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The Safety of Science Activities in an Inclusive Elementary Classroom  [PDF]
Retha Meier, Nikki L. Murdick, Cara Lytle
Open Journal of Social Sciences (JSS) , 2014, DOI: 10.4236/jss.2014.29046
Abstract: As elementary teachers engage their students in scientific inquiry, they often turn to the internet as a resource for rapidly locating scientific activities to use in an inclusive classroom. In these circumstances, however, how can the elementary level teacher know whether the science activities are safe? Even if safety is included within the activities, how does the elementary level teacher know if all safety issues have adequately been addressed? The purpose of this article is to highlight potential safety concerns involving elementary science activities and to provide a checklist to use when evaluating the safety of science activities prior to implementing these activities within the inclusive classroom. If the use of the checklist calls attention to a safety concern in a particular activity, we suggest trying to modify the activity first to make it safe. If the activity cannot be modified to eliminate all safety concerns, then it is recommended that the elementary level teacher search for a different activity that does not pose any hazards. The checklist and supporting back-ground information provided within this paper is intended to help teachers confidently provide a positive learning environment in which all students can safely learn science through inquiry and exploration.
Physical Science: A revitalization of the traditional course by avatars of Hollywood in the physics classroom  [PDF]
C. J. Efthimiou,R. Llewellyn
Physics , 2003,
Abstract: National studies conducted over many years show that, while most Americans are interested in science and support federal funding of scientific research, the scientific literacy of the public is very low. Why this situation exists and who is responsible are not easy questions to answer. This paper describes a project aimed at addressing that problem, at least among college students, by re-designing the general education physical science course, common in most colleges and universities, to teach basic physics principles via the physics found in films, particularly the action films popular among today's students. Results of the first year's trial of the `Physics in Films' approach are more than promising, they may be pointing the way to the solution of the problem.
Discussion and analysis of physics examination questions under the new curriculum standards for high school entrance examinations  [cached]
HongYing LU,XianQiu WU
Asia-Pacific Forum on Science Learning and Teaching , 2004,
Abstract: The physics questions in the high school entrance examinations will be set by integrating the concept of science-technology-society, relating with actual problems in our daily-life or society, assessing students' ability to explore science, and paying attention to the infiltration among subjects. Those emphases lead into the new achievement of physical science which is done in accordance with the constructivist views of learning and so they can facilitate the implementation of the new science curriculum standards, promote the reform of classroom science teaching processes, and enhance the students' scientific literacy.
The status quo of the science education in Guangxi middle school
Xiaoqin LAI
Asia-Pacific Forum on Science Learning and Teaching , 2006,
Abstract: 17 middle school principals were surveyed by means of the questionnaires and interview to investigate the status quo of the science education in Guangxi middle school, including students’ science learning time in classroom, science teachers’ morale, students’ morale, the quality of school’s human and material resources, and obstacles in science education. The results showed that physics and chemistry learning time in classroom were more than that of geography and biology. Although some schools had effective science teachers and computer resources, many schools were short of them, and the ratios of student-science teacher, student-computer and teacher-computer are high, especially in junior secondary schools. The results also revealed that many science teachers had great enthusiasm and new ideas in science teaching and reform. Furthermore, most students had positive attitude in science study, they were cooperative and respectful, but were not being provided enough opportunities to achieve their full potential. Finally, some suggestions were given to improve the quality of basic science education.
Transforming High School Physics with Modeling and Computation  [PDF]
John M. Aiken
Physics , 2013,
Abstract: The Engage to Excel (PCAST) report, the National Research Council's Framework for K-12 Science Education, and the Next Generation Science Standards all call for transforming the physics classroom into an environment that teaches students real scientific practices. This work describes the early stages of one such attempt to transform a high school physics classroom. Specifically, a series of model-building and computational modeling exercises were piloted in a ninth grade Physics First classroom. Student use of computation was assessed using a proctored programming assignment, where the students produced and discussed a computational model of a baseball in motion via a high-level programming environment (VPython). Student views on computation and its link to mechanics was assessed with a written essay and a series of think-aloud interviews. This pilot study shows computation's ability for connecting scientific practice to the high school science classroom.
Physics teaching in a public school: an ethnographic case study with an epistemological bias  [PDF]
Neusa T. Massoni,Marco Antonio Moreira
Investiga??es em Ensino de Ciências , 2012,
Abstract: This paper is a classroom ethnography. Ethnography in a research strategy that attempts to comprehensively describe a culture, in this case the culture of a physics classroom in the 12th grade of a public high school in Porto Alegre, Brazil. This study is part of a larger scope study designed to investigate the contributions of contemporary views of the nature of science to the improvement of physics teaching. It is in sense that this paper assumes an epistemological perspective. The physics teacher that was observed had conceptions partially aligned to those epistemological views, however, although our initial intention was to search for relationships between her conceptions an her teaching practices we ended up with a detailed interpretative description of the classroom reality that revealed relevant aspects to the comprehension of such a culture and to the teaching and learning process in physics. This interpretative description is what we present here.
Teaching Science Education with Poetry  [PDF]
Larissa Macal?o Barbosa, Braulio Fonseca, Rossano André Dal-Farra, Leticia Azambuja Lopes
Creative Education (CE) , 2014, DOI: 10.4236/ce.2014.519195
Abstract: The main objective of this paper is to describe the process of integration of the disciplines of arts and sciences through poems written by pupils of a public school in southern Brazil. First, the teachers wrote and read a poem in classroom for pupils of the fifth to eighth grade. After, pupils wrote a poem about science subjects, aiming to improve the learning of concepts of physics, chemistry, and biology inspired by their own poetic vision on science and nature. The results address the work to improve the utilization of poetry in learning science, contributing to the development of an interdisciplinary method integrating different sources of knowledge and, mainly, students, teachers, and learning.
History of Science in Physics Teaching: A Study About the Teaching of Gravitational Attraction Developed Among Prospective Teachers  [PDF]
Sandra Regina Teodoro Gatti,Roberto Nardi,Dirceu da Silva
Investiga??es em Ensino de Ciências , 2010,
Abstract: We report here some outcomes of a research related to a didactical experience aiming to integrate the History of Science to the Physics Teaching, taking as background the historical development of the gravitational attraction. The research, of qualitative approach, is a case study and it was carried out in a sample of eleven students belonging to an undergraduate physics program (called licenciatura in Brazil) designed to from High School physics teachers in a S o Paulo State Public University. We tried initially to reveal prospective teachers’ conceptions in order to provide a prepare that was used to guide the activities from the reality’s diagnosis. The aim was to promote discussions on the existence and persistence of alternative conceptions, on the historical evolution of the subject gravitational attraction, through readings and debates of texts contemplating recent subjects on the Science Education research, in order to generate dissatisfaction with traditional teaching models. The future High School physics teachers were asked to construct their own teaching proposal, through the development, in real situations, in a High School, of a mini-course based on: debates and synthesis developed in University classroom, the History of the Science and the student’s alternative conceptions. In this paper we will analyze future teachers’ alternative conceptions, the development of the course proposed, and details of the mini-courses taught by the prospective teachers in real situations, among High School students, its coherence and the posture changes observed in them.
Relative Abstract Nature of the Three Core Science Subjects at the Senior Secondary Level in Nigeria as Exemplified by Classroom Interaction Patterns
Emmanuel E Achor,Chukwunoye E. OCHONOGOR,Stephen A. DA?KWO
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2011,
Abstract: This study examined relative abstract nature of Biology, Chemistry and Physics offered at the senior secondary schools (SSS) in Ankpa education zone of Kogi State of Nigeria based on the analysis of classroom interactions. In each of the three comparable public schools used, the same class of Senior Secondary 2 (SS 2) or 11th grade students were each taught Biology, Chemistry and Physics. In each school, reproduction, chemical kinetics and refraction were taught in Biology, Chemistry and Physics respectively. The researchers personally took record of interactions during the 9 periods (taught by 9 science teachers) lasting for 35 minutes each using Flanders’ Interaction Analysis Categories (FIAC). Inter observer’s rater reliability was 0.69 using Scott’s Phi coefficient. Using a 10 by 10 matrix and percentage for final analysis, the extent of students’ participation in the lesson which its decreasing order was used to estimate the degree of the abstract nature or difficulty experienced in each subject was determined. The result revealed that the physical sciences were more abstract than the biological science with physics having the highest index. There was no close match between teachers’ level of motivation during the lessons and students’ participation except in Biology. Consequent upon these, it was recommended that chemistry and physics teachers should always ensure that there is a close match between cognitive ability of learners and cognitive demands of the subjects or lessons taught; that concrete teaching materials be used in the two more abstract subjects to reduce the formal reasoning or abstract requirements in the lessons to concrete demand levels, among others.
Classroom culture in a course on History and Epistemology of Physics for prospective physics teachers  [PDF]
Neusa Teresinha Massoni,Marco Antonio Moreira
Investiga??es em Ensino de Ciências , 2007,
Abstract: This paper attempts to describe the construction process of a contextualized descriptive comprehension of the classroom culture of a subject on History and Epistemology of Physics pertaining to the curriculum of a teacher preparation course in a federal public university. In order to do that, participative observation of daily classroom activities was carried out during a one year period of time. The narrative of this process is extensive full of details that suggest some charges in students’ conceptions of science and, at the same time, how deeply rosted are some other ones.
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