scholarly journals Science teachers’ and students’ metavisualization in scientific modeling

2021 ◽  
Author(s):  
Hsin‐Yi Chang
Keyword(s):  
Science Teachers ◽  
Scientific Modeling ◽  
Teachers And Students

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

scholarly journals The problems that face the six grade students in Kuwait state in learning science subject from the point of students and teachers view in Mubarak Al-Kabeer area: المشكلات التي تواجه طلاب الصف السادس بدولة الكويت في تعلم مادة العلوم من وجهة نظر المعلمين والطلاب في منطقة مبارك الكبير

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Nuzha Abdulaziz Alrashed
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Sixth Grade ◽  
Validity And Reliability ◽  
Teaching Aids ◽  
Sixth Grade Students ◽  
Teachers And Students ◽  
The Given ◽  
Academic Year

This research aims to identify the difficulties of science learning among sixth grade students as determined and estimated by science teachers and students. To achieve the aims of this research, the researcher depends on the analysis descriptive approach. It identifies the percentages of the difficulty aspects included in questionnaires. For this purpose, the researcher designed two templates of questionnaires. First questionnaire consists of 20 items regarding the difficulties of science learning from students' perspective. Second questionnaire consists of 22 items regarding impediments of science learning from teachers' perspective. The validity and reliability of questionnaires were established. A random sample of 24 science teachers and 295 sixth grade students was used in Mubarak Al-kabeer area. The study was conducted in the second semester of the academic year 2018-2019.The findings reveal that there are no significant differences in the responses of students in different schools about the difficulties of science learning listed in the questionnaires such as the required topics quantity that forms a common difficulty for the student and the teacher in the same time , and some topics that needs longer time more than the given time in the lesson plans to explain and simplify them for the students. In light of the findings of the research were presented a number of recommendations and proposals, including: the need for attention to quantity and quality of academic content, where suitable for students in the sixth grade level and the specificity of the stage they are going through, the need to use teaching methods, activities and teaching aids, and to train in-service teachers on modern trends in science education.

scholarly journals Envisioning AI for K-12: What Should Every Child Know about AI?

2019 ◽  
Vol 33 ◽  
pp. 9795-9799 ◽  
Author(s):  
David Touretzky ◽  
Christina Gardner-McCune ◽  
Fred Martin ◽  
Deborah Seehorn
Keyword(s):  
Artificial Intelligence ◽  
Science Teachers ◽  
Working Group ◽  
National Standards ◽  
National Guidelines ◽  
Call To Action ◽  
The Public ◽  
Online Resource ◽  
Teachers And Students ◽  
K 12

The ubiquity of AI in society means the time is ripe to consider what educated 21st century digital citizens should know about this subject. In May 2018, the Association for the Advancement of Artificial Intelligence (AAAI) and the Computer Science Teachers Association (CSTA) formed a joint working group to develop national guidelines for teaching AI to K-12 students. Inspired by CSTA's national standards for K-12 computing education, the AI for K-12 guidelines will define what students in each grade band should know about artificial intelligence, machine learning, and robotics. The AI for K-12 working group is also creating an online resource directory where teachers can find AI- related videos, demos, software, and activity descriptions they can incorporate into their lesson plans. This blue sky talk invites the AI research community to reflect on the big ideas in AI that every K-12 student should know, and how we should communicate with the public about advances in AI and their future impact on society. It is a call to action for more AI researchers to become AI educators, creating resources that help teachers and students understand our work.

Assessment of Laboratory Resources, Teachers’ and Students’ Involvement in Practical Activities in Basic Science in Junior Secondary Schools in Osun State Nigeria

2017 ◽  
Vol 7 (3) ◽  
pp. 139-146
Author(s):  
Simeon Olayinka Olajide ◽  
Thomas Ajibade Adebisi ◽  
Tosin Adebola Tewogbade
Keyword(s):  
Secondary Schools ◽  
Science Teachers ◽  
Basic Science ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Junior Secondary Schools ◽  
Junior Secondary School ◽  
Laboratory Facilities ◽  
Junior Secondary ◽  
Teachers And Students

Abstract The study assessed the availability of laboratory resources, teachers’ and students’ involvement in practical activities in Basic Science in junior secondary schools in Osun State Nigeria. These were with a view to ascertain the availability of laboratory resources in the teaching of Basic Science in junior secondary schools and the involvement of teachers and students to practical activities in the state. The study employed a descriptive survey research design. The population for the study consisted of all Basic Science teachers, facilities for teaching Basic Science and all junior secondary school II students in Osun State. Ten schools were selected from each senatorial district through simple random sampling technique, from each school, ten students from JSSII were also randomly selected through simple random sampling technique to take part in the study. Basic Science teachers found in the schools were purposively used for the study because of their discipline and numbers. The facilities for the research were also purposively selected based on a must for teacher to use in the course of their teaching. Three instruments were used for data collection. They are: Observation Checklist for Basic Science Laboratory Facilities (OCBSLF), Questionnaire for Teachers on Teachers Involvement in Practical Activities (QTTIPA) and Students’ Questionnaire on Basic Science Laboratory Facilities (SQBSLF). Data collected were analyzed through simple percentages. The results of the study showed that 14(40.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are available while 21(60.0%) schools indicated that beakers, boiling tubes, conical flask and cylinder are not available, 10(28.6%) schools indicated that flat bottom flasks are available while 25(71.4%) schools indicated they are not available, 11(31.4%) schools indicated that round bottom flasks are available while 24(68.6%) schools indicated they are not available, 8(22.9%) schools indicated that hand lenses are available while 27(77.1%) schools indicated they are not available, 7(20.0%) schools indicated that Ammeters are available while 28(80.0%) schools indicated they are not available, 9(25.7%) schools indicated that Resistance box are available while 26(74.3%) schools indicated they are not available, 3((8.57%) schools indicated that plastic mammalian models (heart, eye, ear, and skeleton) and First Aid box (fully equipped) 3((8.57%) are available while 32(91.3%) schools indicated that they not available, 1(2.86%) schools indicated that Meter Rule, Rheostats, Connecting wires, Spatula are available while 34(97.4%) schools indicated they are not available. The results of the study showed that on the average teachers did not use laboratory facilities to teach the students and students are rarely involved in practical activities in schools. The study concluded that laboratory resources are not available to teach students Basic Science in junior secondary school level.

Survey of Science Teachers and Students’ Opinions on Learning Ethics in a Science Classroom

2009 ◽  
Vol 16 (11) ◽  
pp. 325-336 ◽  
Author(s):  
Washirasorn Saengsuwan ◽  
Manat Boonprakob ◽  
Somson Wongyounoi ◽  
Sirinoot Teanrungroj
Keyword(s):  
Science Teachers ◽  
Science Classroom ◽  
Teachers And Students

scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

Sign in / Sign up

Export Citation Format

Share Document