scholarly journals Inquiry science teaching in Portugal and some other countries as measured by PISA 2006

2011 ◽  
Vol 12 ◽  
pp. 255-262 ◽  
Author(s):  
Maria Odete Valente ◽  
Jesuina Fonseca ◽  
Joseph Conboy
Keyword(s):  
Science Teaching ◽  
Inquiry Science ◽  
Inquiry Science Teaching ◽  
Pisa 2006

scholarly journals An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching

2016 ◽  
Vol 3 (1) ◽  
pp. 182
Author(s):  
Eric A. Worch ◽  
Emilio Duran ◽  
Lena B. Duran
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Development Program ◽  
Sixth Grade ◽  
Inquiry Science ◽  
Effective Teaching Strategies ◽  
Inquiry Science Teaching ◽  
Teachers Beliefs

<p><em>The National Science Teachers Association (2015) recommends that teachers experience science as inquiry as a part of their teacher preparation; however, what assistance can be provided to practicing teachers? This paper describes the results of a professional development program in inquiry science teaching for third through sixth grade teachers and its effects on the participants’ beliefs about the teaching of science. Qualitative data were collected using reflections written by the teachers at the end of the program, lesson summaries completed throughout the program, and observations paired with interviews of teachers implementing inquiry lessons in their own classrooms. The data suggest that the following aspects of the professional development model employed in the study enhanced the participants’ feelings of self-confidence, preparation, and excitement about teaching science to their students: 1) supplying teachers with content/background knowledge, 2) promoting positive experiences with inquiry, 3) providing a chance to implement inquiry lessons in the classroom, 4) facilitating collaboration, and 5) modeling effective teaching strategies. Follow-up studies will include quantitative analyses to further examine teachers’ beliefs, as well as to determine if their beliefs are sustained over time.</em></p>

scholarly journals Pengembangan Bahan Ajar IPA Berbasis Inkuiri Terbimbing untuk Meningkatkan Literasi Sains

2019 ◽  
Vol 5 (2) ◽  
pp. 219
Author(s):  
Baiq Sri Komalasari ◽  
A Wahab Jufri ◽  
Didik Santoso
Keyword(s):  
Science Teaching ◽  
Scientific Literacy ◽  
Large Scale ◽  
Response Analysis ◽  
Inquiry Science ◽  
Learning Tools ◽  
Guided Inquiry ◽  
Teaching Materials ◽  
Questionnaire Response ◽  
Average Value

Abstract: The purpose of this study is to produce a product in the form of science teaching materials that can improve the scientific literacy of students. This research is included in research and development of education which is a method for producing certain products and testing the effectiveness of these products. The product developed was validated by experts consisting of 3 people. Learning tools that are validated are syllabus, lesson plans, and scientific literacy instruments. The results of the study show that the learning device in the form of syllabus shows an average of 3.9 (78%) in the appropriate category, the Learning Implementation Plan (RPP) shows an average of 3.9 (78%) in the feasible category, and the items show the average value is 4.1 (82%) in the feasible category. Thus, inquiry-based science teaching materials developed in appropriate categories can be applied in learning. The results of the questionnaire response analysis of students showed that students' responses were very good for teaching materials because 77.8% of students were fluent that guided inquiry-based teaching material was interesting. In a large-scale trial, the N-gain value obtained in the experimental class was 70.74 with high criteria. Keywords: Science Teaching Materials; Guided Inquiry; Science Literacy

scholarly journals The effect of reform-based science teaching on SES-associated achievement gap on Pisa 2006 : a comparative study of the United States and Taiwan

2015 ◽  
Author(s):  
◽  
Nai-En Tang
Keyword(s):  
United States ◽  
Science Teaching ◽  
Science Learning ◽  
Opportunity To Learn ◽  
The United States ◽  
Achievement Gaps ◽  
Learning Activities ◽  
Science Reform ◽  
Pisa 2006 ◽  
The U.S

The goal of this study is to examine how reform-based science teaching has been implemented and whether reform-based science teaching has promoted education equity through being available and beneficial for students from different socioeconomic status (SES) family backgrounds in the U.S. and Taiwan. No existing study used large-scale assessment to investigate the implementation and outcomes of the science reform movement in the U.S. and Taiwan. This study was developed to fill this gap using the Program of International Student Assessment (PISA) 2006 data including 5,611 students in the United States and 5995 students in Taiwan. A Latent Profile Analysis (LPA) was used to classify students into different science learning subgroups to understand how broadly reform-based science learning has been implemented in classrooms. The results showed that students in the U.S. had more opportunity to learn science through the reform-based learning activities than students in Taiwan. Latent Class Regression (LCR) and Structural Equation Modeling (SEM) were used for examining the availability of reform-based science teaching in both countries. The results showed that in the U.S., higher SES students had more opportunity to learn science reform-based learning activities. On the other hand, students' SES had no association with reform-based science learning in Taiwan. Regression Mixture Modeling and SEM were used to examine whether there was an association between reform-based science teaching and SES-associated achievement gaps. The results found no evidence to support the claim that reform-based science teaching helps to minimize SES-associated achievement gaps in both countries.

Integrating Macrostrat and Rockd into Undergraduate Earth Science Teaching

2018 ◽  
Author(s):  
Phoebe A. Cohen ◽  
Rowan Lockwood ◽  
Shanan Peters
Keyword(s):  
Science Teaching ◽  
Earth Science
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