scholarly journals Online science campaign to inspire the next generation of African scientists

2018 ◽  
Vol 40 (6) ◽  
pp. 38-40
Author(s):  
Mahmoud Maina
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Science Communication ◽  
Science Literacy ◽  
Government Support ◽  
Next Generation ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
High Level

We can often assume that the importance of science to our lives and in driving societal developmental is obvious to most people. However, there is a high level of cultural and religious misconception about science in Africa. In Nigeria, Africa's most populous nation, science literacy is extremely low, partly due to the near absence of science communication by scientists, which itself could be partly linked to low government support for science. In schools, many science teachers lack equipment for science teaching and do not employ alternative innovative teaching approaches.

scholarly journals The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

2018 ◽  
Vol 8 (4) ◽  
pp. 213 ◽  
Author(s):  
Tugce Orhan ◽  
Nurettin Sahin
Keyword(s):  
Science Teachers ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Self Evaluation ◽  
Embedded Design ◽  
Service Training ◽  
Instructional Tasks ◽  
Laboratory Experiences ◽  
The Impact

The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.

scholarly journals LEVEL OF PREPARATION AND TEACHER'S TRAINING REQUIREMENTS IN IMPLEMENTING THE HOTS IN SCIENCE TEACHING

2019 ◽  
pp. 42-54
Author(s):  
Norshuhada Jusoh ◽  
Kamisah Osman
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Elementary Science ◽  
Measurement Model ◽  
Thinking Skills ◽  
Basic Knowledge ◽  
Survey Method ◽  
Training Requirements ◽  
Training Requirement ◽  
High Level

The purpose of this study is to identify the extent of readiness of national elementary science teachers in the Kuala Pilah District to apply the High Order Thinking Skills (HOTS) teaching as well as the level of HOTS-focused training needs in Science teaching. Quantitative research using the survey method and questionnaire as a research instrument. The sampling method was used to select respondents consisting of 124 National School Science teachers in Kuala Pilah District, Negeri Sembilan. The data were analyzed using Winstep 3.71.0.1 software with Rasch Measurement Model approach for the description of descriptive data. The Cronbach Alpha value obtained in the pilot study was 0.95. The findings showed that Science teachers had a high level of knowledge in HOTS (mean score = 3.85, min size +0.29). This data indicates that this Science teacher has a high level of readiness to embrace HOTS basic knowledge, KBAT pedagogy knowledge, KBAT item building, and KBAT assessment to be applied in the classroom. The analysis also shows the level of teacher training requirement applied HOTS as a whole at a high level (mean score = 4.21, mean size = -0.87). This finding concludes that Science teachers have had a high level of readiness to implement KBAT in teaching Science, but they also require training to empower existing domains.

scholarly journals Science Communication Versus Science Education: The Graduate Student Scientist As A K-12 Classroom Resource

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Jeff Strauss ◽  
Richard E. Shope III ◽  
Susan Terebey
Keyword(s):  
Science Education ◽  
No Child Left Behind ◽  
Los Angeles ◽  
Science Teachers ◽  
Graduate Student ◽  
Science Communication ◽  
Common Ground ◽  
Science Literacy ◽  
Science Classroom ◽  
K 12

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK) (Shulman, 1987). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse (Stocklmayer, 2001). The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students’ cognition in science and their attainment of science literacy. This paper will focus on the “Science For Our Schools” (SFOS) model implemented at California State University, Los Angeles (CSULA) as a project of the National Science Foundation’s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who “know” science and those who “teach” science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world’s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science communicators as they narrowed the gulf between the two worlds.

scholarly journals Pre-Service Basic Science Teachers’ Self-Efficacy Beliefs and Attitudes towards Science Teaching

2016 ◽  
Vol 4 (8) ◽  
pp. 20-41
Author(s):  
Ernest Immaare Ngman-wara ◽  
Dorwu Ishmael Edem
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Self Efficacy ◽  
Basic Science ◽  
Efficacy Beliefs ◽  
Science Content ◽  
Pedagogical Content ◽  
Positive Attitudes ◽  
Science Methods Courses ◽  
High Level

The main purpose of the study was to explore preservice basic pre-service science teachers’ self-efficacy beliefs and attitude regarding science teaching. Data were collected by administering science teaching self-efficacy beliefs and attitude towards science teaching instruments to 100 pre-service basic science teachers (92 males and 8females). Descriptive statistical techniques such as mean scores, standard deviations and percentages were used to analyse the data. Results of the study showed that the pre-service basic science teachers have very high level of self-efficacy beliefs and positive attitudes towards basic science teaching. However, the respondents had some reservations about their ability to facilitate hands-on activities and laboratory work in their future science lessons. It was recommended that science tutors should integrate science content into their science methods courses to improve the pre-service teachers’ science content and pedagogical content knowledge.

A Review on Quantum Dots: Synthesis to In- silico Analysis as Next Generation Antibacterial Agents

2019 ◽  
Vol 20 (3) ◽  
pp. 255-262 ◽  
Author(s):  
Sounik Manna ◽  
Munmun Ghosh ◽  
Ranadhir Chakraborty ◽  
Sudipto Ghosh ◽  
Santi M. Mandal
Keyword(s):  
Quantum Dots ◽  
Pathogenic Bacteria ◽  
Antibacterial Agents ◽  
Antimicrobial Properties ◽  
Binding Potential ◽  
Antibacterial Drug ◽  
Next Generation ◽  
Mechanism Of Reaction ◽  
High Level ◽  
Membrane Components

Succumbing to Multi-Drug Resistant (MDR) bacteria is a great distress to the recent health care system. Out of the several attempts that have been made to kill MDR pathogens, a few gained short-lived success. The failures, of the discovered or innovated antimicrobials, were mostly due to their high level of toxicity to hosts and the phenomenal rate of developing resistance by the pathogens against the new arsenal. Recently, a few quantum dots were tested against the pathogenic bacteria and therefore, justified for potential stockpiling of next-generation antibacterial agents. The key players for antimicrobial properties of quantum dots are considered to be Reactive Oxygen Species (ROS). The mechanism of reaction between bacteria and quantum dots needs to be better understood. They are generally targeted towards the cell wall and membrane components as lipoteichoic acid and phosphatidyl glycerol of bacteria have been documented here. In this paper, we have attempted to simulate ZnS quantum dots and have analysed their mechanism of reaction as well as binding potential to the above bacterial membrane components using CDOCKER. Results have shown a high level of antibacterial activity towards several pathogenic bacteria which specify their potentiality for future generation antibacterial drug development.

scholarly journals Recent Advances and Applications of Bacterial Cellulose in Biomedicine

Polymers ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 412
Author(s):  
Sam Swingler ◽  
Abhishek Gupta ◽  
Hazel Gibson ◽  
Marek Kowalczuk ◽  
Wayne Heaselgrave ◽  
...  
Keyword(s):  
Bacterial Cellulose ◽  
Biomedical Applications ◽  
High Water ◽  
Next Generation ◽  
High Tensile Strength ◽  
Ideal Candidate ◽  
Chemical Purity ◽  
High Level ◽  
Water Holding ◽  
Extracellular Polymer

Bacterial cellulose (BC) is an extracellular polymer produced by Komagateibacter xylinus, which has been shown to possess a multitude of properties, which makes it innately useful as a next-generation biopolymer. The structure of BC is comprised of glucose monomer units polymerised by cellulose synthase in β-1-4 glucan chains which form uniaxially orientated BC fibril bundles which measure 3–8 nm in diameter. BC is chemically identical to vegetal cellulose. However, when BC is compared with other natural or synthetic analogues, it shows a much higher performance in biomedical applications, potable treatment, nano-filters and functional applications. The main reason for this superiority is due to the high level of chemical purity, nano-fibrillar matrix and crystallinity. Upon using BC as a carrier or scaffold with other materials, unique and novel characteristics can be observed, which are all relatable to the features of BC. These properties, which include high tensile strength, high water holding capabilities and microfibrillar matrices, coupled with the overall physicochemical assets of bacterial cellulose makes it an ideal candidate for further scientific research into biopolymer development. This review thoroughly explores several areas in which BC is being investigated, ranging from biomedical applications to electronic applications, with a focus on the use as a next-generation wound dressing. The purpose of this review is to consolidate and discuss the most recent advancements in the applications of bacterial cellulose, primarily in biomedicine, but also in biotechnology.

scholarly journals Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 148
Author(s):  
Xiaoshan Z. Gordy ◽  
Wesley Sparkmon ◽  
Hyllore Imeri ◽  
Andrew Notebaert ◽  
Marie Barnard ◽  
...  
Keyword(s):  
Distance Learning ◽  
Science Teaching ◽  
Science Teachers ◽  
Online Teaching ◽  
Structured Interview ◽  
School Science ◽  
Qualitative Inquiry ◽  
High School Science ◽  
Technology In Teaching ◽  
Medical Interest

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

Educating the New Public Health Law Professional

2016 ◽  
Vol 44 (S1) ◽  
pp. 35-40 ◽  
Author(s):  
Sarah Davis
Keyword(s):  
Public Health ◽  
Legal Education ◽  
Online Course ◽  
Health Law ◽  
Teaching Approaches ◽  
Public Health Law ◽  
Innovative Teaching ◽  
Societal Issues ◽  
New Public Health ◽  
New Public

This article outlines the author's experience designing and implementing an asynchronous online course. Designed as a complement to public health law externships at any location, the course addresses professionalism and strategic lawyering. The article further describes the author's fellowship journey, which emboldened her view that faculty must attempt to live the expectations we have for our students, and also declare our professional values, especially when teaching about policymaking which is fraught with values conflicts. It concludes with a call for others to pilot innovative teaching approaches to address both the crisis in legal education and pressing societal issues, thereby contributing to the health of our legal community.

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