Optical sensing systems for primary-level science education

2003 ◽  
Author(s):  
Adam Markey ◽  
Bernard Tyers ◽  
Roderick Shepherd ◽  
Aisling K. McEvoy ◽  
Brian D. MacCraith ◽  
...  
Keyword(s):  
Science Education ◽  
Optical Sensing ◽  
Primary Level ◽  
Sensing Systems

Recent advances in cataluminescence-based optical sensing systems

The Analyst ◽  
2017 ◽  
Vol 142 (9) ◽  
pp. 1415-1428 ◽  
Author(s):  
Si Wang ◽  
Zhiqin Yuan ◽  
Lijuan Zhang ◽  
Yanjun Lin ◽  
Chao Lu
Keyword(s):  
Optical Sensing ◽  
Sensing Systems ◽  
Recent Advances

Recent advances in the development of cataluminescence focused on oxygen, temperature, catalyst and instrumentation are summarized.

scholarly journals Gold nanoparticles as sensitive optical probes

The Analyst ◽  
2016 ◽  
Vol 141 (5) ◽  
pp. 1611-1626 ◽  
Author(s):  
Zhiqin Yuan ◽  
Cho-Chun Hu ◽  
Huan-Tsung Chang ◽  
Chao Lu
Keyword(s):  
Gold Nanoparticles ◽  
Optical Sensing ◽  
Optical Probes ◽  
Sensing Systems ◽  
Recent Advances

Recent advances in Au NP based optical sensing systems for various analytes based on absorption, fluorescence and SERS are summarized.

Development of optical sensing systems for smart civil infrastructure

1995 ◽  
Vol 4 (1A) ◽  
pp. A114-A120 ◽  
Author(s):  
M Q Feng ◽  
H Suzuki ◽  
I Yokoi
Keyword(s):  
Optical Sensing ◽  
Civil Infrastructure ◽  
Sensing Systems

scholarly journals PENERAPAN PEMBELAJARAN IPA DENGAN METODE PROYEK DI LINGKUNGAN SEKOLAH DASAR

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Fine Reffiane
Keyword(s):  
Science Education ◽  
Learning Process ◽  
Human Life ◽  
Learning Approach ◽  
Learning Resources ◽  
The Moon ◽  
Learning Program ◽  
Primary Level ◽  
Concrete Objects ◽  
Advanced Civilization

True human nature is friendly and close to nature, but due to the development of more advanced civilization brought journey of human life to be biased. So many people who seemed to lose its identity as a part of nature. The problem is when we want to know and understand nature through a learning process in schools will find obstacles result from the difficulty we bring children closer to nature. We as teachers so find it difficult to plan the learning program in order to bring children closer to nature. The problem is when we are at the level of the program, many of the procedures that we have to pass that we forget the essence of science education is closer to the students closer to nature.For the primary level, learning approach with perspective students closer to nature can be reached through a variety of approaches and methods such as CTL approach, inquiry, Explorative and others. In essence these ideas are closer pitched at students as learners with learning resources more concrete, concrete approach (manipulation) or until the concrete as concrete-concrete, with a note at all possible. The sense is closer to students with learning resources do not always have to bring concrete objects or bring students into the atmosphere of concrete. In certain circumstances we may not bring students to the moon to study the moon and bring elephants into the classroom to introduce students to the elephant but we manipulate it in the form of images. 

scholarly journals Teaching Science at the Primary school Level: “Problems Teachers’ are facing”

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Yassanne Marcia Garraway-Lashley
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Primary Schools ◽  
Science Curriculum ◽  
Research Question ◽  
Teaching Science ◽  
Continuous Professional Development ◽  
School Level ◽  
Primary Level ◽  
Area Of Interest

This study aimed at ascertaining the problems teachers face teaching science at the primary level. Literature reviewed relating to school science have suggested that students lack interest in science. This lack of interest on the part of the students may be as a result of problems teachers face implementing the science curriculum at the primary level. These problems if not identified may affect the quality of science education. The study was guided by one research question which was further sub- divided into two sub- questions.  A descriptive survey research design was used. A 20 item questionnaire was administered to eighty teachers from ten primary schools from the administrative regions five and six in Guyana. . Validation of the instrument was achieved through the contribution of a science educator from the University of Guyana. A reliability coefficient of 0.77 was obtained using Spearman-Brown split half coefficient. Data collected were analysed using mean and percentages. The finding showed that teachers admitted that they need continuous professional development sessions to enhance their science instruction and science content knowledge. It was therefore recommended that a research study be conducted to ascertain the teachers' specific area of interest for continuous professional development in science education.

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