scholarly journals EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education

2019 ◽  
Vol 9 (2) ◽  
pp. 116 ◽  
Author(s):  
David González-Gómez ◽  
Jin Su Jeong
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Science Classroom ◽  
Science Laboratory ◽  
Positive Perception ◽  
Science Classrooms ◽  
E Learning ◽  
Computer Based ◽  
Positive Results ◽  
Scaffolding Learning

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as a HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.

scholarly journals Inquiry-based Science Education and e-Learning

2021 ◽  
Vol 52 (2) ◽  
pp. 24-27
Author(s):  
Sofoklis A. Sotiriou
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Scientific Research ◽  
Higher Order ◽  
Scientific Practices ◽  
Learning Tools ◽  
Science Classrooms ◽  
Scientific Databases ◽  
E Learning ◽  
Higher Order Learning

Science classrooms (even in the time of the pandemic) should provide more challenging, inquiry-based, authentic and higher-order learning experiences allowing students to participate in scientific practices and tasks. Rich scientific databases, e-Learning tools and digital educational resources can serve as a catalyst for science learning. They can offer a better understanding of complex scientific research, making science understandable and interesting to the students.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

scholarly journals Students’ Perception of Quipper as an Online Practice Tool for the English Computer-based National Examination

2017 ◽  
Vol 6 (2) ◽  
pp. 248-264
Author(s):  
Satria Andy Kirana
Keyword(s):  
Junior High School ◽  
Positive Perception ◽  
Descriptive Case Study ◽  
National Examination ◽  
Learning Platform ◽  
E Learning ◽  
Computer Based ◽  
Learning Platforms ◽  
Age Range

This study is a descriptive case study that tries to follow the students’ learning process in using Quipper, an e-learning platform to prepare them for the upcoming Computer-based National Examination. During the length of the research, the students’ perception of Quipper as a practice tool will be gathered and presented, along with the aspects that need to be further developed in the future, and students’ suggestions on how to develop Quipper into an e-learning platform with better functionality. Results of the study revealed that the students have positive perception towards Quipper with several notes about the need to revisit the functionalities and user interface according to what most students would be comfortable with as users. Further, the study also revealed critiques from the students for Quipper’s future developments. Finally, on the basis of the critiques, some suggestions were also given by the students participated in this study. The suggestions consisted of conducting more research on another level of educations besides junior high school to get the overall idea of what the users from all age range need and also the need to conduct research on several other e-learning platforms.

scholarly journals The opportunities and challenges for ICT in science education

2017 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Vesna Ferk Savec
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Science Classrooms ◽  
Pedagogical Content ◽  
Service Training ◽  
E Learning ◽  
Learning Platforms

The article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers’ believes, etc.) are reviewed, also variations of TPACK framework specific for science education are elaborated. In conclusion some of the aspects of TPACK in science education that need to be addressed in future are indicated, e.g. the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of continuous encouraging of science teachers’ for their participation in in-service training related to the use of ICT; and the examination of the role of science teachers’ TPACK in developing of students’ 21st century trans-disciplinary skills.

scholarly journals Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

2018 ◽  
Vol 20 (2) ◽  
pp. 74-88 ◽  
Author(s):  
Rif’ati Dina Handayani ◽  
Insih Wilujeng ◽  
Zuhdan K Prasetyo
Keyword(s):  
Science Education ◽  
Indigenous Knowledge ◽  
Science Learning ◽  
Science Curriculum ◽  
Science Classroom ◽  
Indigenous Communities ◽  
Cultural Sustainability ◽  
Science Curricula ◽  
New Perspective ◽  
Learning Data

Abstract Indigenous knowledge has been contrasted and compared with scientific knowledge as traditional versus modern. This becomes the main problem for the native learners who feel separated from their environment. They face the challenge of existing in a couple of worlds indigenous and non-indigenous. The research presents the theoretical viewpoints of science education and indigenous knowledge to provide a new perspective on science learning. Data are gathered through the original document analysis of indigenous communities of Javanese people and science syllabi. The results of the study propose four steps to integrate indigenous knowledge in the science curricula: fragmented, connected, sequenced, and integrated. This study indicates that indigenous knowledge incorporated in the science curricula includes attitude, knowledge, and skill aspects. It establishes a significant connection between what pupils encounter in the school and their lives beyond the school for the cultural sustainability. Elaborating indigenous knowledge in the science classroom is potential for building meaningful learning and connecting the gap of science education pathways that a student obtains in schools and community.

E-Learning-Systeme: Theoriegeleitete Konzeption, Qualitätsmanagement, Implementierung

2003 ◽  
Vol 15 (1) ◽  
pp. 13-23
Author(s):  
Berit Baeßler ◽  
Stephanie Lücke ◽  
Bernhard Koring ◽  
Susanne Kinnebrock ◽  
Patrick Rössler
Keyword(s):  
Computer Based Learning ◽  
E Learning ◽  
Computer Based

Zusammenfassung. Der vorliegende Beitrag entwickelt auf der Basis von pädagogischen Überlegungen und lernpsychologischen Forschungsergebnissen zur computerunterstützten Wissensvermittlung eine Konzeptualisierung von E-Learning-Systemen und deren von konsequentem Qualitätsmanagement begleitete Umsetzung. Die vorgestellte theoriegeleitete Vorgehensweise wird anhand der Entwicklung und Realisierung des internetgestützten Lernsystems “CLIC Computer-based Learning: Introduction to Communications“ veranschaulicht, das an der Universität Erfurt erarbeitet wird. Der Aufsatz befasst sich sowohl mit der Koordination auf der Ebene der Produktion (Didaktik, Inhalt, Technik) als auch auf der Ebene der Rezeption (Lern- und Kommunikationsformen, Lernorganisation). Die explorativ angelegte Evaluation des ersten Einsatzes von CLIC belegt ein weitgehend gelungenes Konzept und Qualitätsmanagement. Vorgestellt werden ausgewählte Evaluationsergebnisse zur Koordination und Organisation der Wissensvermittlung sowie des sozialen Kontaktes zwischen Studierenden und Dozierenden. Anhand von drei in der Evaluation empirisch ermittelten E-Learning-Typen werden Probleme und Potenziale beim E-Learning aufgezeigt und Schlussfolgerungen für die koordinierende Gestaltung von E-Learning-Systemen gezogen.

Autonomy in Science Education: A Practical Approach in Attitude Shifting Towards Science Learning

2009 ◽  
Vol 18 (6) ◽  
pp. 476-486 ◽  
Author(s):  
Pasl A. Jalil ◽  
M. Z. Abu Sbeih ◽  
M. Boujettif ◽  
R. Barakat
Keyword(s):  
Science Education ◽  
Science Learning ◽  
Practical Approach
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