scholarly journals Can research on science learning and instruction inform standards for science education?

1994 ◽  
Vol 3 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Marcia C. Linn ◽  
Andy diSessa ◽  
Roy D. Pea ◽  
Nancy B. Songer
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Learning And Instruction

Autonomy in Science Education: A Practical Approach in Attitude Shifting Towards Science Learning

2009 ◽  
Vol 18 (6) ◽  
pp. 476-486 ◽  
Author(s):  
Pasl A. Jalil ◽  
M. Z. Abu Sbeih ◽  
M. Boujettif ◽  
R. Barakat
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Practical Approach

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 Designing Effective Spaces, Tasks and Metrics for Communication in Second Life Within the Context of Programming LEGO NXT Mindstorms™ Robots

2010 ◽  
Vol 1 (1) ◽  
pp. 20-37 ◽  
Author(s):  
Michael Vallance ◽  
Stewart Martin ◽  
Charles Wiz ◽  
Paul van Schaik
Keyword(s):  
Decision Making ◽  
Science Education ◽  
Second Life ◽  
Science Learning ◽  
Pedagogical Approach ◽  
Construction Of Knowledge ◽  
Effective Science ◽  
Community Cooperation ◽  
Social Constructivist Learning

Science education is concerned with the meaningful pursuit of comprehension, knowledge and understanding of scientific concepts and processes. In Vygotskian social constructivist learning, personal interpretation, decision-making and community cooperation fosters long-term understanding and transference of learned concepts. The construction of knowledge requires learners to be actively involved in the process of learning. For effective science learning to take place an instructor’s pedagogical approach must be anchored in meaningful contexts so that students have actual opportunities to experience science. This paper presents the early stages of a research project that attempts to assess and define effective measurements for evaluating strategies for communicating science by using LEGO robots and Mindstorms™ RCX controllers that are collaboratively constructed and programmed by students using virtual technologies while physically situated in different locations.

scholarly journals Inquiry-based Science Education and e-Learning

2021 ◽  
Vol 52 (2) ◽  
pp. 24-27
Author(s):  
Sofoklis A. Sotiriou
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Scientific Research ◽  
Higher Order ◽  
Scientific Practices ◽  
Learning Tools ◽  
Science Classrooms ◽  
Scientific Databases ◽  
E Learning ◽  
Higher Order Learning

Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.

scholarly journals EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

2019 ◽  
Vol 9 (2) ◽  
pp. 116 ◽  
Author(s):  
David González-Gómez ◽  
Jin Su Jeong
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Science Classroom ◽  
Science Laboratory ◽  
Positive Perception ◽  
Science Classrooms ◽  
E Learning ◽  
Computer Based ◽  
Positive Results ◽  
Scaffolding Learning

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

Constructing a Collaborative Critique-Learning Environment for Exploring Science Through Improvisational Performance

2016 ◽  
Vol 54 (9) ◽  
pp. 1319-1348 ◽  
Author(s):  
Christopher G. Wright
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Black Male ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Science ◽  
Design Experiment ◽  
Pedagogical Choices ◽  
Urban Contexts ◽  
Science Learning Environment

This exploratory design experiment investigates Black male youth’s participation in a science-learning environment designed to conceptualize the practice of critique as improvisational performance. The research highlights the young men’s deployment of a linguistic practice, signifying, used to co-construct and enact the practice of collaborative critique. Implications include calling for the continued reimagining of teaching and learning science within urban contexts, including the need for educators to develop the required skills for recognizing and building upon students’ potential resources. The theoretical and pedagogical choices incorporated in this study contrasts often-utilized discourses of deficiency associated with science education in urban contexts.

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