Propuesta multidisciplinar y cooperativa: “energías renovables en secundaria”

Es clara la necesidad de modificar el modelo energético existente. En el nuevo esquema por venir las energías renovables desempeñarán un papel fundamental, por lo que es indudable la importancia de enseñar y aprender algunos tópicos referentes a estas energías y temas relacionados. En este trabajo, producto de la cooperación entre las Universidades de Burgos, España y Distrital de Bogotá, Colombia, se presenta una propuesta multidisciplinar y cooperativa para la enseñanza de las Energías Renovables en secundaria. Se pretende así contribuir a la mejora del nivel de la educación científica básica, a través de la cooperación entre educadores de Biología, Física y Química, principalmente. It is a clear need to modify the existing energy model. In the new scheme for coming renewables will play a key role, so it is undoubtedly important to teach and learn some topics concerning these energies and related topics. Multidisciplinary and cooperative approach to teaching in secondary Renewable Energy is presented as a product of cooperation between the Universities of Burgos, Spain and the District of Bogotá, Colombia. The aim is to contribute to the improvement of basic science education through cooperation between teachers of Biology, Chemistry and Physics, mainly.

A Brief Explanation of Basic Science Education

This work is to explains basic science education that is focused exclusively on ‘why’ and ‘how’ aspect.

Identifying Factors Affecting the Quality of Teaching in Basic Science Education: Physics, Biological Sciences, Mathematics, and Chemistry

Basic science education provides the most fundamental knowledge for preparing students to pursue departmental major courses. Considering that basic science courses are laboratory classes conducted alongside theory classes, the factors affecting instructor–student communication and feedback can vary between theory and laboratory classes. We applied the ordinary least squares model to the refined data of basic science courses. We drew on variables reflecting instructor–student interaction such as class size, type of subject, and instructor characteristics to analyze the factors affecting student satisfaction with theory and laboratory classes. The analysis results indicated that the educational environment of a large-sized class could be improved by subdividing it into smaller groups to facilitate feedback. The use of online platforms to supplement offline courses provides an additional mechanism for the exchange of feedback and positively affects student satisfaction. We also confirmed empirically that the instructor–student communication which takes place during laboratory work, in contrast to the one-sided conveyance of course materials by the instructor in lectures, was a crucial factor in the quality of education. These results are linked to the demand for knowledge in engineering education, the student’s educational performance, and the labor market performance needed to establish a sustainable system in engineering education.

Acquisition of Innovative and Entrepreneurial Skills in Basic Science Education for Job Creation in Nigeria

Innovative and Entrepreneurial skill acquisition in Nigeria entails focusing on what should be done to bridge the gap between the school and labour market, where the learner will work after graduation, so as to be self-reliant in the society. Specifically, the study determined: the innovative and entrepreneurial skills needed in Basic Science Education for job creation; and, the teaching strategies required. The study was carried out in Nigeria and was guided by three research questions. A descriptive survey research design was adopted. The population of the study was made up of 441 principals and 4340 Basic Science teachers. The instrument used for data collection was a 22-item questionnaire. Mean and standard deviation statistics were used to address the three research questions. The findings revealed that a lot of skills were needed in science education for job creation, the teachers were required to use practically oriented methods in teaching the students and a lot of factors posed challenges to the acquisition of entrepreneurial skills in Basic Science Education. Consequently, the study made recommendations.

Peer-assisted learning: filling the gaps in basic science education for preclinical medical students

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year ( n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants ( n = 949). All five posttutorial quizzes showed a significant improvement in mean student score ( P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies.