the Mind at the University of Oxford. The project sought to establish whether teaching pupils about the brain could impact upon their beliefs about their own intelligence (amongst other motivational measures) and ultimately…

Undergraduate Students' Earth Science Learning: Relationships among Conceptions, Approaches, and Learning Self-Efficacy in Taiwan

Science.gov (United States)

Shen, Kuan-Ming; Lee, Min-Hsien; Tsai, Chin-Chung; Chang, Chun-Yen

2016-01-01

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students' earth science learning. This study aimed to…

Improving pupils conceptual understanding by an in- and out-of-school science program

NARCIS (Netherlands)

Steenbeek, Henderien; Doornenbal, Jeannette; van Geert, Paul; Geveke, Carla

Research in the field of out-of-school science is gradually increasing. These programs are considered to be important, yet more evidence about the learning effect is needed. This study aims to contribute to that matter by means of microgenetic measurements. We wanted to answer the question: How is

A brief review of augmented reality science learning

Science.gov (United States)

Gopalan, Valarmathie; Bakar, Juliana Aida Abu; Zulkifli, Abdul Nasir

2017-10-01

This paper reviews several literatures concerning the theories and model that could be applied for science motivation for upper secondary school learners (16-17 years old) in order to make the learning experience more amazing and useful. The embedment of AR in science could bring an awe-inspiring transformation on learners' viewpoint towards the respective subject matters. Augmented Reality is able to present the real and virtual learning experience with the addition of multiple media without replacing the real environment. Due to the unique feature of AR, it attracts the mass attention of researchers to implement AR in science learning. This impressive technology offers learners with the ultimate visualization and provides an astonishing and transparent learning experience by bringing to light the unseen perspective of the learning content. This paper will attract the attention of researchers in the related field as well as academicians in the related discipline. This paper aims to propose several related theoretical guidance that could be applied in science motivation to transform the learning in an effective way.

Objective lens simultaneously optimized for pupil ghosting, wavefront delivery and pupil imaging

Science.gov (United States)

Olczak, Eugene G (Inventor)

2011-01-01

An objective lens includes multiple optical elements disposed between a first end and a second end, each optical element oriented along an optical axis. Each optical surface of the multiple optical elements provides an angle of incidence to a marginal ray that is above a minimum threshold angle. This threshold angle minimizes pupil ghosts that may enter an interferometer. The objective lens also optimizes wavefront delivery and pupil imaging onto an optical surface under test.

Building Future Directions for Teacher Learning in Science Education

Science.gov (United States)

Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

Science.gov (United States)

Mandell, Brian E.

The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic

The Conceptions of Learning Science by Laboratory among University Science-Major Students: Qualitative and Quantitative Analyses

Science.gov (United States)

Chiu, Yu-Li; Lin, Tzung-Jin; Tsai, Chin-Chung

2016-01-01

Background: The sophistication of students' conceptions of science learning has been found to be positively related to their approaches to and outcomes for science learning. Little research has been conducted to particularly investigate students' conceptions of science learning by laboratory. Purpose: The purpose of this research, consisting of…

The Role of Research on Science Teaching and Learning

Science.gov (United States)

National Science Teachers Association (NJ1), 2010

2010-01-01

Research on science teaching and learning plays an important role in improving science literacy, a goal called for in the National Science Education Standards (NRC 1996) and supported by the National Science Teachers Association (NSTA 2003). NSTA promotes a research agenda that is focused on the goal of enhancing student learning through effective…

Classroom Preschool Science Learning: The Learner, Instructional Tools, and Peer-Learning Assignments

Science.gov (United States)

Reuter, Jamie M.

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and fostering early scientific reasoning and inquiry skills (e.g., NRC 2007, 2012, 2015). However, there is still much to learn about what constitutes appropriate frameworks that blend science education with developmentally appropriate learning environments. An important goal for the construction of early science is a better understanding of appropriate learning experiences and expectations for preschool children. This dissertation examines some of these concerns by focusing on three dimensions of science learning in the preschool classroom: (1) the learner; (2) instructional tools and pedagogy; and (3) the social context of learning with peers. In terms of the learner, the dissertation examines some dimensions of preschool children's scientific reasoning skills in the context of potentially relevant, developing general reasoning abilities. As young children undergo rapid cognitive changes during the preschool years, it is important to explore how these may influence scientific thinking. Two features of cognitive functioning have been carefully studied: (1) the demonstration of an epistemic awareness through an emerging theory of mind, and (2) the rapid improvement in executive functioning capacity. Both continue to develop through childhood and adolescence, but changes in early childhood are especially striking and have been neglected as regards their potential role in scientific thinking. The question is whether such skills relate to young children's capacity for scientific thinking. Another goal was to determine whether simple physics diagrams serve as effective instructional tools in supporting preschool children's scientific thinking. Specifically, in activities involving predicting and checking in scientific contexts, the question is whether such diagrams facilitate children's ability to

The effectivenes of science domain-based science learning integrated with local potency

Science.gov (United States)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Common Core Science Standards: Implications for Students with Learning Disabilities

Science.gov (United States)

Scruggs, Thomas E.; Brigham, Frederick J.; Mastropieri, Margo A.

2013-01-01

The Common Core Science Standards represent a new effort to increase science learning for all students. These standards include a focus on English and language arts aspects of science learning, and three dimensions of science standards, including practices of science, crosscutting concepts of science, and disciplinary core ideas in the various…

Applying the Science of Learning to the Learning of Science: Newton's Second Law of Motion

Science.gov (United States)

Lemmer, Miriam

2018-01-01

Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton's second law of motion from a cognitive perspective that takes social factors into account. A…

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

Science Hobbyists: Active Users of the Science-Learning Ecosystem

Science.gov (United States)

Corin, Elysa N.; Jones, M. Gail; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa

2017-01-01

Science hobbyists engage in self-directed, free-choice science learning and many have considerable expertise in their hobby area. This study focused on astronomy and birding hobbyists and examined how they used organizations to support their hobby engagement. Interviews were conducted with 58 amateur astronomers and 49 birders from the midwestern…

School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria

Science.gov (United States)

Aina, Stephen Ileoye

2015-01-01

Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in…

Enacting Informal Science Learning: Exploring the Battle for Informal Learning

Science.gov (United States)

Clapham, Andrew

2016-01-01

Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers "battled" to enact ISL policy in performative conditions…

Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools

Science.gov (United States)

Lesar, Irena; Cuk, Ivan; Pecek, Mojca

2014-01-01

When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

How to become a mentalist: reading decisions from a competitor's pupil can be achieved without training but requires instruction.

Directory of Open Access Journals (Sweden)

Marnix Naber

Full Text Available Pupil dilation is implicated as a marker of decision-making as well as of cognitive and emotional processes. Here we tested whether individuals can exploit another's pupil to their advantage. We first recorded the eyes of 3 "opponents", while they were playing a modified version of the "rock-paper-scissors" childhood game. The recorded videos served as stimuli to a second set of participants. These "players" played rock-paper-scissors against the pre-recorded opponents in a variety of conditions. When players just observed the opponents' eyes without specific instruction their probability of winning was at chance. When informed that the time of maximum pupil dilation was indicative of the opponents' choice, however, players raised their winning probability significantly above chance. When just watching the reconstructed area of the pupil against a gray background, players achieved similar performance, showing that players indeed exploited the pupil, rather than other facial cues. Since maximum pupil dilation was correct about the opponents' decision only in 60% of trials (chance 33%, we finally tested whether increasing this validity to 100% would allow spontaneous learning. Indeed, when players were given no information, but the pupil was informative about the opponent's response in all trials, players performed significantly above chance on average and half (5/10 reached significance at an individual level. Together these results suggest that people can in principle use the pupil to detect cognitive decisions in another individual, but that most people have neither explicit knowledge of the pupil's utility nor have they learnt to use it despite a lifetime of exposure.

Cross-Cultural Comparisons of University Students' Science Learning Self-Efficacy: Structural Relationships among Factors within Science Learning Self-Efficacy

Science.gov (United States)

Wang, Ya-Ling; Liang, Jyh-Chong; Tsai, Chin-Chung

2018-01-01

Science learning self-efficacy could be regarded as a multi-factor belief which comprises different aspects such as cognitive skills, practical work, and everyday application. However, few studies have investigated the relationships among these factors that compose science learning self-efficacy. Also, culture may play an important role in…

The Use of Mobile Learning in Science: A Systematic Review

Science.gov (United States)

Crompton, Helen; Burke, Diane; Gregory, Kristen H.; Gräbe, Catharina

2016-04-01

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5-11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities

Directory of Open Access Journals (Sweden)

Nicola J. Pitchford

2018-03-01

Full Text Available Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to

Comparison of mathematical problem solving strategies of primary school pupils

OpenAIRE

Wasilewská, Eliška

2016-01-01

The aim of this dissertation is to describe the role of educational strategy especially in field of the teaching of mathematics and to compare the mathematical problem solving strategies of primary school pupils which are taught by using different educational strategies. In the theoretical part, the main focus is on divergent educational strategies and their characteristics, next on factors affected teaching/learning process and finally on solving the problems. The empirical part of the disse...

Do Science Teachers Distinguish Between Their own Learning and the Learning of Their Students?

Science.gov (United States)

Brauer, Heike; Wilde, Matthias

2018-02-01

Learning beliefs influence learning and teaching. For this reason, teachers and teacher educators need to be aware of them. To support students' knowledge construction, teachers must develop appropriate learning and teaching beliefs. Teachers appear to have difficulties when analysing students' learning. This seems to be due to the inability to differentiate the beliefs about their students' learning from those about their own learning. Both types of beliefs seem to be intertwined. This study focuses on whether pre-service teachers' beliefs about their own learning are identical to those about their students' learning. Using a sample of pre-service teachers, we measured general beliefs about "constructivist" and "transmissive" learning and science-specific beliefs about "connectivity" and "taking pre-concepts into account". We also analysed the development of these four beliefs during teacher professionalisation by comparing beginning and advanced pre-service teachers. Our results show that although pre-service teachers make the distinction between their own learning and the learning of their students for the general tenets of constructivist and transmissive learning, there is no significant difference for science-specific beliefs. The beliefs pre-service teachers hold about their students' science learning remain closely tied to their own.

Informal Science learning in PIBID: identifying and interpreting the strands

Directory of Open Access Journals (Sweden)

Thomas Barbosa Fejolo

2013-10-01

Full Text Available This paper presents a research on informal Science learning in the context of the Institutional Scholarship Program Initiation to Teaching (PIBID. We take as reference the strands of informal Science learning (FAC, representing six dimensions of learning, they are: 1 Development of interest in Science; 2 Understanding of scientific knowledge; 3 Engaging in scientific reasoning; 4 Reflection on Science; 5 Engagement in scientific practice; 6 Identification with Science. For the lifting data, it was used the filming record of the interactions and dialogues of undergraduate students while performing activities of Optical Spectroscopy in the laboratory. Based on the procedures of content analysis and interpretations through communication, we investigate which of the six strands were present during the action of the students in activities. As a result we have drawn a learning profile for each student by distributing communications in different strands of informal Science learning.

Chimpanzees and humans mimic pupil-size of conspecifics.

Directory of Open Access Journals (Sweden)

Mariska E Kret

Full Text Available Group-living typically provides benefits to individual group members but also confers costs. To avoid incredulity and betrayal and allow trust and cooperation, individuals must understand the intentions and emotions of their group members. Humans attend to other's eyes and from gaze and pupil-size cues, infer information about the state of mind of the observed. In humans, pupil-size tends to mimic that of the observed. Here we tested whether pupil-mimicry exists in our closest relative, the chimpanzee (P. troglodytes. We conjectured that if pupil-mimicry has adaptive value, e.g. to promote swift communication of inner states and facilitate shared understanding and coordination, pupil-mimicry should emerge within but not across species. Pupillometry data was collected from human and chimpanzee subjects while they observed images of the eyes of both species with dilating/constricting pupils. Both species showed enhanced pupil-mimicry with members of their own species, with effects being strongest in humans and chimpanzee mothers. Pupil-mimicry may be deeply-rooted, but probably gained importance from the point in human evolution where the morphology of our eyes became more prominent. Humans' white sclera surrounding the iris, and the fine muscles around their eyes facilitate non-verbal communication via eye signals.

Learning Lunar Science Through the Selene Videogame

Science.gov (United States)

Reese, D. D.; Wood, C. A.

2010-03-01

Selene is a videogame to promote and assess learning of lunar science concepts. As players build and modify a Moon, Selene measures learning as it occurs. Selene is a model for 21st century learning and embedded assessment.

Participation in Informal Science Learning Experiences: The Rich Get Richer?

Science.gov (United States)

DeWitt, Jennifer; Archer, Louise

2017-01-01

Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…

Uncovering Black/African American and Latina/o students' motivation to learn science: Affordances to science identity development

Science.gov (United States)

Mahfood, Denise Marcia

The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American and Latina/o students as they learn science in middle school, high school, and in college and (2) to reveal through personal narratives how successful entry and persistence in science by this particular group is linked to the development of their science identities. The targeted population for this study is undergraduate students of color in science fields at a college or university. The theoretical frameworks for this study are constructivist theory, motivation theory, critical theory, and identity theories. The methodological approach is narrative which includes students' science learning experiences throughout the course of their academic lives. I use The Science Motivation Questionnaire II to obtain baseline data to quantitatively assess for motivation to learn science. Data from semi-structured interviews from selected participants were collected, coded, and configured into a story, and emergent themes reveal the important role of science learning in both informal and formal settings, but especially in informal settings that contribute to better understandings of science and the development of science identities for these undergraduate students of color. The findings have implications for science teaching in schools and teacher professional development in science learning.

Future Scenarios for Mobile Science Learning

Science.gov (United States)

Burden, Kevin; Kearney, Matthew

2016-04-01

This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These `futures' are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that `seamless learning', whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.

Science learning motivation as correlate of students’ academic performances

Directory of Open Access Journals (Sweden)

Nhorvien Jay P. Libao

2016-09-01

Full Text Available This study was designed to analyze the relationship  of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, extrinsic motivation was found to be related with their academic performances among the indicators of motivations in learning science.

Study of connectivity in student teams by observation of their learning processes

Science.gov (United States)

Pacheco, Patricio H.; Correa, Rafael D.

2016-05-01

A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

The effect of science learning integrated with local potential to improve science process skills

Science.gov (United States)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Pedagogical Applications of Smartphone Integration in Teaching: Lecturers, Pre-Service Teachers and Pupils' Perspectives

Science.gov (United States)

Seifert, Tami

2015-01-01

As the disparity between educational standards and reality outside educational institutions is increasing, alternative learning infrastructure are challenging traditional modes of teaching. This study was based on an experiment with middle school pupils, pre-service teachers and college lecturers. The aim of this study was to examine the extent to…

Engaging Karen refugee students in science learning through a cross-cultural learning community

Science.gov (United States)

Harper, Susan G.

2017-02-01

This research explored how Karen (first-generation refugees from Burma) elementary students engaged with the Next Generation Science Standards (NGSS) practice of constructing scientific explanations based on evidence within the context of a cross-cultural learning community. In this action research, the researcher and a Karen parent served as co-teachers for fourth- and fifth-grade Karen and non-Karen students in a science and culture after-school programme in a public elementary school in the rural southeastern United States. Photovoice provided a critical platform for students to create their own cultural discourses for the learning community. The theoretical framework of critical pedagogy of place provided a way for the learning community to decolonise and re-inhabit the learning spaces with knowledge they co-constructed. Narrative analysis of video transcripts of the after-school programme, ethnographic interviews, and focus group discussions from Photovoice revealed a pattern of emerging agency by Karen students in the scientific practice of constructing scientific explanations based on evidence and in Karen language lessons. This evidence suggests that science learning embedded within a cross-cultural learning community can empower refugee students to construct their own hybrid cultural knowledge and leverage that knowledge to engage in a meaningful way with the epistemology of science.

Self-regulated learning and science achievement in a community college

Science.gov (United States)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

BLENDED LEARNING AS AN INNOVATIVE FORM OF TEACHING AND LEARNING AT SCHOOL

Directory of Open Access Journals (Sweden)

Olga Kuzmenko

2017-09-01

Full Text Available In the paper the theoretical background of blended learning is examined, traditional brick-and-mortar and blended learning are compared, the advantages of blended learning are outlined and it effectiveness in foreign language teaching is proven. The topicality of this research is determined by the prospect of implementing the blended learning models to achieve the goals set by the National Strategy for the Development of Education in Ukraine for 2012-2021, namely: improving the quality of education on an innovative basis, creating and providing opportunities for implementing various learning models, forms and means of getting education. In this context, a modern educational institution is required to set up a combination of traditional and innovative forms of learning, and constantly update its information and communication resources, which cause the need to introduce the blended learning approach. Blended learning is a relatively new approach in the field of education in Ukraine. The great prospect of blended learning consists in its potential to combine the best of traditional and online practices. This is a formal education program in which pupils learn partially through online learning with some element of self-control over time, place and pace; and partially in a traditional classroom setting. It provides more efficiency and flexibility in comparison with traditional learning as well as online or distance learning. Moreover, blended learning implies a mastery-based approach ensuring that pupils achieve the required level of mastery at the end of the course. It also prepares learners to collaborate in an online environment and meet the demands of the modern labour market. This is particularly important for schools, because modern pupils are tech-savvy and their motivation is determined by the need for autonomy, personalization, communicatively-oriented and mastery-based learning. For the teaching staff, blended learning can improve teaching

Development of Learning to Learn Skills in Primary School

Science.gov (United States)

Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko

2015-01-01

In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end…

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

Science.gov (United States)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

Science.gov (United States)

Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

Pupils' Activities in a Multimaterial Learning Environment in Craft subject A Pilot Study using an Experience Sampling Method based on a Mobile Application in Classroom Settings

Directory of Open Access Journals (Sweden)

Juha Jaatinen

2017-12-01

Full Text Available This study investigates holistic craft processes in craft education with an instrument for data-collection and self-assessment. Teaching in a study context is based on co-teaching and a design process, highlighted by the Finnish Basic Education Core Curriculum 2014. The school architecture and web-based learning environment is combined. Division for textiles and technical work is no longer supported in this multimaterial learning environment. The aim of the study is to 1 make pupils’ holistic craft processes visible in everyday classroom practices with information collected by a mobile-application and 2 point out the curriculum topics that are covered during everyday classroom practices as defined by the teachers. The data is collected using an Experience Sampling Method with a gamified learning analytics instrument. Teachers’ classroom activities were used as the backbone for the thematic mapping of the craft curriculum. Preliminary measurements were carried out in a Finnish primary school in grades 5–6 (age 10–12, n = 125 during a four-week period in October-November 2016. The list of classroom activities was updated after the four weeks’ experiment and was tested in March-May 2017 with all the pupils of the pilot school (N = 353. The key findings were that a for pupils the self-assessment was easy as a technical process but there were several factors in the everyday classroom settings that made the process challenging and b it was relatively difficult for teachers to describe the classroom activities in terms of the new curriculum; however, after four weeks they could not only described the activities in more details but had also developed new activities that supported the ideas of the new curriculum better.Keywords: multi-material craft, learning environment, holistic craft process, experience sampling method

Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning

Science.gov (United States)

Haefner, Leigh Ann; Zembal-Saul, Carla

This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry-oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi-participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge.

Collaborative learning in radiologic science education.

Science.gov (United States)

Yates, Jennifer L

2006-01-01

Radiologic science is a complex health profession, requiring the competent use of technology as well as the ability to function as part of a team, think critically, exercise independent judgment, solve problems creatively and communicate effectively. This article presents a review of literature in support of the relevance of collaborative learning to radiologic science education. In addition, strategies for effective design, facilitation and authentic assessment of activities are provided for educators wishing to incorporate collaborative techniques into their program curriculum. The connection between the benefits of collaborative learning and necessary workplace skills, particularly in the areas of critical thinking, creative problem solving and communication skills, suggests that collaborative learning techniques may be particularly useful in the education of future radiologic technologists. This article summarizes research identifying the benefits of collaborative learning for adult education and identifying the link between these benefits and the necessary characteristics of medical imaging technologists.

On learning science and pseudoscience from prime-time television programming

Science.gov (United States)

Whittle, Christopher Henry

The purpose of the present dissertation is to determine whether the viewing of two particular prime-time television programs, ER and The X-Files, increases viewer knowledge of science and to identify factors that may influence learning from entertainment television programming. Viewer knowledge of scientific dialogue from two science-based prime-time television programs, ER, a serial drama in a hospital emergency room and The X-Files, a drama about two Federal Bureau of Investigation agents who pursue alleged extraterrestrial life and paranormal activity, is studied. Level of viewing, education level, science education level, experiential factors, level of parasocial interaction, and demographic characteristics are assessed as independent variables affecting learning from entertainment television viewing. The present research involved a nine-month long content analysis of target television program dialogue and data collection from an Internet-based survey questionnaire posted to target program-specific on-line "chat" groups. The present study demonstrated that entertainment television program viewers incidentally learn science from entertainment television program dialogue. The more they watch, the more they learn. Viewing a pseudoscientific fictional television program does necessarily influence viewer beliefs in pseudoscience. Higher levels of formal science study are reflected in more science learning and less learning of pseudoscience from entertainment television program viewing. Pseudoscience learning from entertainment television programming is significantly related to experience with paranormal phenomena, higher levels of viewer parasocial interaction, and specifically, higher levels of cognitive parasocial interaction. In summary, the greater a viewer's understanding of science the more they learn when they watch their favorite science-based prime-time television programs. Viewers of pseudoscience-based prime-time television programming with higher levels

Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

Science.gov (United States)

Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

2011-12-01

As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

Cooperative Learning and Learning Achievement in Social Science Subjects for Sociable Students

Science.gov (United States)

Herpratiwi; Darsono; Sasmiati; Pujiyatli

2018-01-01

Purpose: The research objective was to compare students' learning achievement for sociable learning motivation students in social science (IPS) using cooperative learning. Research Methods: This research used a quasi-experimental method with a pre-test/post-test design involving 35 fifth-grade students. The learning process was conducted four…

Science Learning Motivation as Correlate of Students' Academic Performances

Science.gov (United States)

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P., Jr.; Dupa, Maria Elena D.; Bautista, Romiro G.

2016-01-01

This study was designed to analyze the relationship of students' learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

ME science as mobile learning based on virtual reality

Science.gov (United States)

Fradika, H. D.; Surjono, H. D.

2018-04-01

The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.

Blended learning as an effective pedagogical paradigm for biomedical science

Directory of Open Access Journals (Sweden)

Perry Hartfield

2013-11-01

Full Text Available Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments, and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.   DOI: 10.18870/hlrc.v3i4.169

Physical experience enhances science learning.

Science.gov (United States)

Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

2015-06-01

Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

Brain-Based Learning and Standards-Based Elementary Science.

Science.gov (United States)

Konecki, Loretta R.; Schiller, Ellen

This paper explains how brain-based learning has become an area of interest to elementary school science teachers, focusing on the possible relationships between, and implications of, research on brain-based learning to the teaching of science education standards. After describing research on the brain, the paper looks at three implications from…

Newly qualified teachers' visions of science learning and teaching

Science.gov (United States)

Roberts, Deborah L.

2011-12-01

This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

Advancing Research on Undergraduate Science Learning

Science.gov (United States)

Singer, Susan Rundell

2013-01-01

This special issue of "Journal of Research in Science Teaching" reflects conclusions and recommendations in the "Discipline-Based Education Research" (DBER) report and makes a substantial contribution to advancing the field. Research on undergraduate science learning is currently a loose affiliation of related fields. The…

Pupil dilation co-varies with memory strength of individual traces in a delayed response paired-associate task.

Directory of Open Access Journals (Sweden)

Hedderik van Rijn

Full Text Available Studies on cognitive effort have shown that pupil dilation is a reliable indicator of memory load. However, it is conceivable that there are other sources of effort involved in memory that also affect pupil dilation. One of these is the ease with which an item can be retrieved from memory. Here, we present the results of an experiment in which we studied the way in which pupil dilation acts as an online marker for memory processing during the retrieval of paired associates while reducing confounds associated with motor responses. Paired associates were categorized into sets containing either 4 or 7 items. After learning the paired associates once, pupil dilation was measured during the presentation of the retrieval cue during four repetitions of each set. Memory strength was operationalized as the number of repetitions (frequency and set-size, since having more items per set results in a lower average recency. Dilation decreased with increased memory strength, supporting the hypothesis that the amplitude of the evoked pupillary response correlates positively with retrieval effort. Thus, while many studies have shown that "memory load" influences pupil dilation, our results indicate that the task-evoked pupillary response is also sensitive to the experimentally manipulated memory strength of individual items. As these effects were observed well before the response had been given, this study also suggests that pupil dilation can be used to assess an item's memory strength without requiring an overt response.

ROLE OF ONTOLOGY IN THE SYSTEM OF FORMATION OF EDUCATIONAL AND COGNITIVE COMPETENCES ON PHYSICS OF SECONDARY SCHOOL PUPILS

Directory of Open Access Journals (Sweden)

Nataliia A. Ivanytska

2014-02-01

Full Text Available The article considers the structure of ontology on physics and its parts, which was built on the basis of webquest. We describe possibilities of modern computers program «GraphEditor», directing a route for pupils in their own theoretical research. Also, it was determined basic steps of the ontology and described how to use it in teaching. We analyzed didactic problems of the ontology application that establish visualization of ties when we use computers program «GraphEditor», as well as distinguished peculiarities of the ontology that organize an independent work of pupils. On the basis of regulatory documents proved the feasibility of the ontology as means of distance learning for upper-form pupils which are capable for research.

Inquiry-Based Learning in China: Lesson Learned for School Science Practices

Science.gov (United States)

Nuangchalerm, Prasart

2014-01-01

Inquiry-based learning is widely considered for science education in this era. This study aims to explore inquiry-based learning in teacher preparation program and the findings will help us to understanding what inquiry-based classroom is and how inquiry-based learning are. Data were collected by qualitative methods; classroom observation,…

Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

Directory of Open Access Journals (Sweden)

Darja Skribe Dimec

2017-03-01

Full Text Available Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions. The sample consisted of 634 participants, 427 primary school pupils (aged 11–14, and 207 student teachers of biology (aged 20–23. We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis. Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

Learning environment, learning styles and conceptual understanding

Science.gov (United States)

Ferrer, Lourdes M.

1990-01-01

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

Factors That Influence Student Pursuit of Science Careers; the Role of Gender, Ethnicity, Family and Friends

Science.gov (United States)

Rodrigues, Susan; Jindal-Snape, Divya; Snape, Jonathan B.

2011-01-01

This study adds to a body of research reporting on pupils' choices and outcomes in relation to science. The article reports on 536 Scottish pupils' perceptions regarding reported intention to choose careers in science, with further analysis in terms of family, friends, gender and ethnicity. The pupils, aged 14-15, from 5 schools in one Scottish…

Immigrant Pupils in Elementary Classrooms of Cyprus: How Teachers View Them as Learners of Mathematics

Science.gov (United States)

Xenofontos, Constantinos

2015-01-01

Research in diverse mathematics classrooms suggests that pupils' learning is influenced by both linguistic and cultural factors. In recent years, the demographics of Cypriot (mathematics) classrooms have become very diverse. In 2003, the Ministry of Education and Culture introduced the Zones of Educational Priorities, a UNESCO strategy for…

How pupils percieve the teacher's motivational techniques?

OpenAIRE

Bodroža, Bojana; Đerić, Ivana; Gutvajn, Nikoleta

2015-01-01

Current research in the field of education indicates that the behaviour of the teacher affects significantly the quality and level of the pupil's motivation. The aim of our research was to determine the structure of the motivational style of teachers seen from the pupils' perspective, and to find out whether the pupils' perceptions of the teacher's motivational style depend upon cultural-educational influences of the family, and some characteristics of the students (academic achievements, gen...

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

Science.gov (United States)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development

Science classroom inquiry (SCI simulations: a novel method to scaffold science learning.

Directory of Open Access Journals (Sweden)

Melanie E Peffer

Full Text Available Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

Science.gov (United States)

Peffer, Melanie E; Beckler, Matthew L; Schunn, Christian; Renken, Maggie; Revak, Amanda

2015-01-01

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students' self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.

Prioritizing Active Learning: An Exploration of Gateway Courses in Political Science

Science.gov (United States)

Archer, Candace C.; Miller, Melissa K.

2011-01-01

Prior research in political science and other disciplines demonstrates the pedagogical and practical benefits of active learning. Less is known, however, about the extent to which active learning is used in political science classrooms. This study assesses the prioritization of active learning in "gateway" political science courses, paying…

Inclusive science education: learning from Wizard

Science.gov (United States)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

Science.gov (United States)

Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

2018-01-01

This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

Investigating Your School's Science Teaching and Learning Culture

Science.gov (United States)

Sato, Mistilina; Bartiromo, Margo; Elko, Susan

2016-01-01

The authors report on their work with the Academy for Leadership in Science Instruction, a program targeted to help science teachers promote a science teaching and learning culture in their own schools.

Learning about the Nature of Science Using Algae

Science.gov (United States)

Edelmann, Hans G.; Martius, Thilo; Hahn, Achim; Schlüter, Kirsten; Nessler, Stefan H.

2016-01-01

Enquiry learning and teaching about the nature of science (NoS) is a key element of science education. We have designed an experimental setting for students aged 12-14 years to exercise enquiry-learning skills and to introduce students to the NoS aspects of creativity and imagination. It also illustrates the impact of carbon dioxide on the growth…

The Importance of Pupils' Interests and Out-of-School Experiences in Planning Biology Lessons

Science.gov (United States)

Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

2008-01-01

How to make learning more interesting is a basic challenge for school education. In this Finnish study, the international ROSE questionnaire was used to survey, during spring of 2003, the relationship between interest in biology and out-of-school experiences for 3626 ninth-grade pupils. Interest and experience factors were extracted by using the…

Improving together: collaborative learning in science communication

Science.gov (United States)

Stiller-Reeve, Mathew

2015-04-01

Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

Science learning motivation as correlate of students’ academic performances

OpenAIRE

Libao, Nhorvien Jay P.; Sagun, Jessie John B.; Tamangan, Elvira A.; Pattalitan, Agaton P.; Dupa, Maria Elena D.; Bautista, Romiro Gordo

2016-01-01

This study was designed to analyze the relationship of students’ learning motivation and their academic performances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of their motivation do not vary across their sex, age, and curriculum year. Moreover, the respondents had good academic performances in science. Aptly, e...

Teaching of anatomical sciences: A blended learning approach.

Science.gov (United States)

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

The Relationships among Scientific Epistemic Beliefs, Conceptions of Learning Science, and Motivation of Learning Science: A Study of Taiwan High School Students

Science.gov (United States)

Ho, Hsin-Ning Jessie; Liang, Jyh-Chong

2015-01-01

This study explores the relationships among Taiwanese high school students' scientific epistemic beliefs (SEBs), conceptions of learning science (COLS), and motivation of learning science. The questionnaire responses from 470 high school students in Taiwan were gathered for analysis to explain these relationships. The structural equation modeling…

Teacher Learning from Girls' Informal Science Experiences

Science.gov (United States)

Birmingham, Daniel J.

2013-01-01

School science continues to fail to engage youth from non-dominant communities (Carlone, Huan-Frank & Webb, 2011). However, recent research demonstrates that informal science learning settings support both knowledge gains and increased participation in science among youth from non-dominant communities (Dierking, 2007; Falk et al., 2007; HFRP,…

Guidelines for Learning Stations.

Science.gov (United States)

Fehrle, Carl C.; Schulz, Jolene

Guidelines for designing and planning learning stations for pupils at the elementary grade level include suggestions on how to develop a station that will be successful in meeting the learners' needs. Instructions for the use of tapes at a station and matching pupils with stations are given, as are guidelines on classroom arrangement and record…

Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Science.gov (United States)

Cheng, Kun-Hung; Tsai, Chin-Chung

2013-08-01

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image- based AR and location- based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.

Machine Learning Techniques in Clinical Vision Sciences.

Science.gov (United States)

Caixinha, Miguel; Nunes, Sandrina

2017-01-01

This review presents and discusses the contribution of machine learning techniques for diagnosis and disease monitoring in the context of clinical vision science. Many ocular diseases leading to blindness can be halted or delayed when detected and treated at its earliest stages. With the recent developments in diagnostic devices, imaging and genomics, new sources of data for early disease detection and patients' management are now available. Machine learning techniques emerged in the biomedical sciences as clinical decision-support techniques to improve sensitivity and specificity of disease detection and monitoring, increasing objectively the clinical decision-making process. This manuscript presents a review in multimodal ocular disease diagnosis and monitoring based on machine learning approaches. In the first section, the technical issues related to the different machine learning approaches will be present. Machine learning techniques are used to automatically recognize complex patterns in a given dataset. These techniques allows creating homogeneous groups (unsupervised learning), or creating a classifier predicting group membership of new cases (supervised learning), when a group label is available for each case. To ensure a good performance of the machine learning techniques in a given dataset, all possible sources of bias should be removed or minimized. For that, the representativeness of the input dataset for the true population should be confirmed, the noise should be removed, the missing data should be treated and the data dimensionally (i.e., the number of parameters/features and the number of cases in the dataset) should be adjusted. The application of machine learning techniques in ocular disease diagnosis and monitoring will be presented and discussed in the second section of this manuscript. To show the clinical benefits of machine learning in clinical vision sciences, several examples will be presented in glaucoma, age-related macular degeneration

Mathematics and Science Learning Opportunities in Preschool Classrooms

Science.gov (United States)

Piasta, Shayne B.; Pelatti, Christina Yeager; Miller, Heather Lynnine

2014-01-01

Research findings The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 minutes of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers’ years of experience, teachers’ levels of education, and the socioeconomic status of children served in the program. Practice/policy Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in preschool classrooms. Affording mathematics and science experiences to all preschool children, as outlined in professional and state standards, may require additional professional development aimed at increasing preschool teachers’ understanding and implementation of learning opportunities in these two domains in their classrooms. PMID:25489205

Who Is Responsible for Vulnerable Pupils? The Attitudes of Teacher Candidates in Serbia and Slovenia

Science.gov (United States)

Pecek, Mojca; Macura-Milovanovic, Suncica

2012-01-01

In the ongoing trend towards inclusive education, initial teacher education programmes must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable…

Conflict Prevalence in Primary School and How It Is Understood to Affect Teaching and Learning in Ghana

Directory of Open Access Journals (Sweden)

Nana Afia Amponsaa Opoku-Asare

2015-07-01

Full Text Available Verbal and non-verbal interactions that occur daily between teachers and headteachers, teachers and pupils, and among pupils can generate conflict that may adversely affect teaching, learning, and schooling effectiveness. Little attention is, however, paid to the quality of relationships that exists between teachers and pupils, among teachers, among pupils, between teachers and their school heads, and between schools and their local communities. This study sought to investigate conflict prevalence in Ghana’s primary schools, and how relationship conflict is understood to affect teaching and learning at the level of headteachers as administrators, teachers as classroom managers, and pupils as learners, and direct beneficiaries of primary education. Using data gathered via interview, questionnaire administration, and observation in 30 public primary schools in 10 circuits of one district of Ashanti Region, the findings revealed a high prevalence of fighting, heckling, bullying, and other forms of relationship conflict among pupils; strained teacher–pupil relations due to insolence, indiscipline, and use of offensive language; and teacher–parent arguments and quarrels due to harsh punishment and verbal assault of pupils. Teacher–pupil conflicts may extend to teachers excluding the affected pupils from teaching and learning activities, denying them the rights to ask and answer questions, and have their class exercises marked, leading to lowered pupil self-esteem, reduced concentration during lessons, and passive involvement in learning activities, which could result in truancy and school dropout. Strengthening guidance mechanisms and encouraging peer mediation could significantly curb conflict in school environments and thereby raise educational standards in the district.

Dealing with pupils digital everyday life

Directory of Open Access Journals (Sweden)

Carl F. Dons.

2008-11-01

Full Text Available The main aim of this article is to answer the following research question: How can we prepare student teachers to deal with pupils who have a wide range of day-to-day experiences of the digital world? This question arises out of the understanding that today's student-teacher training is inadequately equipped to realize the potential for learning found in the way that digital technology is now an integral part of the social and cultural practices of children and young people. Based on theory and practice from research and development activities in primary and lower secondary school, the article points out some perspectives connected to the technology culture of children and young people that may have importance for the professional training of student teachers. The article concludes by summarizing some findings from a research project in general teacher education, where it is argued that student teachers can be qualified to cope with the way children and young people use technology by teaching them to adopt solutions based on personal publishing. In many ways the article deals with classical issues in the education field; how the relations between cognition, learning, technology and fellow-citizenship raise practical issues connected to teaching and learning (Dewey, 1915; 1938; 1958.

Student explanations of their science teachers' assessments, grading practices and how they learn science

Science.gov (United States)

del Carmen Gomez, María

2018-03-01

The current paper draws on data generated through group interviews with students who were involved in a larger ethnographic research project performed in three science classrooms. The purpose of the study from which this data was generated, was to understand science teachers' assessment practices in an upper-secondary school in Sweden. During group interviews students were asked about their conceptions of what were the assessment priority of teachers, why the students were silent during lecturing and their experiences regarding peer- and self-assessments. The research design and analysis of the findings derives from what students told us about their assessments and learning sciences experiences. Students related that besides the results of the written test, they do not know what else teachers assessed and used to determine their grades. It was also found that students did not participate in the discussion on science because of peer-pressure and a fear of disappointing their peers. Student silence is also linked with student conceptions of science learning and student experiences with methodologies of teaching and learning sciences.

Facilitating long-term changes in student approaches to learning science.

Science.gov (United States)

Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

2012-01-01

Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

Sociocultural handicap of foreign pupils and professional qualification of teachers

Directory of Open Access Journals (Sweden)

Markéta Zachová

2017-11-01

Full Text Available The presented text shows the results of research carried out within the dissertation thesis. The main topic is the phenomenon of sociocultural handicap of foreign pupils (pupils with a different mother tongue. The research is based on the expert belief that integration of foreign pupils (pupils with a different mother tongue into Czech schools and the training of teachers in this field is still somewhat marginal, even though there is a growing debate about increasing cultural diversity, increasing heterogeneity of schools and introduction of inclusive measures. The aim of the research was to analyze professional training of teachers in relation to the sociocultural handicap of foreign pupils (pupils with a different mother tongue. The goal was refined by the formulation of research questions: What possible problems (difficulties reflect teachers in the teaching process of foreign pupils? What procedures and strategies do teachers use to help these pupils to be integrated successfully? How do teachers assess their professional readiness for education of foreign pupils (whether they were sufficiently prepared to work with foreign pupils in the course of their undergraduate studies, where they find benefits, deficiencies in this training? How do students assess their undergraduate education for foreign-pupil teaching (whether they were ready to work with foreign pupils in their previous undergraduate education, where they find benefits, deficiencies in this training? The research used questionnaire survey techniques for teachers and students and semi-structured interviews for teachers. The partial technique was the analysis of study subjects focused on the education of foreign pupils at the Faculty of Education at West Bohemian University in Pilsen (hereinafter WBU. The research group was made up of teachers of the 1st grade of primary schools of the Pilsen and Karlovy Vary regions and students of the 4th grade of the field of Teaching for the

Original Science-Based Music and Student Learning

Science.gov (United States)

Smolinski, Keith

2010-01-01

American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

Leading Learning: Science Departments and the Chair

Science.gov (United States)

Melville, Wayne; Campbell, Todd; Jones, Doug

2016-01-01

In this article, we have considered the role of the chair in leading the learning necessary for a department to become effective in the teaching and learning of science from a reformed perspective. We conceptualize the phrase "leading learning" to mean the chair's constitution of influence, power, and authority to intentionally impact…

Social Justice and Out-of-School Science Learning: Exploring Equity in Science Television, Science Clubs and Maker Spaces

Science.gov (United States)

Dawson, Emily

2017-01-01

This article outlines how social justice theories, in combination with the concepts of infrastructure access, literacies and community acceptance, can be used to think about equity in out-of-school science learning. The author applies these ideas to out-of-school learning via television, science clubs, and maker spaces, looking at research as well…

Values of Catholic science educators: Their impact on attitudes of science teaching and learning

Science.gov (United States)

DeMizio, Joanne Greenwald

This quantitative study examined the associations between the values held by middle school science teachers in Catholic schools and their attitudes towards science teaching. A total of six value types were studied---theoretical, economic, aesthetic, social, political, and religious. Teachers can have negative, positive, or neutral attitudes towards their teaching that are linked to their teaching practices and student learning. These teachers' attitudes may affect their competence and have a subsequent impact on their students' attitudes and dispositions towards science. Of particular interest was the relationship between science teaching attitudes and religious values. A non-experimental research design was used to obtain responses from 54 teachers with two survey instruments, the Science Teaching Attitude Scale II and the Allport-Vernon-Lindzey Study of Values. Stepwise multiple regression analysis showed that political values were negatively associated with attitudes towards science teaching. Data collected were inconsistent with the existence of any measurable association between religious values and attitudes towards science teaching. This study implies that science teacher preparation programs should adopt a more contextual perspective on science that seeks to develop the valuation of science within a cultural context, as well as programs that enable teachers to identify the influence of their beliefs on instructional actions to optimize the impact of learning new teaching practices that may enhance student learning.

A Pedagogical Model for Science Education through Blended Learning

NARCIS (Netherlands)

Bidarra, José; Rusman, Ellen

2015-01-01

This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex

Assessing and Enhancing Science Education at the John Heinz National Wildlife Refuge at Tinicum

Science.gov (United States)

Saroka, Keith W.

), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics

How Should Students Learn in the School Science Laboratory? The Benefits of Cooperative Learning

Science.gov (United States)

Raviv, Ayala; Cohen, Sarit; Aflalo, Ester

2017-07-01

Despite the inherent potential of cooperative learning, there has been very little research into its effectiveness in middle school laboratory classes. This study focuses on an empirical comparison between cooperative learning and individual learning in the school science laboratory, evaluating the quality of learning and the students' attitudes. The research included 67 seventh-grade students who undertook four laboratory experiments on the subject of "volume measuring skills." Each student engaged both in individual and cooperative learning in the laboratory, and the students wrote individual or group reports, accordingly. A total of 133 experiment reports were evaluated, 108 of which also underwent textual analysis. The findings show that the group reports were superior, both in terms of understanding the concept of "volume" and in terms of acquiring skills for measuring volume. The students' attitudes results were statistically significant and demonstrated that they preferred cooperative learning in the laboratory. These findings demonstrate that science teachers should be encouraged to implement cooperative learning in the laboratory. This will enable them to improve the quality and efficiency of laboratory learning while using a smaller number of experimental kits. Saving these expenditures, together with the possibility to teach a larger number of students simultaneously in the laboratory, will enable greater exposure to learning in the school science laboratory.

Cultivating Collaborations: Site Specific Design for Embodied Science Learning.

Science.gov (United States)

Gill, Katherine; Glazier, Jocelyn; Towns, Betsy

2018-05-21

Immersion in well-designed outdoor environments can foster the habits of mind that enable critical and authentic scientific questions to take root in students' minds. Here we share two design cases in which careful, collaborative, and intentional design of outdoor learning environments for informal inquiry provide people of all ages with embodied opportunities to learn about the natural world, developing the capacity for understanding ecology and the ability to empathize, problem-solve and reflect. Embodied learning, as facilitated by and in well-designed outdoor learning environments, leads students to develop new ways of seeing, new scientific questions, new ways to connect with ideas, with others and new ways of thinking about the natural world. Using examples from our collaborative practices as experiential learning designers, we illustrate how creating the habits of mind critical to creating scientists, science-interested, and science-aware individuals benefits from providing students spaces to engage in embodied learning in nature. We show how public landscapes designed in creative partnerships between educators, scientists, designers and the public have potential to amplify science learning for all.

Students' attitudes to learning physics at school and university levels in Scotland

Science.gov (United States)

Skryabina, Elena

), which was significantly lower for females than for males. Special attention in this work was given to the problem of university Physics laboratory practice. Possibilities to improve students' attitudes towards laboratory work were discussed. This could be done through introduction of pre-lab (aimed to consolidate students' grasp of the necessary background for performing the experiment) and post-lab (aimed to provide students with opportunity to apply the theory they have learned and skills they have obtained from doing laboratory work to solve everyday problems). Examples of pre- and post-labs that were designed for the first term of the level 1 university Physics laboratory practice are given in the Appendix T. The project was extended from the university to the school area where cross-age analyses (measurements at one time with pupils of different age) of pupils' attitudes towards Science/Physics lessons were performed. Pupils from upper Primary P6/P7 up to Higher S5/S6 were involved in the research. These analyses have shown that patterns of Scottish pupils' attitudes towards Science/Physics lessons are not linear with age: attitudes of pupils who were self-selected towards the subject were not always more positive than attitudes of lower level pupils: primary school pupils' attitudes towards science lessons were significantly more positive than attitudes of secondary S2 pupils; pupils doing Standard Grade Physics course were similar in their evaluations of Physics lessons at both S3 and S4 levels; at Higher Grade Physics pupils' attitudes towards science lessons were significantly less positive than attitudes of Standard Grade Physics pupils. Pupils' attitudes towards Science/Physics lessons can be considered as a good indicator of pupils' reactions towards existing syllabuses in Science and Physics. Special attention in this study was devoted to the so-called "problem of girls in Physics". Separate analyses of boys' and girls' interests towards Physics topics

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

Science.gov (United States)

Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

Born Pupils? Natural Pedagogy and Cultural Pedagogy.

Science.gov (United States)

Heyes, Cecilia

2016-03-01

The theory of natural pedagogy is an important focus of research on the evolution and development of cultural learning. It proposes that we are born pupils; that human children genetically inherit a package of psychological adaptations that make them receptive to teaching. In this article, I first examine the components of the package-eye contact, contingencies, infant-directed speech, gaze cuing, and rational imitation-asking in each case whether current evidence indicates that the component is a reliable feature of infant behavior and a genetic adaptation for teaching. I then discuss three fundamental insights embodied in the theory: Imitation is not enough for cumulative cultural inheritance, the extra comes from blind trust, and tweaking is a powerful source of cognitive change. Combining the results of the empirical review with these insights, I argue that human receptivity to teaching is founded on nonspecific genetic adaptations for social bonding and social learning and acquires its species- and functionally specific features through the operation of domain-general processes of learning in sociocultural contexts. We engage, not in natural pedagogy, but in cultural pedagogy. © The Author(s) 2016.

The connection between students' out-of-school experiences and science learning

Science.gov (United States)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers

Taiwanese Students' Science Learning Self-Efficacy and Teacher and Student Science Hardiness: A Multilevel Model Approach

Science.gov (United States)

Wang, Ya-Ling; Tsai, Chin-Chung

2016-01-01

This study aimed to investigate the factors accounting for science learning self-efficacy (the specific beliefs that people have in their ability to complete tasks in science learning) from both the teacher and the student levels. We thus propose a multilevel model to delineate its relationships with teacher and student science hardiness (i.e.,…

The Manchester Color Wheel: validation in secondary school pupils.

Science.gov (United States)

Carruthers, Helen R; Magee, Linda; Osborne, Susan; Hall, Linda K; Whorwell, Peter J

2012-09-05

As part of our research programme into facilitating improved ways of communicating with patients, especially about more sensitive clinical issues, we have been investigating whether there are any non-verbal methods that might aid this process. One such approach is to ask patients to choose a color in response to a particular question, for instance about health or psychological status, and for this purpose we developed the Manchester Color Wheel (MCW). This instrument consists of positive, neutral and negative colors and its validation in normal adults and those with anxiety or depression showed that it is responsive to change and reproducible. It also has the capacity to identify a positive frame of mind. We concluded that it might be a particularly useful instrument in adolescents and therefore this study aimed to validate it in a secondary school. 620 pupils (aged 11-17 years, mean age 14.0 years, 298 (48.1%) males, 322 (51.9%) females) at Sale Grammar School in Greater Manchester were asked to relate their mood to a MCW color and also complete the Hospital Anxiety Depression (HAD) questionnaire. To give these pupils an experience in science, 197 were divided into four subgroups for an 'experiment' to ascertain whether, compared to controls, a change in mood color choice could be induced by participation in sport, music or art activities. Although mood color and HAD depression score are unlikely to be measuring exactly the same psychological state, a negative mood color was chosen by 62.5% of HAD depressed compared to only 14.5% of HAD normal pupils (p color was chosen by 48.9% of normal and only 18.8% of depressed pupils (p colors which reached significance for sport and music. This study confirms the potential utility of the MCW to rapidly and easily assess a variety of health issues in large populations, including adolescents. Some of our results should also be of interest to educationalists.

An exploration of equitable science teaching practices for students with learning disabilities

Science.gov (United States)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The

Preschool children's Collaborative Science Learning Scaffolded by Tablets

Science.gov (United States)

Fridberg, Marie; Thulin, Susanne; Redfors, Andreas

2017-06-01

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

"Getting Practical" and the National Network of Science Learning Centres

Science.gov (United States)

Chapman, Georgina; Langley, Mark; Skilling, Gus; Walker, John

2011-01-01

The national network of Science Learning Centres is a co-ordinating partner in the Getting Practical--Improving Practical Work in Science programme. The principle of training provision for the "Getting Practical" programme is a cascade model. Regional trainers employed by the national network of Science Learning Centres trained the cohort of local…

Everything is ok on YouTube! Quality assessment of YouTube videos on the topic of phacoemulsification in eyes with small pupil.

Science.gov (United States)

Aykut, Aslan; Kukner, Amber Senel; Karasu, Bugra; Palancıglu, Yeliz; Atmaca, Fatih; Aydogan, Tumay

2018-01-22

Usage of YouTube as an educational tool is gaining attention in academic research. To date, there has been no study on the content and quality of eye surgery videos on YouTube. The aim of this study was to analyze YouTube videos on phacoemulsification in eyes with small pupil. We searched for the phrases "small pupil cataract surgery," "small pupil phacoemulsification," "small pupil cataract surgery complications," and "small pupil phacoemulsification complications" in January 2015. Each resulting video was evaluated by all authors, and Krippendorff's alpha was calculated to measure agreement. Videos were classified according to pupil size (small/very small) in the beginning of the surgery, and whether pupillary diameter was large enough to continue surgery safely after pupillary dilation by the surgeon in the video (safe/not safe). Methods of dilatation were also analyzed. Any stated ocular comorbidity or surgical complications were noted. A total of 96 videos were reviewed. No mechanical intervention for pupillary dilatation was performed in 46 videos. Fifty-eight operated eyes had no stated ocular comorbidity. Ninety-five operations ended successfully without major complication. There was fair agreement between the evaluators regarding pupil sizes (Kα = 0.670) but poor agreement regarding safety (Kα = 0.337). YouTube videos on small pupil phacoemulsification have low complication rates when compared to the literature, although no reliable mechanical dilatation methods are used in almost half of these videos. Until YouTube's place in e-learning becomes clearer, we suggest that viewers be cautious regarding small pupil phacoemulsification videos on YouTube.

Connecting Students and Policymakers through Science and Service-Learning

Science.gov (United States)

Szymanski, D. W.

2017-12-01

Successful collaborations in community science require the participation of non-scientists as advocates for the use of science in addressing complex problems. This is especially true, but particularly difficult, with respect to the wicked problems of sustainability. The complicated, unsolvable, and inherently political nature of challenges like climate change can provoke cynicism and apathy about the use of science. While science education is a critical part of preparing all students to address wicked problems, it is not sufficient. Non-scientists must also learn how to advocate for the role of science in policy solutions. Fortunately, the transdisciplinary nature of sustainability provides a venue for engaging all undergraduates in community science, regardless of major. I describe a model for involving non-science majors in a form of service-learning, where the pursuit of community science becomes a powerful pedagogical tool for civic engagement. Bentley University is one of the few stand-alone business schools in the United States and provides an ideal venue to test this model, given that 95% of Bentley's 4000 undergraduates major in a business discipline. The technology-focused business program is combined with an integrated arts & sciences curriculum and experiential learning opportunities though the nationally recognized Bentley Service-Learning and Civic Engagement Center. In addition to a required general education core that includes the natural sciences, students may opt to complete a second major in liberal studies with thematic concentrations like Earth, Environment, and Global Sustainability. In the course Science in Environmental Policy, students may apply to complete a service-learning project for an additional course credit. The smaller group of students then act as consultants, conducting research for a non-profit organization in the Washington, D.C. area involved in geoscience policy. At the end of the semester, students travel to D.C. and present

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Science.gov (United States)

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-08-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.

Safe and sensible preprocessing and baseline correction of pupil-size data.

Science.gov (United States)

Mathôt, Sebastiaan; Fabius, Jasper; Van Heusden, Elle; Van der Stigchel, Stefan

2018-02-01

Measurement of pupil size (pupillometry) has recently gained renewed interest from psychologists, but there is little agreement on how pupil-size data is best analyzed. Here we focus on one aspect of pupillometric analyses: baseline correction, i.e., analyzing changes in pupil size relative to a baseline period. Baseline correction is useful in experiments that investigate the effect of some experimental manipulation on pupil size. In such experiments, baseline correction improves statistical power by taking into account random fluctuations in pupil size over time. However, we show that baseline correction can also distort data if unrealistically small pupil sizes are recorded during the baseline period, which can easily occur due to eye blinks, data loss, or other distortions. Divisive baseline correction (corrected pupil size = pupil size/baseline) is affected more strongly by such distortions than subtractive baseline correction (corrected pupil size = pupil size - baseline). We discuss the role of baseline correction as a part of preprocessing of pupillometric data, and make five recommendations: (1) before baseline correction, perform data preprocessing to mark missing and invalid data, but assume that some distortions will remain in the data; (2) use subtractive baseline correction; (3) visually compare your corrected and uncorrected data; (4) be wary of pupil-size effects that emerge faster than the latency of the pupillary response allows (within ±220 ms after the manipulation that induces the effect); and (5) remove trials on which baseline pupil size is unrealistically small (indicative of blinks and other distortions).

Effectiveness of computer-assisted learning in biology teaching in primary schools in Serbia

Directory of Open Access Journals (Sweden)

Županec Vera

2013-01-01

Full Text Available The paper analyzes the comparative effectiveness of Computer-Assisted Learning (CAL and the traditional teaching method in biology on primary school pupils. A stratified random sample consisted of 214 pupils from two primary schools in Novi Sad. The pupils in the experimental group learned the biology content (Chordate using CAL, whereas the pupils in the control group learned the same content using traditional teaching. The research design was the pretest-posttest equivalent groups design. All instruments (the pretest, the posttest and the retest contained the questions belonging to three different cognitive domains: knowing, applying, and reasoning. Arithmetic mean, standard deviation, and standard error were analyzed using the software package SPSS 14.0, and t-test was used in order to establish the difference between the same statistical indicators. The analysis of results of the post­test and the retest showed that the pupils from the CAL group achieved significantly higher quantity and quality of knowledge in all three cognitive domains than the pupils from the traditional group. The results accomplished by the pupils from the CAL group suggest that individual CAL should be more present in biology teaching in primary schools, with the aim of raising the quality of biology education in pupils. [Projekat Ministarstva nauke Republike Srbije, br. 179010: Quality of Educational System in Serbia in the European Perspective

Pupil Absenteeism and the Educational Psychologist

Science.gov (United States)

Carroll, H. C. M.

2015-01-01

From a review of the literature, it is concluded that (i) each form of pupil absenteeism relates to a heterogeneous group of children; (ii) because of such heterogeneity, those who are involved in assessment and intervention in relation to pupil absenteeism are faced with a demanding task; (iii) as a consequence of their education and training,…

Memorization techniques: Using mnemonics to learn fifth grade science terms

Science.gov (United States)

Garcia, Juan O.

The purpose of this study was to determine whether mnemonic instruction could assist students in learning fifth-grade science terminology more effectively than traditional-study methods of recall currently in practice The task was to examine if fifth-grade students were able to learn a mnemonic and then use it to understand science vocabulary; subsequently, to determine if students were able to remember the science terms after a period of time. The problem is that in general, elementary school students are not being successful in science achievement at the fifth grade level. In view of this problem, if science performance is increased at the elementary level, then it is likely that students will be successful when tested at the 8th and 10th grade in science with the Texas Assessment of Knowledge and Skills (TAKS) in the future. Two research questions were posited: (1) Is there a difference in recall achievement when a mnemonic such as method of loci, pegword method, or keyword method is used in learning fifth-grade science vocabulary as compared to the traditional-study method? (2) If using a mnemonic in learning fifth-grade science vocabulary was effective on recall achievement, would this achievement be maintained over a span of time? The need for this study was to assist students in learning science terms and concepts for state accountability purposes. The first assumption was that memorization techniques are not commonly applied in fifth-grade science classes in elementary schools. A second assumption was that mnemonic devices could be used successfully in learning science terms and increase long term retention. The first limitation was that the study was conducted on one campus in one school district in South Texas which limited the generalization of the study. The second limitation was that it included random assigned intact groups as opposed to random student assignment to fifth-grade classroom groups.

Large-scale Labeled Datasets to Fuel Earth Science Deep Learning Applications

Science.gov (United States)

Maskey, M.; Ramachandran, R.; Miller, J.

2017-12-01

Deep learning has revolutionized computer vision and natural language processing with various algorithms scaled using high-performance computing. However, generic large-scale labeled datasets such as the ImageNet are the fuel that drives the impressive accuracy of deep learning results. Large-scale labeled datasets already exist in domains such as medical science, but creating them in the Earth science domain is a challenge. While there are ways to apply deep learning using limited labeled datasets, there is a need in the Earth sciences for creating large-scale labeled datasets for benchmarking and scaling deep learning applications. At the NASA Marshall Space Flight Center, we are using deep learning for a variety of Earth science applications where we have encountered the need for large-scale labeled datasets. We will discuss our approaches for creating such datasets and why these datasets are just as valuable as deep learning algorithms. We will also describe successful usage of these large-scale labeled datasets with our deep learning based applications.

Learning and the transformative potential of citizen science.

Science.gov (United States)

Bela, Györgyi; Peltola, Taru; Young, Juliette C; Balázs, Bálint; Arpin, Isabelle; Pataki, György; Hauck, Jennifer; Kelemen, Eszter; Kopperoinen, Leena; Van Herzele, Ann; Keune, Hans; Hecker, Susanne; Suškevičs, Monika; Roy, Helen E; Itkonen, Pekka; Külvik, Mart; László, Miklós; Basnou, Corina; Pino, Joan; Bonn, Aletta

2016-10-01

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

Technological literacy of fifth and sixth grade pupils of primary school

OpenAIRE

Keše, Jaka

2016-01-01

The first part of this thesis contains a theoretical description of the importance of technology and technological literacy. It introduces the dimensions and standards of technological literacy for pupils aged 9 to 12, followed by a comparative analysis of the Slovenian curriculums of technical subjects (natural science, technical studies, engineering and technology). The thesis has two goals. The first is to evaluate the technological literacy rates among students in the 5th and 6th grade of...

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

Science.gov (United States)

Dunn, Karee E.; Lo, Wen-Juo

2015-01-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of…

Undergraduates' Perceived Gains and Ideas about Teaching and Learning Science from Participating in Science Education Outreach Programs

Science.gov (United States)

Carpenter, Stacey L.

2015-01-01

This study examined what undergraduate students gain and the ideas about science teaching and learning they develop from participating in K-12 science education outreach programs. Eleven undergraduates from seven outreach programs were interviewed individually about their experiences with outreach and what they learned about science teaching and…

Facilitating Creativity in Science Students' through Teacher ...

African Journals Online (AJOL)

The study ascertained how teachers facilitate the creativity skills of the Pupils as an outcome of professional development. 450 primary school pupils and 50 Basic science teachers in the primary schools were sampled. The study adopted the Solomon four group design. The Torrance Test for Creative thinking (TTCT) and ...

How do students navigate and learn from nonlinear science texts: Can metanavigation support promote science learning?

Science.gov (United States)

Stylianou, Agni

2003-06-01

Digital texts which are based on hypertext and hypermedia technologies are now being used to support science learning. Hypertext offers certain opportunities for learning as well as difficulties that challenge readers to become metacognitively aware of their navigation decisions in order to trade both meaning and structure while reading. The goal of this study was to investigate whether supporting sixth grade students to monitor and regulate their navigation behavior while reading from hypertext would lead to better navigation and learning. Metanavigation support in the form of prompts was provided to groups of students who used a hypertext system called CoMPASS to complete a design challenge. The metanavigation prompts aimed at encouraging students to understand the affordances of the navigational aids in CoMPASS and use them to guide their navigation. The study was conducted in a real classroom setting during the implementation of CoMPASS in sixth grade science classes. Multiple sources of group and individual data were collected and analyzed. Measures included student's individual performance in a pre-science knowledge test, the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a reading comprehension test and a concept map test. Process measures included log file information that captured group navigation paths during the use of CoMPASS. The results suggested that providing metanavigation support enabled the groups to make coherent transitions among the text units. Findings also revealed that reading comprehension, presence of metanavigation support and prior domain knowledge significantly predicted students' individual understanding of science. Implications for hypertext design and literacy research fields are discussed.

Supporting Three-Dimensional Science Learning: The Role of Curiosity-Driven Classroom Discourse

Science.gov (United States)

Johnson, Wendy Renae

2017-01-01

The National Research Council's "Framework for K-12 Science Education" (2011) presents a new vision for science education that calls for the integration of the three dimensions of science learning: science and engineering practices, crosscutting concepts, and disciplinary core ideas. Unlike previous conceptions of science learning that…

Game based learning for computer science education

NARCIS (Netherlands)

Schmitz, Birgit; Czauderna, André; Klemke, Roland; Specht, Marcus

2011-01-01

Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. van der Veer, P. B. Sloep, & M. van Eekelen (Eds.), Computer Science Education Research Conference (CSERC '11) (pp. 81-86). Heerlen, The Netherlands: Open Universiteit.

PRAGMATIC ABILITIES OF PUPILS WITH MILD INTELLECTUAL DISABILITIES

Directory of Open Access Journals (Sweden)

Mateja SHILC

2017-03-01

Full Text Available The research analyses characteristics of pragmatic abilities of storytelling of pupils with mild intellectual disabilities (MID, in the light of vocabulary characteristics, grammar structure and substantive structure of a story, considering their age and gender. The sample consists of 60 pupils with MID, aged 7 to 9, who attend special school. Child’s pragmatic abilities are assessed with The Storytelling Test. The research results reveal considerable progress of the older group in vocabulary, whereas the progress in grammatical and substantive structure was less substantial. When comparing achievements of pupils with MID according to the vocabulary, grammatical and substantive story structure, no gender differences are determined. A comparison of pragmatic abilities of younger and older groups of pupils with MID with the norms for peers with typical development shows minor deviation of the younger group. The research results reveal characteristics of pragmatic abilities of pupils with MID and can provide insights to speech therapists, teachers, special education teachers and counsellors when considering profiles of individuals that are taken as a basis for designing intervention programs. By implementing such program, we would encourage development of pragmatic abilities of pupils, thus affecting their academic achievements, communication competency and social skills.

Learning from Action Research about Science Teacher Preparation

Science.gov (United States)

Mitchener, Carole P.; Jackson, Wendy M.

2012-01-01

In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

Holocaust Denial among Slovenian Secondary School Pupils

Directory of Open Access Journals (Sweden)

Maša Pavlič

2015-06-01

Full Text Available The article presents tendencies of Holocaust denial among secondary school pupils in Slovenia. It focuses on research implemented in January 2012, in which 400 Slovenian secondary school pupils were included. In spite of the assumption that Holocaust denial amongst the youth in Slovenia already exists, we also assumed that a degree of Holocaust denial amongs Slovenian pupils is lower that amongst their peers in other EU countries. Research also inquired about the level of anti-Semitism in conjunction with Holocaust denial. The research project confirmed that students on lower levels of high school education and with less history and sociology lessons in curriculum are more receptive for the Holocaust denial and anti-Semitism is more present in this demographic. The level of Holocaust denial amongst secondary school pupils is not negligible; it suggests that this topic should be more thoroughly discussed in secondary schools.

Game-Based Learning in Science Education: A Review of Relevant Research

Science.gov (United States)

Li, Ming-Chaun; Tsai, Chin-Chung

2013-12-01

The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students' problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.

Pupils as GIS-Experts in the Context of Flood Risk - An Interactive Learning Environment for Secondary Schools

Science.gov (United States)

Goetzke, Roland; Hodam, Henryk; Rienow, Andreas; Voß, Kerstin

2013-04-01

Floods and their destructive consequences for local residents are distributed in the media periodically and are, accordingly, noticed by students. Especially the discussion about the impacts of an anthropogenic climate change on the frequency of extreme events reinforces the importance of addressing the subject in school curricula. Remote sensing and GIS offer a wide range of methods for analyzing problems of vulnerability and risk, but are normally not recognized in school education. Reasons for this are: teachers have not been taught how to use and interpret remote sensing data, and there is only little material or software which can be integrated into school lessons without considerable effort. The main goal of the German FIS-project ("Fernerkundung in Schulen" - "Remote Sensing in Schools") is the development of easy-to-use e-learning material in order to apply remote sensing methods in schools and thereby enforcing learning mechanisms based on the moderate constructivist learning theory. The interactive learning unit "Floods - Dealing with a constant threat" is a learning module for a double lesson that enables young students from age 12 to 16 to use geo data for a site analysis especially focusing on the threat of floods. Following a guiding question from a real-world situation, the students are in demand as experts for site analyses and, in the process, need to identify problems arising with a location decision. Their investigation includes measurements in the three-dimensional space of a study area near the Rhine River. Therefore the students are provided with data from a Digital Elevation Model (DEM), a satellite image and several GIS-layers. The different data sets have to be combined in order to achieve valuable results. At certain points the pupils need to reflect their decisions after incorporating new information against the background of flood risk. The presented learning module is designed in Flash and, thus, is platform-independent. It is freely

Academic language and the challenge of reading for learning about science.

Science.gov (United States)

Snow, Catherine E

2010-04-23

A major challenge to students learning science is the academic language in which science is written. Academic language is designed to be concise, precise, and authoritative. To achieve these goals, it uses sophisticated words and complex grammatical constructions that can disrupt reading comprehension and block learning. Students need help in learning academic vocabulary and how to process academic language if they are to become independent learners of science.

Assisting Pupils in Mathematics Achievement (The Common Core Standards)

Science.gov (United States)

Ediger, Marlow

2011-01-01

Mathematics teachers must expect reasonably high standards of achievement from pupils. Too frequently, pupils attain at a substandard level and more optimal achievement is necessary. Thus, pupils should have self esteem needs met in the school and classroom setting. Thus, learners feel that mathematics is worthwhile and effort must be put forth to…

The Violence of Cultural Difference: Accommodation and Oppositional Practices of Muslim Pupils in a Public Primary School in Metro Manila

Directory of Open Access Journals (Sweden)

Gerry M. Lanuza

2010-06-01

Full Text Available Primary schools are supposed to provide a haven for young people to learn respect for individual differences and cultural diversity. However, schools often do not acknowledge cultural differences among their pupils or do not consciously consider the dynamics of these cultural differences in the school, which may lead to a simmering violence. This paper is an attempt to document the ways in which minority Muslim pupils in a primary public school develop different strategies of accommodation, assimilation, and resistance to the mainstream culture of the school.

Learning design for science teacher training and educational development

DEFF Research Database (Denmark)

Bjælde, Ole Eggers; Caspersen, Michael E.; Godsk, Mikkel

This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing and tran......This paper presents the impact and perception of two initiatives at the Faculty of Science and Technology, Aarhus University: the teacher training module ‘Digital Learning Design’ (DiLD) for assistant professors and postdocs, and the STREAM learning design model and toolkit for enhancing...... and transforming modules. Both DiLD and the STREAM model have proven to be effective and scalable approaches to encourage educators across all career steps to embrace the potentials of educational technology in science higher education. Moreover, the transformed modules have resulted in higher student satisfaction...

Culture Studies and Motivation in Foreign and Second Language Learning in Taiwan.

Science.gov (United States)

Ho, Meng-Ching

1998-01-01

Investigated the potentiality that culture studies has to motivate Tawainese junior-high-school pupils to learn English, and tried to establish the relations between pupil interests in culture studies and their orientations, attitudes, and motivation toward learning English. Grade 1 and 2 students (n=480) from Taipei City and Taipei County…

Development and evaluation of an internet-based blended-learning module in biomedicine for university applicants--Education as a challenge for the future.

Science.gov (United States)

Klümper, Christian; Neunzehn, Jörg; Wegmann, Ute; Kruppke, Benjamin; Joos, Ulrich; Wiesmann, Hans Peter

2016-03-25

Biomedical science, especially biomaterials, is an expanding field in medicine. Universities are being challenged to gain the best students for a later academic career. Pre-university assessment of pupils has become crucial to reach this aim. Blended learning is an emerging paradigm for science education even though it has not yet been rigorously assessed, especially in the pupil/undergraduate situation. The aim of the study was to develop and preliminarily test a blended-learning system in biomedicine for university applicants. An internet-based blended-learning module in material science was developed in close collaboration between a university (Biomaterials Department, Dresden TU), a German Gymnasium and an internationally oriented medical college (IMC®, Münster). Forty pre-university students were taught by this learning module composed of school education and internet-based knowledge transfer and involved in the evaluation of the utility of this learning tool. Finally, the students took first-year university examinations in order to evaluate the success of this kind of education. The internet-based blended-learning module as a combination of e-learning tutorials and live online lectures which was applied in phase 3 of this study was developed on the basis of the findings of both pre-university studies. The results of the learning behavior regarding the number of invokes and the dwell time of the individual pages of the pre-university learning material, the results of the online evaluation and the results of the pre-phase examination were successively used to optimize the next phase. At the end of the pre-university learning, seven of eight participants were able to pass the first-year university examination followed by nationally accepted credit award. Internet-based blended-learning module proved to be suitable to prepare students for biomedical university education while also giving them the possibility to assess their qualifications for studying

Pupils' Humour Directed at Teachers: Its Types and Functions

Science.gov (United States)

Šedová, Klára

2013-01-01

Based on an analysis of 137 texts written by pupils, this paper examines pupils' humour directed at teachers, its types and social functions. The collected data are divided into three categories that describe different modes of teachers as targets of pupils' humour. The first mode describes teachers as unintentionally comical, the second as duped…

prevalence of rheumatic heart disease among primary school pupils

African Journals Online (AJOL)

2013-01-01

Jan 1, 2013 ... ABSTRACT. Objective: To determine the prevalence of RHD among primary school pupils in Egor ... Results: Of the 1764 pupils recruited, 900 (51.02%) were females while 864 (48.98%) were males. The mean age of the pupils was 8.86 ± 2.14 years. ..... of socio-economic class in voluntary infertility control.

Cyberbullying: Its Nature and Impact in Secondary School Pupils

Science.gov (United States)

Smith, Peter K.; Mahdavi, Jess; Carvalho, Manuel; Fisher, Sonja; Russell, Shanette; Tippett, Neil

2008-01-01

Background: Cyberbullying describes bullying using mobile phones and the internet. Most previous studies have focused on the prevalence of text message and email bullying. Methods: Two surveys with pupils aged 11-16 years: (1) 92 pupils from 14 schools, supplemented by focus groups; (2) 533 pupils from 5 schools, to assess the generalisability of…

Teaching science problem based learning (PBL) implementation of rocks and minerals

Science.gov (United States)

Almeida, Carla; Ruas, Fátima; Godinho, Margarida; Martins, Anabela

2016-04-01

Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists of finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. (I) First the teacher asks some questions related to the implementation of rocks and minerals in the schooĺs area and in our life. (II) Then the teacher leads students to an area of the city (Avenida dos Aliados - Porto) and asks them to look at the buildings and the objects there are. They should take pictures and notes. (III) Finally, in the classroom, the teacher gives an object (phone, CD, lamp, lipstick, dish/cup, etc.) to each group and asks them to do a research to find out what materials they contain or are made of. The teacher helps students to think about where and how they can find information about the subject. Students should proceed with their research by presenting the results to their colleagues, discussing in groups, doing brainstorming and collaborating in the learning process. After the discussion the students must present their conclusions. The main aims are: to report some applications of rocks in society; to recognize the rocks used in some buildings of the region where the school is located; to respect and preserve the traditional architecture of the rocks in each region; and to raise awareness among young people about environmental issues of preservation and sustainability of our planet. The teacher finishes the lesson, asking some other questions: Will it be possible to use the natural resources of other planets? Can human beings use them to their advantage? This educational approach motivates students towards science, helping them to solve problems from their daily life and in collaborative work. The cognitive strand continues to be the most valued for pupils.

Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

Directory of Open Access Journals (Sweden)

Nadi SUPRAPTO

2017-10-01

Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Architectural accessibility of shools: Implications for individual education plans for pupils with physical disabilities

Directory of Open Access Journals (Sweden)

Nikolić Snežana

2015-01-01

Full Text Available In available studies of inclusive practice and IEP, emphasis was placed on the activities undertaken to reach the accessibility of teaching programs for students with special needs. Architectural accessibility of schools and its implementation for IEP has not been researched enough. The main aim of this research was to highlight the importance of architectural barriers for the process of creating IEP for pupils with physical disabilities, trough determining a current situation in regular elementary schools in Belgrade. An observation list, with 38 variables of architectural accessibility was used in this research. The sample consisted of 12 elementary schools in “Zvezdara” Municipality, Belgrade. The results show that there is complete architectural accessibility in nine out of 38 variables. All nine variables belong to “universal design”. In other variables, elements that measure specific components of architectural accessibility for pupils with physical disabilities mainly intermit. This must be taken into consideration when we discuss IEP, primarily from the aspect of planning additional help and support to professionals, providing additional time for pupils’ work and learning in class, and providing adequate place for learning.