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 Building Students’ Hard and Soft Skills through Innovative Teaching Approaches to Mathematics

2019 ◽  
Vol 54 (5) ◽  
Author(s):  
Euis Eti Rohaeti
Keyword(s):  
High School Students ◽  
Mathematics Teaching ◽  
Soft Skills ◽  
Meta Analysis ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
School Students ◽  
Innovative Teaching

The goals of this case study were to (1) analyze the role of innovative mathematics teaching approaches among middle and high school students regarding their hard and soft mathematical skills; (2) to examine students’ perceptions about the mathematical teaching approaches, used by their teachers during class sessions, (3) to analyze aspects of innovation in them. The descriptive case study approach was used to analyze the role of innovative teaching approaches in helping students to develop various mathematical hard and soft skills. A qualitative meta-analysis methodology was applied to ten student theses about mathematics teaching within the Department of Mathematics in the School of Postgraduate studies of IKIP Siliwangi in Cimahi. This paper presents the results based on ten graduate students’ theses research studies, selected purposively from 68 student theses. The selection of articles aimed to include a variety of theses discussing mathematics skills teaching and learning approaches. The results show that, in general, students who were trained with innovative teaching approaches attained higher grades than students taught by conventional teaching methods. It has been established that students’ grades on mathematical hard skills varied after intervention. On the contrary, regarding students mathematical soft skills, some theses reported no difference between students taught using both approaches, while some reported greater differences. Finally, students had good opinions regarding the innovative teaching-learning approaches, used by their teachers.

scholarly journals Effectiveness of Teaching Approaches of In-service Training Courses for EFL Teachers in Jordanian Schools

2011 ◽  
Vol 4 (1) ◽  
pp. 190 ◽  
Author(s):  
Yazan AL-Wreikat ◽  
Muhamad Abdullah
Keyword(s):  
Mixed Method ◽  
Teaching Approaches ◽  
Government Schools ◽  
Mixed Method Approach ◽  
Efl Teachers ◽  
Service Training ◽  
Training Courses ◽  
Effectiveness Of Training ◽  
The Impact ◽  
Method Approach

This paper focuses on the impact of the organization of teaching approaches on the effectiveness of training for Jordanian EFL teachers. The sample for this study is drawn from all government schools in the Hashemite Kingdom of Jordan. The study uses a mixed-method approach whereby findings are triangulated throughout (in interviews, observations, and questionnaires). The study finds that most of the in-service training courses for EFL teachers are not properly organized. Moreover, taking into account different approaches, this study shows that a serious problem hinders the effectiveness of the in-service training courses.

scholarly journals An Innovative Learning Model in Digital Age: Flipped Classroom

2017 ◽  
Vol 5 (11) ◽  
pp. 189 ◽  
Author(s):  
Mustafa Çevikbaş ◽  
Ziya Argün
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Learning Approaches ◽  
Teaching Approaches ◽  
Innovative Teaching ◽  
Digital Revolution ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Different Characteristics

The study aimed to emphasize that digital revolution has crucial influences on the field of education as in many other fields. The relevant influences have led to radical changes in terms of teaching and learning approaches approved in the field of education. The students in our age have quite different characteristics when compared to the past, and their expectations have been shaped accordingly. Hence, it is quite difficult to draw interest and curiosity of the students today to learning activities through the traditional teaching approaches. Moreover, it is not easy to overcome some problems regarding teaching and learning by obsolete approaches. In this regard, the educators today show highly much interest in the innovative teaching approaches that address the needs of this age. One of those approaches is flipped classroom model. In this study, the conceptual and historical foundations of the flipped classroom model as being one of the popular instructional models in recent years, theoretical background of the model, and the advantages and disadvantages of the model in teaching processes were highlighted. Furthermore, interpretations concerning what kind of a role flipped classroom model would play to get over some problems in the field of education were included.

scholarly journals Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches

1970 ◽  
Vol 6 (1) ◽  
pp. 44-60 ◽  
Author(s):  
Jakob Gyllenpalm ◽  
Per-Olof Wickman ◽  
Sven-Olof Holmgren
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teachers ◽  
Secondary Science ◽  
Teaching Approaches ◽  
Secondary Science Education ◽  
Education Literature ◽  
Secondary Science Teachers ◽  
Service Training ◽  
Selective Traditions

This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.

Atmospheric Science Education Program at Purdue University: Summer Program for Teachers (Grades 5–9)1

1988 ◽  
Vol 69 (6) ◽  
pp. 628-635
Author(s):  
David R. Smith ◽  
Gerald H. Krockover ◽  
John T. Snow ◽  
Michelle E. Abridge ◽  
Shawn B. Harley ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Education Program ◽  
Science Classroom ◽  
Atmospheric Science ◽  
Summer Program ◽  
Educational Materials ◽  
Service Training ◽  
Purdue University ◽  
The Impact

The Atmospheric Science Education Program (ASEP) established in 1986 at Purdue University had two components: (1) To conduct a summer program for teachers on topics in atmospheric science; and (2) To develop educational materials for teaching atmospheric science to grades five through nine. The ASEP Summer Program for Teachers was conducted at Purdue University in July 1987 for selected Indiana teachers. Its purpose was to help teachers that teach science in grades five through nine to incorporate atmospheric science topics into their school curricula. The teachers participated in a four-week program that included lectures, laboratory sessions, educational applications seminars, field trips, and guest speakers. The ASEP staff also developed a series of videotapes and an accompanying set of instructional booklets for students and teachers. These materials were designed to reach a nationwide audience of students and teachers of science so they could incorporate atmospheric-related activities into the general science classroom. The participating teachers in the summer program provided input on the suitability (for the targeted school grades) of these materials, which will become available in late 1988. Follow-up visitations were made by ASEP staff to the schools of the summer participants to determine the impact of the summer program and to assist the teachers with implementation of atmospheric science into their science classrooms. These visitations and other correspondence with the participating teachers have revealed that the teachers are actively adapting the educational materials and components of the summer program instruction into their science curricula, as well as conducting in-service training for other teachers in their own school districts and at state science-teachers' meetings.

scholarly journals THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS’ CLASSROOM PRACTICE

2020 ◽  
Vol 19 (2) ◽  
pp. 201-219 ◽  
Author(s):  
Paweł Bernard ◽  
Karol Dudek-Różycki
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Quantitative Character ◽  
Limited Information ◽  
Self Evaluation ◽  
One Year ◽  
The Impact

Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers’ professional practices. The training consisted of two stages: I – one-week-long core training, and II – one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers’ practices related to facilitating learning by inquiry and identified the inquiry’s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning. Keywords: inquiry-based learning, in-service teachers, professional development, science education.

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 A Review of Computer-Aided Expert Systems for Breast Cancer Diagnosis

Cancers ◽  
2021 ◽  
Vol 13 (11) ◽  
pp. 2764
Author(s):  
Xin Yu Liew ◽  
Nazia Hameed ◽  
Jeremie Clos
Keyword(s):  
Breast Cancer ◽  
Machine Learning ◽  
Deep Learning ◽  
Main Process ◽  
Learning Approaches ◽  
Learning Methods ◽  
Advantages And Disadvantages ◽  
Computer Aided ◽  
Conventional Methods ◽  
The Impact

A computer-aided diagnosis (CAD) expert system is a powerful tool to efficiently assist a pathologist in achieving an early diagnosis of breast cancer. This process identifies the presence of cancer in breast tissue samples and the distinct type of cancer stages. In a standard CAD system, the main process involves image pre-processing, segmentation, feature extraction, feature selection, classification, and performance evaluation. In this review paper, we reviewed the existing state-of-the-art machine learning approaches applied at each stage involving conventional methods and deep learning methods, the comparisons within methods, and we provide technical details with advantages and disadvantages. The aims are to investigate the impact of CAD systems using histopathology images, investigate deep learning methods that outperform conventional methods, and provide a summary for future researchers to analyse and improve the existing techniques used. Lastly, we will discuss the research gaps of existing machine learning approaches for implementation and propose future direction guidelines for upcoming researchers.

Sign in / Sign up

Export Citation Format

Share Document