scholarly journals Special issue of the journal of research in science teaching on: The research issues of science curriculum reform

1990 ◽  
Vol 27 (6) ◽  
pp. 617-617
Author(s):  
James A. Shymansky ◽  
William C. Kyle ◽  
Deborah Muscella
Keyword(s):  
Science Teaching ◽  
Curriculum Reform ◽  
Science Curriculum ◽  
Special Issue ◽  
Research Issues

scholarly journals Determining the Concept of Organic Agriculture Perceptions of Pre-service Classroom and Science Teachers Using Phenomenographic Method

2019 ◽  
Vol 9 (1) ◽  
pp. 188
Author(s):  
Tülay Dizikisa ◽  
Pınar Ural Keleş
Keyword(s):  
Data Collection ◽  
Science Teaching ◽  
Science Teachers ◽  
Organic Agriculture ◽  
Science Curriculum ◽  
Service Science ◽  
Classroom Teachers ◽  
Data Collection Tool ◽  
Phenomenographic Method ◽  
Structured Questionnaire

This study was carried out to determine the perceptions of pre-service classroom and science teachers related to theconcept of organic agriculture. The sample of the study consisted of 85 pre-service teachers, 57 from the Department ofClassroom Teaching and 28 from the Department of Science Teaching in Ağrı İbrahim Çeçen University, in theacademic year of 2016-2017. In the study, a semi-structured questionnaire which includes the statement “To me,organic agriculture means……” was used as data collection tool. In this study, the organic agriculture perceptions ofthe pre-service teachers were determined under five main categories. The ratio of 'natural agriculture, which has thehighest percentage among these categories, is 41% among the pre-service classroom teachers while this ratio is 65%among pre-service science teachers. It is among the recommendations of the study that the subjects related to organicagriculture are removed from the elective courses and placed in the science curriculum.

scholarly journals Technology Driven Differentiated Instruction in Science Teaching

2019 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Mohammed S. Al-rsa’i ◽  
Mohammed F. Shugairat
Keyword(s):  
Differentiated Instruction ◽  
Science Teaching ◽  
Content Knowledge ◽  
Science Teachers ◽  
Analytical Approach ◽  
Science Curriculum ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Learning Patterns ◽  
Use Of Technology

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.

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