What We Do and Don’t Know about Teaching and Learning Science: The National Research Council Weighs in on Discipline-Based Education Research

2012 ◽  
Vol 89 (8) ◽  
pp. 963-964 ◽  
Author(s):  
Norbert J. Pienta
Keyword(s):  
Education Research ◽  
Teaching And Learning ◽  
Research Council ◽  
National Research Council ◽  
Learning Science

Tying It All Together: Classroom Practices That Promote Mathematical Proficiency for All Students

2007 ◽  
Vol 14 (3) ◽  
pp. 163-169
Author(s):  
Jennifer M. Suh
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Research Council ◽  
Classroom Practices ◽  
National Research Council ◽  
Student Work ◽  
Strategic Competence ◽  
Procedural Understanding ◽  
Classroom Activities ◽  
Mathematical Proficiency

The five important strands in building mathematical proficiency for all students are: (1) Conceptual Understanding, (2) Procedural Understanding (3) Strategic Competence, (4) Adaptive Reasoning, and (5) Productive Disposition. (National Research Council, 2001). The article also includes suggested classroom activities and student work to enhance teaching and learning with the five strands.

scholarly journals Introduction

2021 ◽  
pp. 1-16
Author(s):  
Jungwoo Ryoo ◽  
Kurt Winkelmann
Keyword(s):  
Higher Education ◽  
Education Research ◽  
General Population ◽  
Research Council ◽  
Science And Technology ◽  
National Research Council ◽  
College Level ◽  
School Policies ◽  
Science Technology ◽  
Working Together

AbstractThe practice of educating students in college-level science, technology, engineering, and math (STEM) subjects is influenced by many factors, including education research, governmental and school policies, financial considerations, technology limitations, and acceptance of innovations by faculty and students. Working together, stakeholders in STEM higher education must find creative ways to address the increasing need for a diverse US workforce with a strong STEM background (President’s Council of Advisors on Science and Technology 2012) and the need for a more STEM-literate general population (National Research Council 2012).

Making the Grade

2012 ◽  
pp. 323-332
Author(s):  
Robert N. Ronau ◽  
Christopher R. Rakes
Keyword(s):  
Educational Technology ◽  
Education Research ◽  
Teacher Knowledge ◽  
Research Council ◽  
Education Technology ◽  
Scientific Research ◽  
National Research Council ◽  
Design Issues ◽  
Theoretical Frameworks ◽  
Threats To Validity

This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council proposed a set of principles for education research that has not been applied consistently to teacher knowledge and education technology research. Although some studies address reliability of measures, few adequately address validity or threats to validity or the trustworthiness of their designs or findings. Special attention is given to the need for explicit connections between the study purpose and guiding theoretical frameworks and previous research. This volume provides examples of studies addressed these design issues and includes a checklist of questions and additional resources to aid future researchers in developing rigorous, scientific research.

scholarly journals Post–Vision and Change: Do We Know How to Change?

2013 ◽  
Vol 12 (3) ◽  
pp. 373-382 ◽  
Author(s):  
Charlene D’Avanzo
Keyword(s):  
Education Research ◽  
Faculty Development ◽  
Teaching And Learning ◽  
National Research Council ◽  
Biology Education ◽  
Active Teaching ◽  
National Research Council Report ◽  
Core Concepts ◽  
And Mathematics ◽  
Effective Use

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”

Pembelajaran Inovatif Ipa Di Sd/Mi Berorientasi Konstruktivistik (Contextual Teaching And Learning)

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 217-229
Author(s):  
Elya Umi Hanik
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Dominant Strategy ◽  
Learning Science ◽  
Practical Implementation ◽  
Natural Phenomena ◽  
Full Knowledge ◽  
Contextual Teaching

This article discusses about the Contextual Teaching and Learning (CTL) as an innovation of learning science in elementary schools. In fact, the practical implementation of learning is still focused on the teacher as the main actor in which instruction is the dominant strategy in the learning process. Basically CTL is a concept of learning that helps educators link between what is taught with real-world situations of students and encourages them to make connections between the knowledge possessed and implemented in their lives. The concept of CTL applied in science teaching course could have implications, especially in learning to understand the natural phenomena that are not only conceptual. In consequence, students can receive full knowledge built through real experiences.

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