Measuring affective outcomes from a visit to a Science Education Centre

1994 ◽  
Vol 24 (1) ◽  
pp. 261-269 ◽  
Author(s):  
Léonie J. Rennie
Keyword(s):  
Science Education ◽  
Affective Outcomes ◽  
Education Centre

Luma Science Education Centre

2012 ◽  
pp. 263-272 ◽  
Author(s):  
Jenni Vartiainen ◽  
Maija Aksela
Keyword(s):  
Science Education ◽  
Education Centre

scholarly journals RECONCEPTUALIZING AND FIELD TESTING THE SCIENTIFIC LITERACY FRAMEWORK BY EXPLORING THE ASPECT OF SCIENTIFIC LITERACY IN TURKISH SCIENCE CURRICULUM

2019 ◽  
Vol 18 (5) ◽  
pp. 681-691 ◽  
Author(s):  
Mustafa Cansiz ◽  
Nurcan Cansiz
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Science Curriculum ◽  
Field Testing ◽  
Affective Outcomes ◽  
Science Technology Society ◽  
Science Technology ◽  
Rigorous Framework ◽  
Literacy Framework ◽  
The Impact

The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed. Keywords: affective domain, document analysis, science curriculum, science education, scientific literacy framework.

scholarly journals A day in the life of a Science Centre Explainer

2020 ◽  
Vol 42 (3) ◽  
pp. 74-75
Keyword(s):  
Science Education ◽  
Science Museum ◽  
Full Time ◽  
Biomedical Sciences ◽  
Education Centre ◽  
Science Centre ◽  
Training Manager

Myfanwy-Cerys Williams is a Science Centre Explainer, currently working at Centre of the Cell, a science education centre based at Queen Mary University of London. Myfi graduated from Queen Mary University of London in 2016 with a Biomedical Sciences degree. She juggled studying and working as an Explainer at the Science Museum until graduation, and then took on a full-time role at the Science Museum. She returned to Queen Mary in 2018 to work at Centre of the Cell. Lorenza Giannella (Training Manager, Biochemical Society) spoke with her about her work.

scholarly journals From the Editors

2013 ◽  
Vol 1 (3) ◽  
pp. 243-244
Author(s):  
Maija Aksela ◽  
Veli- Matti Vesterinen
Keyword(s):  
Elementary School ◽  
Science Education ◽  
Technology Education ◽  
Science And Technology ◽  
Biology Education ◽  
Mathematical Skills ◽  
Research And Practice ◽  
Science And Technology Education ◽  
Education Centre ◽  
Formative Years

Welcome to the first regular issue of LUMAT: Research and Practice in Math, Science and Technology Education. The journal publishes peer-reviewed research and perspective papers as well as popularized general articles on new and innovative practices of math, science and technology education. The journal is published by Finland’s Science Education Centre LUMA in collaboration with National LUMA Network. The aim of all LUMA activities is to promote learning, studying and teaching of natural sciences, mathematics, computer science and technology. This issue includes three peer-reviewed research articles as well as one perspective article and one general article. We would like to thank all the authors who have submitted their work to this journal, and hope that many others will be inspired to submit by the high quality of articles published in the first regular issue of this new journal. The first article, written by Mononen and Aunio, discusses differences in children’s early mathematical skills. The research done on the formative years of mathematical skills, such as the study presented in this issue, is especially important, as math skills obtained during the critical formative years of kindergarten and elementary school set the ground for the future development of more complex mathematic skills. Based on their results, Mononen and Aunio also offer some sound advice for the development of kindergarten and elementary school math teaching. The article by Uitto, Kärnä and Hakonen discusses contribution of teaching methods and learning environments to students’ performance in biology as well as their attitudes towards biology. Their main results suggest that there is a need to use more experimental work and inquiry-based learning in biology education to improve learning and student attitudes towards biology. To improve biology learning in the coming decades, the group currently devising new biology curriculum for the comprehensive school will hopefully take into account the results of this study. The last research article, written by Tolppanen and Aksela, investigates the opinions of the gifted youth participants of the Millenium Youth Camp, a math, science and technology camp arranged by Finland’s Science Education Centre LUMA and Technology Academy Finland. The study summarizes number of things that organizers of similar non-formal education should take into consideration. One of the main findings is that the participants considered the opportunity to hear and learn about each other and experts, on a personal level, especially important. Since the release of the first Programme for International Student Assessment (PISA) results in 2002, the reasons for high achievement of Finnish students in reading, mathematics and science has been a hotbed of conversation. The perspective paper by Jari Lavonen contributes to this conversation by presenting some key characteristics of Finnish education policy and its implementation from the point of view of science education. The last article published in this issue is a general paper discussing a novel opening in non-formal learning organized by the Finland’s Science Education Centre LUMA. Vartiainen and Aksela write about Jippo Science Clubs for children from 3 to 6 years of age, based on the inquiry model of learning. And on the final note, we would like to acknowledge one more group of people. Publishing scientific journal such as LUMAT: Research and Practice in Math, Science and Technology Education would not be possible without one particular group of unsung heroes. As peer reviewers work in an anonymous capacity and without remuneration, we would like to offer our sincere gratitude to these people who selflessly give advice to the authors as well as to the editors.

A Cognitive Psychology of Science Education

1986 ◽  
Vol 31 (8) ◽  
pp. 568-570
Author(s):  
Richard E. Mayer
Keyword(s):  
Science Education ◽  
Cognitive Psychology ◽  
Psychology Of Science
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