أساليب معلمي العلوم في معالجة صعوبات تعلم المفاهيم العلمية لدى طلبة المرحلة الأساسية في ضوء مبادئ التدريس الإستراتيجي = Science Teachers' Methods for Treatment Difficulties in Learning Scientific Concepts among Primary Stage Students' in Light of the Principles of Strategic Teaching

2016 ◽  
Vol 24 (2) ◽  
pp. 65-83
Author(s):  
طارق محمد طه الزعبي ◽  
محمود حسن بني خلف
Keyword(s):  
Science Teachers ◽  
Scientific Concepts ◽  
Primary Stage ◽  
Strategic Teaching

scholarly journals Difficulties of Teaching Scientific Concepts among Basic Students from the Point of View of Science Teachers in Irbid Governorate: صعوبات تدريس المفاهيم العلمية لدى طلبة المرحلة الأساسية من وجهة نظر معلمي العلوم في محافظة إربد

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Hoda Atemah Al-Masry
Keyword(s):  
Science Teachers ◽  
Point Of View ◽  
Scientific Concepts ◽  
Curriculum Content ◽  
Educational Qualification ◽  
Basic Stage ◽  
Training Courses ◽  
Level Of Significance ◽  
The Impact

This study aimed to investigate the difficulties of teaching scientific concepts among students of the basic stage from the point of view of science teachers in Irbid governorate through applying to a sample of (56) teachers. And. A study tool has been developed consisting of (24) paragraphs, each of which represents one of the difficulties of learning the concept. The tool has been verified and verified. The study reached the following results: The difficulties of learning scientific concepts were moderate, and there were no statistically significant differences at the level of significance ( = 0.05) in the difficulties of learning scientific concepts from the point of view of science teachers attributed to the impact of sex and educational qualification. The researcher recommended a number of recommendations, the most important of which were: Reviewing the content of science books so that the number of scientific concepts contained in the curriculum content is reduced in order not to overwork the student by memorizing a large number of scientific concepts, and holding training courses for science teachers in order to train them on how to choose methods Appropriate teaching to teach scientific concepts.

scholarly journals Etimología de conceptos y términos científicos: un recurso importante a utilizar en las clases de ciencias

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Luis Miño González ◽  
Diana Abril Milán
Keyword(s):  
Science Teachers ◽  
National Park ◽  
Natural Sciences ◽  
Ministry Of Education ◽  
Southern Chile ◽  
Scientific Concepts ◽  
Teaching Resource ◽  
8Th Grade ◽  
Municipal Schools ◽  
Analysis Of Results

The presence of etymology of scientific concepts in books of natural sciences that the Ministry of Education of Chile gives to the municipal schools of the country was investigated. For this, each thematic unit from 5th to 8th grade was analyzed, based on the key words indicated in the official programs. In addition, the knowledge and use made of the etymology by science teachers was interviewed by some teachers who were trained and in training and others who work in the second basic cycle and a sample of teachers who attended an outdoor camp in the park Conguillío National Park in southern Chile. The analysis of results allows concluding the scarce or null presence of etymology of scientific concepts in the textbooks reviewed, as well as the lack of knowledge and non-use of etymology as a teaching resource by active and in-service teachers.

scholarly journals Percepções acerca de adolescência por parte de professores de ciências

2021 ◽  
Vol 5 (1) ◽  
pp. 226-249
Author(s):  
Tatiana Marcondes ◽  
José Alves da Silva
Keyword(s):  
Qualitative Research ◽  
Continuing Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Social Representations ◽  
Video Recording ◽  
Scientific Concepts ◽  
Recording Material ◽  
Research In Education ◽  
The Way

Resumo: Discutimos percepções sobre adolescência de um grupo de professores de ciências que frequentaram um curso de extensão. Para tanto, realizamos uma pesquisa qualitativa em educação com foco no cotidiano escolar que incluiu como instrumentos de pesquisa: material proveniente de videogravação, produções dos professores e anotações da pesquisadora. Na análise, usamos algumas ideias de Moscovici para representações sociais. Constatamos percepções pouco divergentes em relação aos estereótipos de adolescentes difundidos socialmente, ainda que tenham ocorridos avanços (como o reconhecimento de características dos adolescentes, das referências etc.) em direção aos conceitos científicos trabalhados no curso. Esperamos maior atenção sobre adolescência na formação de professores de ciências, posto que, possivelmente, essas percepções estão presentes na forma com que os professores exercem seu trabalho.Palavras-chave: Adolescência; Ensino de Ciências; Formação Continuada de Professores de Ciências Perceptions about adolescence by science teachersAbstract: We discussed perceptions about adolescence of a Science teachers group who attended an extension course. Although, we conducted a qualitative research in education with a focus on school routine, which included as research tools: video recording material, teachers productions and the researcher`s notes. In this analysis, we used some of Moscovici`s ideas for social representations. We found slightly divergent perceptions in relation to adolescents stereotypes that are socially disseminated. Even though advances have occurred (such as the recognition of adolescents characteristics, references and etc.) towards the scientific concepts worked on that course. We expect greater attention on adolescence in the training of Science teachers, since these perceptions are present in the way that teachers exercise their work.Keywords: Adolescence; Science Teaching; Continuing Education of Science Teachers. 

Self-regulated learning in science

Impact ◽  
2021 ◽  
Vol 2021 (7) ◽  
pp. 30-31
Author(s):  
Ichiro Wada
Keyword(s):  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Professional School ◽  
Scientific Concepts ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
National University ◽  
The Relationship

Children learn in different ways and so it is important that different teaching and learning styles are used in education. Professor Ichiro Wada, Professional School for Teacher Education in Education, Yokohama National University, Japan, wants to leverage self-regulated learning for science education. A key goal for his work is to clarify the relationship between the establishment of self-regulated learning and the construction of scientific concepts. He believes that self-regulated learning in science is important for improving educational issues in Japan. A key challenge for Wada is seeing how children think and self-regulate in order that teachers can design improved lessons. To overcome this, he used technology to encourage students to express and record their thoughts which provided an insight into how the children were thinking and learning. The researchers have been successful in visualising the learning process and plan to use their findings to help science teachers to design lessons that relate the process of self-regulated learning to the process of constructing scientific concepts. Wada plans to continue to promote self-regulated learning and will also tackle the social context of self-regulated learning and design lessons that consider these social aspects.

scholarly journals The Effect of Integrating an Educational Robot with Hypermedia on Students’ Acquisition of Scientific Concepts: The Case of Fifth-Grade Students

2021 ◽  
Vol 15 (11) ◽  
pp. 113
Author(s):  
Aseel O. Ajlouni ◽  
Suhair A. Jaradat
Keyword(s):  
Science Teachers ◽  
Private School ◽  
Teaching Method ◽  
Positive Impact ◽  
Fifth Grade ◽  
Scientific Concept ◽  
Control Group ◽  
Scientific Concepts ◽  
Validity And Reliability ◽  
Fifth Grade Students

<p class="0abstract">This study was designed to reveal the effectiveness of integrating educational robots (ERs) with hypermedia in improving the acquisition of scientific concepts among fifth-grade students in Jordan. The present study utilized a pretest-posttest quasi-experimental design with a control group (CG) and an experimental group (EG). The participants of this study consisted of 50 fifth-grade female students attending a private school in the city of Amman during the 2019/2020 academic year. Participants’ ages ranged between (10-11) years old. The school was selected purposively, and classes were randomly assigned to the EG and the CG. In order to accomplish the aims of this study, a scientific concept test (SCT) was developed and its validity and reliability were ensured. The EG was taught a unit on motion and force by robot and hypermedia instruction, while the CG was taught the same unit by traditional instruction. Data was collected through administration of the presently developed SCT at pretest and posttest points. Then, this data was analyzed through covariance analysis. The findings of this analysis revealed that 66% of the variation in the fifth-grade students’ posttest SCT scores can be ascribed to the effect of teaching method. From this study, one can conclude that the integration of ERs with hypermedia has a positive impact on students’ acquisition of scientific concepts. These results may serve to encourage science teachers to integrate ERs with hypermedia when teaching scientific concepts<span>.</span></p>

scholarly journals Paradigm and Objectivity in the Sciences: Pedagogical Repercussions from a Wittgensteinian Perspective

2021 ◽  
pp. 1-17
Author(s):  
Cristiane Gottschalk
Keyword(s):  
Science Teachers ◽  
Scientific Knowledge ◽  
Basic Science ◽  
Necessary Conditions ◽  
Scientific Activity ◽  
Scientific Thinking ◽  
Scientific Concepts ◽  
Philosophical Discussion ◽  
Central Concept ◽  
Teachers And Students

The concept of paradigm became, in the middle of the last century, a central concept in the philosophical discussion about the nature of scientific knowledge. However, little attention has been paid to the strength of this concept in the constitution of the senses in general and, in particular, about its role in the transmission and acquisition of new scientific concepts, not only in the community of scientists, but also among basic-science teachers and students. I argue that a Wittgensteinian-inspired reflection on the transcendental use of this concept, as part of the grammar of scientific concepts, can clarify not only fundamental questions about the nature of scientific activity (avoiding both dogmatic and relativistic conceptions), but can also provide us with clues to identify sufficient, though not necessary, conditions so that something becomes an object for scientific thinking in the context of school education.

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