scholarly journals Call for papers Journal of Research in Science Teaching Special Issue Community‐driven science: Evidence of and implications for equity, justice, science learning, and participation

2021 ◽  
Author(s):  
Heidi L. Ballard ◽  
Angela Calabrese Barton ◽  
Bhaskar Upadhyay
Keyword(s):  
Science Teaching ◽  
Science Learning ◽  
Special Issue ◽  
Science Evidence

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

scholarly journals The Result of Validation Test of Student’s Book Based on Inquiry of Science Learning for Student of Class VIII SMP

2017 ◽  
Vol 1 (1) ◽  
pp. 55-60
Author(s):  
Fitri Arsih ◽  
Yuni Ahda
Keyword(s):  
High School ◽  
Science Teaching ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
Descriptive Analysis ◽  
Questionnaire Validation ◽  
Validation Test ◽  
Average Student ◽  
Class Viii

This study aimed to analyze the results of student books based on inquiry validation for class VIII Junior High School. Validation was done by 6 validators consisting of three lecturer and three teachers. Data obtained from the questionnaire validation. The questionnaire results were analyzed with descriptive analysis. The analysis showed that the average student book based inquiry validation results were 91.51 with very valid criteria. It can be concluded that the students books based on inquiry can be used to science teaching for students of class VIII Junior High School.

Science and Special Education

1994 ◽  
Vol 15 (2) ◽  
pp. 128-133
Author(s):  
Rodney L. Doran ◽  
J. Richard Sentman
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
School Science ◽  
The Other ◽  
Special Focus ◽  
Special Issue ◽  
Science Teaching And Learning ◽  
Science Educators

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.

scholarly journals Affordances of visual representations and sense-making of science

2021 ◽  
Vol 26 ◽  
Author(s):  
Maurice Cheng
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
Science Learning ◽  
Visual Representations ◽  
Sense Making ◽  
Visual Thinking ◽  
Learning And Teaching ◽  
Research Studies

Visual thinking is essential in the development of science. Visual representations are also indispensable when scientists disseminate their findings. This paper discusses the ways that research studies on visual representations can inform science learning and teaching. I start by discussing the ways that drawings, charts and graphics represent their referents, and hence highlighting the affordances of these visual representations. Then I discuss how these affordances make visual representations a valuable tool to support science teaching in formal and informal contexts and, in particular, how learning with media graphics can support the learning of Nature of Science for scientific literacy.

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