Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

2004 ◽  
Vol 81 (5) ◽  
pp. 685 ◽  
Author(s):  
S. K. Lunsford
Keyword(s):  
Science Education ◽  
Middle Childhood ◽  
Education Program ◽  
Education Majors ◽  
Childhood Education

scholarly journals Understanding Early Childhood Science Education: Comparative Analysis of Australian and Finnish Curricula

2021 ◽  
Author(s):  
Sari Havu-Nuutinen ◽  
Sarika Kewalramani ◽  
Nikolai Veresov ◽  
Susanna Pöntinen ◽  
Sini Kontkanen
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Learning Outcomes ◽  
Science Curriculum ◽  
Early Years ◽  
Childhood Education ◽  
Curriculum Framework ◽  
International Comparative

AbstractThis research is a comparative study of Finnish and Australian science curricula in early childhood education (EC). The study aims to figure out the constructivist components of the science curriculum in two countries as well as locate the similarities and differences in the rationale and aims, contents, learning outcomes, learning activities, teacher’s role and assessment. The curriculum analysis framework developed by Van den Akker (2003) was used as a methodological framework for the curricula analysis. Based on the theory-driven content analyses, findings show that both countries have several components of constructivist curriculum, but not always clearly focused on science education. The Australian Early Years Learning Framework (EYLF) integrates children’s science learning within their five specific learning outcomes, whereas the Finnish national core curriculum for early childhood education and care has no defined learning outcomes in general. The Finnish curriculum more clearly than EYLF encompasses science and environmental education as a learning domain, within which children participate in targeted scientific activities to gain procedural knowledge in specific environmental-related concepts. More focus should be turned to the teachers’ role and assessment, which are not determined in science context in both countries. This international comparative study calls for the need of a considered EC curriculum framework that more explicitly has science domains with specifically defined rationale, aims, content areas, learning outcomes and assessment criteria. The implications lie in providing early childhood educators with tangible and theoretically solid curriculum framework and resources in order to foster scientific thinking in young children.

Comparative Analysis of the Knowledge, Attitude, and Practice of First to Third Grade Teachers of Private and Public Schools Toward Free Play

2021 ◽  
pp. 002205742199624
Author(s):  
Clarizza Jon O. Feliciano ◽  
Marison Felicidad R. Dy
Keyword(s):  
Public Schools ◽  
Middle Childhood ◽  
Free Play ◽  
Negative Attitudes ◽  
Childhood Education ◽  
Private And Public ◽  
Early Grade ◽  
Education Administrators ◽  
Self Administered Questionnaire ◽  
Knowledge Attitude And Practice

With limited studies that focus on middle childhood education and free play, this study aimed to determine the knowledge, attitude, and practices (KAP) related to free play of 120 early grade schoolteachers in private and public schools of Los Baños, Laguna, Philippines. The data were gathered via self-administered questionnaire. The study used descriptive and statistical means to analyze data. Findings show that teachers have knowledge on free play; however, there were negative attitudes toward play, and play was not practiced. Thus, teachers and education administrators are recommended to make adjustments for teachers’ pedagogical advancement on play in middle childhood.

scholarly journals Mastery of Pedagogical Content Knowledge for Students of Natural Science Education

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Sri Murni Soenarno
Keyword(s):  
Science Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Undergraduate Students ◽  
Education Program ◽  
Natural Sciences ◽  
Literature Study ◽  
Pedagogical Content ◽  
The Republic ◽  
Natural Science Education

The Law of The Republic of Indonesia number 14 in 2005 concerning Teacher and Lecturer opened opportunities for a fresh graduate of S1/D4 programs to become a teacher. This opportunity is a big challenge for a fresh graduate of Natural Sciences Education Program in competition against a fresh graduate of pure natural sciences program to be a teacher. This study was a literature study and observation. The purpose of this study was to explain how to prepare undergraduate students of Natural Sciences Education Program facing competition to become teachers. The result of this study showed that the mastery of pedagogical content knowledge becomes important for the students of Natural Sciences Education Program to show their advantages in employment competition.

scholarly journals [The Religiosity of Muslim Who Participates in Tauhidic Science Education] Religiositi Bagi Murid Muslim Aliran Sains Yang Mengikuti Pendidikan Sains Secara Tauhidik

2021 ◽  
Vol 22 (1) ◽  
pp. 256-265
Author(s):  
Zainun Mustafa ◽  
Nooraida Yakob
Keyword(s):  
Science Education ◽  
Religious Education ◽  
Religious Experience ◽  
Education Program ◽  
Moderate Level ◽  
Islamic Science ◽  
Muslim Religiosity ◽  
Religious Personality

Abstract This article discusses the findings of a study that measures the level of religiosity of students who participated in a tauhidic science education program for six months. The study aims to gauge the worldview and personality of students after being exposed with science education interdisciplinary with Islamic religious education. This study employs the set of Muslim Religiosity Personality Index (MRPI). Based on the findings of this study, this group of students has a moderate level of Islamic Worldview, but high Religious Personality. The findings of this study provide information about the religious experience among students based on the program in which they have enrolled. Keywords: Religiosity, MRPI, worldview, personality, Islamic Science   Abstrak Artikel ini membincangkan dapatan kajian yang mengukur tahap religiositi murid yang mengikuti    program pendidikan Sains secara tauhidik selama enam bulan. Kajian ini bertujuan untuk memahami tahap pandangan hidup dan personaliti murid yang mengikuti pendidikan Sains secara inter disiplin dengan pendidikan agama Islam. Kajian ini menggunakan set Muslim Religiosity Personality Index (MRPI). Berdasarkan dapatan kajian, kumpulan murid ini mempunyai tahap Islamic Worldview yang sederhana, namun Religious Personality yang tinggi. Dapatan kajian ini memberikan maklumat tentang pengalaman beragama dalam kalangan murid dan berkenaan program yang telah dijalankan.  Kata Kunci: Religiositi, MRPI, pandangan hidup, Personaliti, Sains Islam  

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