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Search Results: 1 - 10 of 16146 matches for " Science and technology course "
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Elementary Teachers’ Views About Homework Process In Science and Technology Course
Ali ERSOY,?engül S. ANAGüN
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2009,
Abstract: Researches on the application of Science and Technology course indicates that teachers have various problems about homework. That is, homework is seen as a part of teaching-learning process at Science and Technology Course Curriculum which was applied in 2005-2006 academic year. The main purpose of this study is to examine teachers’ opinions about homework process. The research has been conducted qualitatively. Data were collected from eight elementary school teachers working at two elementary schools through semi-structured interviews in 2007-2008 academic year. The data were analyzed in descriptive data analysis methods. The findings showed that the teachers give homework mostly for the purpose of reinforcement, and asked for homework that prevents creative skills. Research findings also indicated that teachers have problems about homework with regard to web, students, and their parents.
An Investigation of Primary School Teachers’ Beliefs on Teaching-Learning Processes in Science and Technology Course in Terms of Constructivism
?engül S. Anagün,Pelin Yal??no?lu,Ali Ersoy
Journal of Theoretical Educational Science , 2012,
Abstract: The purpose of this study was to examine primary school teachers’ beliefs on teaching-learning processes in science and technology course which is offered in the 4-5th grade primary school curriculum. The study was designed as a qualitative phenomenological study. Participants were 15 primary school teachers who were teaching 4th or 5th graders during the 2008-2009 academic year. Data were collected through semi-structured interviews. Content analyses were conducted in order to generate themes and quotations were used to support findings. Results of the study indicated that nine teachers were in the stage of transition from teacher-centered approach to student-centered approach. Only five teachers showed evidence that they used a student-centered approach while teaching and one teacher presented ideas of teacher-centered approach. Results indicated that most of the participants in this study were not practicing based on constructivist teaching philosophy in science and technology course. Professional development programs, which emphasize constructivist teaching philosophy and practices, should be available for primary school teachers.
Effects of the layered curriculum on student’s success, permanence and attitudes in Science and Technology Course
Mehmet Nuri G?mleksiz,Serav Bi?er
International Journal of Human Sciences , 2012,
Abstract: This study aims to determine the effects of the layered curriculum on students’ achievement, permanence and attitudes towards Science and Technology course. The research was conducted with two classes including an experimental and a control class at 6th grade of Elazig stiklal Primary School in 2009-2010 academic year. Mixed research model that utilize both quantitative and qualitative research methods together was preferred in this research. To that end, achievement test and attitude scale were used as the data collection tool and observations and interviews were performed. While the course was lectured using the layered curriculum for the experimental group, the traditional teaching method was used for the control group. While average difficulty of the test was found to be 0.55, KR-20 value was 0.86. While KMO value of the scale was measured as .837, Bartlett test result was calculated to be 1544.231. The Cronbach Alpha reliability coefficient of the scale was found to be α= 0.898. Spearman-Brown reliability coefficient was calculated to be .860, Gutmann Split-Half reliability coefficient was found to be .855 olarak bulunmu tur. For the analysis of the quantitative data, Levene’s test, independent groups t-test, paired groups t test and MWU test were used. The analysis of the qualitative data was interpreted using NVIVO. As a result of the research, it was concluded that the layered curriculum affected favorably students’ achievements and their attitudes towards the course. When the findings obtained from the results of the interviews and observations were evaluated, it was found that those findings were parallel with the findings obtained from the achievement test and attitude scale. To this end, some recommendations have been developed and presented.
The Effects of Multiple Intelligences Instructional Strategy on the Environmental Awareness Knowledgeand Environmental Attitude Levels of Elementary Students in Science Course
G?khan BAS
International Electronic Journal of Environmental Education , 2013,
Abstract: The aim of the research was to investigate the effects of Multiple Intelligences strategy and traditional methods of instruction on elementary students’ environmental awareness knowledge levels and their attitudes towards the environment. The pre/post-test controlgroup research model was used in this study. The research was carried out in 2009 – 2010 education-instruction year in an elementary school in Nigde, Turkiye. Totally 60 students in two different classes in the 7th grade of this school participated in the study. The data obtained in the study were analysed by the computer programme SPSS 15.0. The arithmetic means and standard deviations were calculated for each group. In order to test the significance between the groups, the t-test was used. The significance level was taken as .05. The results of the research showed a significant difference between the environmental awareness knowledge levels and attitude scores of the experiment groupand the control group. It was also found out that the multiple intelligences instructional strategy activities were more effective in the positive development of the students’ attitudes and their environmental awareness knowledge levels. At the end of the research,it is revealed that the students who are educated by Multiple Intelligences instructional strategy have more environmental awareness knowledge levels and have a higher motivation level than the students who are educated by the traditional methods ofinstruction. It was also found out that the students participated in the experimental process which multiple intelligences strategy was applied enjoyed the activities, had great fun and they became more aware of the environmental issues.
Determination of Primary School Students' Misconceptions About Sound Subject
Neset Demirci,Seda Efe
Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , 2007,
Abstract: The purpose of this research is to determine primary school students’ misconceptions on sound subject. To fulfill this aim, a three-tier conceptual test, consisted of sixteen different types of base-questions but 38 questions in total, on sound subject was developed. The test was administered to 1420 fifth-grade primary school students in 13 different primary schools in Bal kesir during educational years of 2005 – 2006. A descriptive methodology was used in the study to analyze and interpret the results. The results from the study revealed that fifth year primary school students have a number of misconceptions and lack of knowledge related to sound subjects.
Research on the Curriculum Design of the Computer Public Course Oriented to the Cultivation of Computational Thinking Ability  [PDF]
Xiulin Ma, Jingjing Liu, Sheng Li, Chenyu Fan, Jing Liang
Creative Education (CE) , 2019, DOI: 10.4236/ce.2019.1013250
Abstract: The traditional university computer public class emphasizes the “instrumentality” of computers, and aims to improve students’ operation skills and ability to solve specific problems in life. Teaching practice has found that the tool-oriented instructional design ignores the impact of computer science on students’ thinking quality and scientific research ability, which is not conducive for students to grasp the principle of computer operation comprehensively. Based on the analyzation of existing research, this paper put forward a Computational Thinking Content Framework that integrates the teaching of computer basic courses in university from a macro perspective. On the other hand, the teaching mode aiming for the cultivation of Computational Thinking was designed. Under the guidance of the problem-based learning, the instructional design is carried out from three levels: comprehension and understanding, simple application and comprehensive application to impart Computational Thinking knowledge, skills, disposition and strategy. Progressive design teaching activities are carried out around teaching practice and group discussion, practice by oneself, and comprehensive task, then evaluated by self-port and performance. Finally, the effectiveness of the teaching mode was verified, which brings the ideas and methods of Computational Thinking training to the ground. The research demonstrates that the computer basic course targeted at cultivation of Computational Thinking has a significant effect on improving students’ innovative ability and comprehensive quality.
Can Learning about History of Science and Nature of Science in a Student-Centred Classroom Change Science Students’ Conception of Science?  [PDF]
Fereshte Heidari Khazaei, Baptiste Roucau, Calvin S. Kalman
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.915194
Abstract: Nature of Science (NOS) covers the aim, development, criticism and explanation of science. This study examines the impact that studying philosophy and history of science has on undergraduate students’ views about the NOS. Studying the NOS helps students to understand what science is, how to characterize the nature of its practitioners’ activities, and what is the significance of the whole enterprise.It is shown that having students study scientific concepts through the eyes of philosophers and historical scientists, actively engages them in the process of inquiry and challenges them to increase their understanding of the NOS. This study showed that studying philosophy and history of science in a student-centered classroom had a strong influence on students’ views about the NOS in that many students changed their views about the NOS. Students who did not change their over-all perception gave much clearer expositions of their views.
E_Learning Effects on Teaching at ALBORZ High School (IRAN)  [PDF]
Jalal Heshmatpanah, Abbas Ali Lotfi Neyestanak
Creative Education (CE) , 2011, DOI: 10.4236/ce.2011.22010
Abstract: Considering the advantages of e-learning, some investigations were performed to study customizing this method in teaching. This is the result of an experience which was conducted in one of Iranian high school (ALBORZ). The objective was to find a proper way while using internet facilities to teach courses which comply with existing teaching regulations in Iran.
The Characteristics of Science and Technology Policy Research from the Perspective of the Characteristics of Science and Technology Activity  [PDF]
Zhuo Ren, Wei Song, Xiaobao Peng, Xiaopei Gao
Journal of Service Science and Management (JSSM) , 2015, DOI: 10.4236/jssm.2015.83038
Abstract: The characteristics of science and technology activities (STA) have important effect on the characteristics of the research of science and technology policy (STP). On this argument, we review the research on the characteristics of STA and the characteristics of the study of STP, discuss the characteristic of STP itself and the effect on the research of STP, therefore summarize the characteristics the research of STP should have. The characteristics of the current STA are as below: its effect is irreversible and of wide range as well as high speed ; it faces with the risk of technology and market; it has ethical anomie; it is interdisciplinary and cross level and domain; it has national mission, etc. These characteristics make the research of STP need the following characteristics: Timeliness and scientific; Tolerance and face up to failure; Normative values; Extend research subject; national demand oriented, etc.
Faculty Grassroots Leadership in Science Education Reform: Considerations for Institutional Change, Culture, and Context  [PDF]
David B. May, Danielle Susskind, Nancy S. Shapiro
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2005
Abstract:

A multi-institution project was implemented with the goal of improving science education through redesigned courses, inquiry-oriented pedagogy, and outreach to public schools. We examined the nature of faculty grassroots leadership in science education reform in the four main higher-education partners of the project: a community college, a master’s level university, and two different research universities. The main focus of the study was the interplay and role of top-down leaders in positions of authority (typically administrators) versus grassroots leadership among faculty and how these two converge and interplay to create organizational change. The convergence of bottom-up and top-down leadership is affected by institutional culture and context. Cross-comparative findings from the four cases are presented, including the context for change in each case, the role of administrative leadership on each campus, factors that either facilitated or hindered the emergence of faculty grassroots leadership, and the institutionalization and sustainability of these reforms. We then address the broader implications of the study with respect to understanding how grassroots leadership and traditional forms of authority and leadership can complement each other and facilitate organizational change. We contend that faculty grassroots leadership emerges on different campuses when there is sensitivity to the contextual differences. In particular, some attention needs to be given to the campus culture and the nature of faculty interactions at that site. The context for change at each institution and the role of administrative leadership and support shaped the conditions under which faculty grassroots leadership had emerged and, ultimately, the degree to which it was sustained over time. In addition, the faculty ownership of this project was essential to its success because, ultimately, the faculty needed to embrace the goals of curricular redesign and inquiry-oriented pedagogy for the desired institutional changes to be sustained.

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