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Measurement and assessment for science education in the Turkish educational context: Problems and reflections  [cached]
Mehmet Kü?üK,Salih ?EPN?
Asia-Pacific Forum on Science Learning and Teaching , 2004,
Abstract: Research on teaching and learning supports the movement toward new assessment approaches. Educational assessment has an important effect on learners' growth, achievement and self-esteem. International literature includes a series of conceptual models that introduce the means and importance of student assessment from different perspectives. In this article, first we examined these new trends and focused on some new assessment methods in science education and then looked at the Turkish context based on the discussed criteria for science assessment. Then we analyzed some thoughts about the future of science assessment.
The Aesthetic Appreciation of Nature in School Science Education: How Science Learning Can Help Raise Environmental Awareness  [PDF]
Yannis Hadzigeorgiou, Mary Kampouropoulou, Persa Fokiali
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.68077
Abstract: This paper focuses upon the problem of raising environmental awareness in the context of school science education through an aesthetic appreciation of natural phenomena. In distinguishing between school learning and what could be called “conscious learning”, the paper explores the role that such an aesthetic appreciation of nature, and more specifically of natural entities, such as trees, laves, water drops, crystals, and phenomena, such as, flashes of lightning, aurora borealis, the water cycle, volcanic eruptions and stellar explosions, can be an integral part of science teaching, which, in turn, can help raise in students environmental awareness.
On the Importance of Scientific Reasoning Methods in Science Education in the Context of Science's Rationality Problem of Philosophy of Science  [PDF]
Davut Sar?ta?,Yüksel Tufan
Maarif Mektepleri-International Journal of Educational Sciences , 2017, DOI: -
Abstract: To understand science, besides doing a science; it is necessary to evaluate it with historical, philosophical, sociological and even psychological context. Philosophy of Science, as an understanding activity on science, it must also be a critical factor in defining the nature of science. Philosophy of Science take the science with epistemology and ontology dimensions and problem areas such as methodological and rational aspects. Since a long time, it is emphasized that the statements given by the philosophy of science are also valuable in terms of science education. In this study, the nature of science in the context of science literacy, the key concepts of present-day science education, is discussed in the light of the rationality problem of science, which is an important topic of discussion of science philosophy. In this context, the possible contributions of science philosophy to the nature of science in science education are mentioned and some suggestions are presented.
Mastery learning in the context of university education
WONG Bin Sheng,KANG Lifeng
Journal of the NUS Teaching Academy , 2012,
Abstract: Developed by Benjamin Bloom in the 1970s, Mastery Learning (ML)is a pedagogical approach that aims to circumvent the problemsof conventional group-based teaching and one-to-one individualtutoring, so that better academic perfor mance can be achieved in amore realistic and cost-effective manner. While ML has consistentlyproduced positive effects on the students’ academic and affectiveoutcomes, the amplitude of its benefit has been the subject offrequent contentions. The discrepancies are primarily due to theinterplay of multiple extraneous factors that can either diminish orpromote the success of ML. Bearing in mind the numerous factorscapable of influencing the overall effectiveness of ML, is ML stillamendable for university education in the 21stcent u r y? This reviewwill first provide background to ML, followed by the merits andissues associated with its use. Different factors that can affectthe effectiveness of ML will subsequently be examined. Lastly,modifications to better tailor ML for university education will besuggested and discussed. It was found that several unique featuresof the university curriculum promote the use of ML. ML can befurther modified to better suit university education by combiningwith modern information technology and other effective teachingmethods.
Thinking about Creativity in Science Education  [PDF]
Yannis Hadzigeorgiou, Persa Fokialis, Mary Kabouropoulou
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.35089
Abstract: In this paper we discuss the notion of creativity in the contexts of science and science education. In doing so, we consider and reflect on some taken-for-granted ideas associated with school science creativity, such as inquiry science, and integrating art and science, while we search for a notion of scientific creativity that is compatible with both the nature of science and the general notion of creativity, and also realistic in the context of school science education. We then propose a number of activities/strategies that encourage creativity, and more specifically imaginative/creative thinking, through the learning of school science.
Study of Blended Learning Process in Education Context  [cached]
Asif Irshad Khan,Noor-ul-Qayyum,Mahaboob Sharief Shaik,Abdullah Maresh Ali
International Journal of Modern Education and Computer Science , 2012,
Abstract: Education is one of the areas that are experiencing phenomenal changes as a result of the advancement and use of information technology. Mobile and e-learning are already facilitating the teaching and learning experience with the use of latest channels and technologies. Blended learning is a potential outcome of advanced technology based learning system. The charm of blended learning approach lies in the adaptation of technology aided learning methods in addition to the existing traditional based learning. With the introduction of technology, the overall learning as well as teaching experience is considerably enhanced by covering negative aspects of the traditional approach. In this paper a blended learning model for higher education where traditional classroom lectures are supported via e-learning.
Science education through open and distance learning at Higher Education level
Amrita NIGAM
The Turkish Online Journal of Distance Education , 2007,
Abstract: The changes faced by the society in the past few decades brought revolution in all areas. The job requirements have undergone change tremendously. The emergence of e-culture, e-education, e-governance, e-training, e-work sites and so on questioned the capacity of conventional face to face education in catering to all and relevance of existing job related skills to a great extent in the emerging global society. Today, every one has to update his/her educational and/or professional skills and competencies to cope up with the emerging work challenges. This is more so in the field of science and technology. At the same time, it is impossible to cater to educational and training opportunities to one and all those who aspire for it through the conventional set up. The distance and open learning (ODL) seems to be one of the viable alternatives. Today, the success and viability of ODL is accepted globally. Coulter (1989), through a study demonstrated that ODL is a cost-effective medium in providing educational opportunities. Similarly Holmberg (1981) also mentioned ODL as a systematic teaching-learning medium by using variety of medium for imparting learning. The present study is an attempt to study the experiences of the open science learners of IGNOU on different aspect of the science higher education. Here a questionnaire was used to collect the data and responses from 81 students enrolled for B. Sc. from IGNOU were collected. The findings of the study reported that society has undergone drastic changes in the last few decades. The revolution led due to Information and Communication Technologies (ICTs) have widely affected all aspects of society. The emerging jobs require entirely new skills and competencies i.e., employment in BPOs or switching over to e-governance, e-Banking and e- based sectors. Even e-learning has made numerous expectations from teachers and other personnel. The use of ICTs in almost every field needs adequately trained workers so that they can work efficiently and effectively. The training and retraining avenues in the conventional system is grossly inadequate to cope up with the present and future demands. In this situation open and distance education is the available alternative.
Reviewed by Onur DONMEZ
The Turkish Online Journal of Distance Education , 2011,
Abstract: Information and Communication Technologies (ICTs) have pervaded and changed much of our lives both on individual and societal scales. PCs, notebooks, tablets, cell phones, RSS feeds, emails, podcasts, tweets, social networks are all technologies we are familiar with and we are intensively using them in our daily lives. It is safe to say that our lives are becoming more and more digitized day by day.We have already invented bunch of terms to refer effects of these technologies on our lives. Digital nomads, grasshopper minds, millennium learners, digital natives, information age, knowledge building, knowledge society, network society are all terms invented to refer societal changes motivated by ICTs. New opportunities provided by ICTs are also shaping skill and quality demands of the next age. Individuals have to match these qualities if they want to earn their rightful places in tomorrow‘s world. Education is of course the sole light to guide them in their transformation to tomorrow‘s individual. One question arises however: ―are today‘s educational paradigms and practices ready to confront such a challenge?‖ There is a coherent and strong opinion among educators that the answer is ―NO‖. ―Today‘s students think and process information fundamentally differently from their predecessors‖(Prensky, 2001). And education has to keep pace with these students and their needs. But how? Khine & Saleh managed to gather distinguished colleagues around this question within their book titled ―New Science of Learning: Cognition, Computers and Collaboration‖. The book is composed of 29 chapters within three major topics which are: cognition, computers and collaboration.
Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education
Bharat Mehra,Ann P. Bishop
International Journal of Progressive Education , 2007,
Abstract: This paper draws upon a case study of library and information science (LIS) international doctoral students in the United States and documents their perspectives to identify ways to further internationalization. Internationalization is defined as incorporating non-US issues and elements into LIS education. The study explores internationalization in the context of a “two-way” learning process in which international students gain from the discipline, but also LIS education gains from the cross-cultural experiences of the students. Documenting the perspectives of LIS international doctoral students provides a critical outlook by giving voice to an under-represented group. It also becomes a methodological strategy to represent global diversity and facilitate cross-cultural exchange.
Rethink Science Education  [cached]
Asia-Pacific Forum on Science Learning and Teaching , 2003,
Abstract: Whereas change in school science is slow, the pace of scientific and technological development within society is great, so much so that there is a danger that the changing world leaves science education behind. This is not only in terms of content and its related conceptual understanding, but also in its approach, its field of operation and the skills demanded of the teacher. In addressing these concerns, research in a science education context has tended to focus on the following problem areas: (a) the unpopularity of science subjects among students, where less and less students are thinking about careers in science and further study in science related areas (Krajcik et al., 2001; UNESCO,1999); (b) the irrelevance of science for students as taught in schools. Students do not see science useful for their lives and future developments (Osborne & Collins, 2001; Holbrook, 1998; Pak, 1997; Yager, 1996); (c) the static nature of the science content, overloaded with facts and theories taken from the past (Krajcik et al., 2001; Rannikmae, 2001). This bears little relationship with everyday needs; (d) student perception of school science as dominated by content with too much repetition and too little challenge (Osborne & Collins, 2001; Sjoberg, 2001); (e) isolation of science education from the values components of education and communication. Science education tends to be portrayed as value free, yet at the same time, the community needs increasingly to address moral and ethical issues and related problems (Anderson, et al., 1992; Holbrook, 1992; Layton, 1986); (f) teaching that is lacking attention to higher order learning among students has limited the development of problem-solving and decision-making skills among school graduates (Anderson et al., 1992; Zoller, 1993; Tal et al., 2001). These areas of focus are interrelated, even though they are addressing and highlighting issues in different contexts of science education. In general, all can be discussed within two domains: teacher's lack of training to teach higher order cognitive skills (problem-solving, decision-making) to students, and concerns for the context in which the science content is taught by teachers. It seems there is a need to rethink the rationale for teaching science in schools. Essential to this is determining the meaning of "science education", or "school science" and its relationship, if any, to other subjects in the school curriculum. A major consideration is to consider the place of science education within the context of education as a whole. Students go to school to be educated, or
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