Hark, Hark! Hear the Story of a Science Educator

2020 ◽  
Author(s):  
Jazlin Ebenezer
Keyword(s):  
Science Educator

Fenny Roshayanti: A Biography of Science Educator for Our Time

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Sampling Technique ◽  
Science Educator ◽  
Data Sources ◽  
Negative Consequences ◽  
Academic Advisor ◽  
External Audit ◽  
Narrative Approaches ◽  
The Past ◽  
Science Technology ◽  
And Mathematics

STEAM is an acronym for Science, Technology, Engineering, Art, Mathematics. STEAM defined as the integration of science, technology, engineering, art, and mathematics into a new cross-disciplinary subject in schools. The concept of integrating subjects in Indonesian schools, generally is not new and has not been very successful in the past. Some people consider STEAM as an opportunity while others view it as having problems. Fenny Roshayanti is science educator and researcher that consider STEAM as an opportunity. She has involved the study of STEAM, as an author, educator, academic advisor, and seminar speaker. This article examines what it has been and continues work from Fenny Roshayanti in the science education. Our exploration uses qualitative methods of narrative approaches in the form of biographical studies. Participants as data sources were selected using a purposive sampling technique which was collected based on retrospective interview and naturalistic observation. Data's validity, reliability, and objectivity checked by using external audit techniques. This work explores the powerful of female’s personal style in developing a form of social influence based on her forms of capital as well as address the positive and negative consequences that may follow while implement and research STEAM in teaching classroom.

Ocean Science Educator Award

Eos ◽  
1990 ◽  
Vol 71 (33) ◽  
pp. 1034
Author(s):  
Anonymous
Keyword(s):  
Science Educator ◽  
Ocean Science ◽  
Educator Award

Musing on Unanswered Questions

2020 ◽  
pp. 1-20
Author(s):  
Meta Lee Van Sickle ◽  
Merrie Koester
Keyword(s):  
Learning Process ◽  
Grey Matter ◽  
Science Educator ◽  
The Other ◽  
Grant Writing ◽  
Habits Of Mind ◽  
Vocal Performance ◽  
Long Time ◽  
Teaching Learning ◽  
Steam System

Out of a conversation between two long-time colleagues—each a science educator and practicing artist—emerged the question, “What does it mean to STEAMify a lesson, and why would a teacher actually choose to do such a thing, other than, say, for-grant-writing-purposes?” Their science selves really liked the idea of a STEAM system, acted upon by forces, both from the outside and from within, and with energy flowing and cycling, all the while transforming grey matter in ways that sustained the teaching/learning process. When it came to their art; however, their dialogue followed pathways grooved by long years of practice and hard work in their respective fields. One author is a seasoned vocalist, trained in the nuances of both individual and group vocal performance as well as the attendant dimensions of music, its composition and phraseology. The other is a painter, poet, and novelist, shaping words, color, and line to tell stories and communicate ideas. What was significant to each was that their artistic habits of mind had shaped their axiology, transforming their ways teaching.

Musing on Unanswered Questions

2017 ◽  
pp. 1-20
Author(s):  
Meta Lee Van Sickle ◽  
Merrie Koester
Keyword(s):  
Learning Process ◽  
Grey Matter ◽  
Science Educator ◽  
The Other ◽  
Grant Writing ◽  
Habits Of Mind ◽  
Vocal Performance ◽  
Long Time ◽  
Teaching Learning ◽  
Steam System

Out of a conversation between two long-time colleagues—each a science educator and practicing artist, emerged the question, “What does it mean to STEAMify a lesson, and why would a teacher actually choose to do such a thing, other than, say, for-grant-writing-purposes? Their science selves really liked the idea of a STEAM system, acted upon by forces, both from the outside and from within, and with energy flowing and cycling, all the while transforming grey matter in ways that sustained the teaching/learning process. When it came to their art, however, their dialogue followed pathways grooved by long years of practice and hard work in their respective fields. One author is a seasoned vocalist, trained in the nuances of both individual and group vocal performance as well as the attendant dimensions of music, its composition and phraseology. The other is a painter, poet, and novelist, shaping words, color, and line to tell stories and communicate ideas. What was significant to each was that their artistic habits of mind had shaped their axiology, transforming their ways teaching.

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