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2015, Schoolbag
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Aiming to make his lessons more engaging, Dr Muhammad Nazir bin Amir, Lead Teacher (Science), devised a set of teaching strategies to bring the real world into the classroom.
1998
In both Britain and Japan, edueation is in flux, Each nation be]ieves that the other holds an important key to a better, more relevant science edueation, Science educationin in each nation faces similar challenges. These include concerns that school science is not engaging sufficiently the imagination and enthusiasm of young people, that it is not providing employers with sufficient recruits having appropriate skH]s, and that the public is not well lnformed about or sympathetic to science, even though it is the driving force of modern culture, It is proposed that to counter these challeng ¢ s there is a major need to adapt our education systems in order to enable studen[s of all ages and abilities to have some appropriate direct experience of sharing in `'Science for・ Rea]:' in science as it is used by real people to solve real problems in the real world. Already there is convincing anecdotal evidence that such Science for Real programmes are effective, but the scope of such schemes needs to be extencled and backed by a programme of teacher-centred education research. The UK-Japan Science, Creativity and the Young Mind Workshops (1994. 1996, l998) confirm the view that mueh ls to be gained by sharing experiences between grassroots practitloners ln our two nations.
2001
Science may be simply defined as a way of finding out about how the world works. It is often viewed as objective and being built on a step-wise procedural base. The question arises as to whether school science needs to be different to cutting-edge (‘real’) science since the outcomes have different purposes, one requiring scientific breakthroughs, the other being imitative and simple. The divergence between these two realities of science impacts on the development of science curricula in that relevance for students, rather than purely imitating real science, steers science curricula.
Journal of Biological Education, 2018
Science & Education, 2013
The purpose of the workshop was to bring together historians and philosophers of science and science education researchers to discuss how to improve teaching and learning of how science works in science education. (The term how science works was considered appropriately inclusive. For brevity we will also use the more familiar NOS). The workshop had 30 participants from 12 countries (Cyprus, USA,
Early Childhood Education Journal, 2006
All existing perceived perception views science learning as a complex and multidimensional process that involves understanding science concepts and skills in designing and carrying out scientific inquiry and feelings and attitudes toward science. Teachers need sound conceptual understanding of nature of science and a transformative epistemology and pedagogy. This study comprising 20 pre-service teachers and 723 learners shows that the six strands of learning in the informal setting can be applied in a formal setup also. Transaction of science lessons applying learning strands provoked interest and generated curiosity among the learners to know something more beyond the textbooks and the class interactions. Students were found more reflecting, participating and engaged as a way of knowing and thinking. It also shows enhancement of their epistemic understanding of science. The teachers could also understand the learning contexts of their students and modify their planning as per the need of the specific context.
International Journal of Science Education, 1996
International Journal of …, 2003
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards.Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre-and in-service science teachers.
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