Changes in Elementary Students’ Engineering Knowledge Over Two Years of Integrated Science Instruction (Research to Practice)

2020 ◽  
Author(s):  
Mariana Tafur-Arciniegas ◽  
K. Douglas ◽  
Heidi Diefes-Dux
Keyword(s):  
Elementary Students ◽  
Science Instruction ◽  
Research To Practice ◽  
Integrated Science ◽  
Engineering Knowledge

Implikasi Pembelajaran Sains Terpadu (Integrated Science Instruction) di SMP

1970 ◽  
Vol 14 (1) ◽  
pp. 172-188 ◽  
Author(s):  
Mujakir Yasin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Science Instruction ◽  
Integrated Science ◽  
Inquiry Approach

The instruction of Integrated Science at Junior High School considers with the use of Inquiry Approach. The students are provided with the daily reality occurs in their life. The Integrated Science at Junior High School has some features covering the developing ability in questioning, searching the questions, understanding the questions, and completing the questions on “what”, “why”, and “how” about the natural symptom as well as its characteristics systematically that to be applied in the environment and the technology. Such understanding of that integrated should be balanced with the students’ psychology in which they are led to the content, so the process and the psychomotor are more urgent but the cognitive side is not to be ignored.

Comparing Poor, Minority Elementary Students' Interest And Background In Science With That Of Their White, Affluent Peers

2003 ◽  
Vol 38 (2) ◽  
pp. 153-172 ◽  
Author(s):  
George Wenner
Keyword(s):  
Science Education ◽  
Inner City ◽  
Elementary Students ◽  
Minority Students ◽  
Survey Data ◽  
Information Science ◽  
Science Instruction ◽  
School Science ◽  
Instructional Time ◽  
Science Information

Using survey data, poor, minority, inner-city elementary students were compared with White, affluent children regarding science information, science experiences, and personal preferences concerning science education. The students' perceptions of scientists, levels of disciplinary knowledge, sources of science information, voluntary science-related activities, and desired amounts of school science instruction were also investigated. The results, contrary to common expectations, indicated several areas where the two groups did not differ. The level of science knowledge was found to be higher among the White, affluent group. However, attitudes toward science were more positive, the current amount of instructional time devoted to science was greater, and a desire for more science instruction was evidenced among the inner-city, minority students.

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