Determining the conceptions of teaching science held by experienced high school science teachers

1995 ◽  
Vol 32 (5) ◽  
pp. 503-520 ◽  
Author(s):  
Peter W. Hewson ◽  
Holly Walter Kerby ◽  
Perry A. Cook
Keyword(s):  
High School ◽  
Science Teachers ◽  
School Science ◽  
Teaching Science ◽  
High School Science ◽  
Conceptions Of Teaching ◽  
High School Science Teachers

scholarly journals En quin grau afecten les pseudociències a la comunitat educativa?

2018 ◽  
Author(s):  
Jordi Solbes Matarredona ◽  
Rafael Palomar Fons ◽  
María Consuelo Domínguez Sales
Keyword(s):  
High School ◽  
Science Teachers ◽  
School Science ◽  
Teaching Science ◽  
High School Science ◽  
Degree Of Acceptance ◽  
Potential Risks ◽  
High School Science Teachers

Pseudosciences are present and accepted naturally by broad sectors of the population. Despite their potential risks, they are not taken into account when teaching science; some universities have even offered official pseudoscientific courses. In this text we want to learn about the degree of acceptance of these beliefs in high-school science teachers in training, who have been detected to have significant levels of acceptance of pseudoscience.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

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