Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
Does the national curriculum influence teaching ESERA 2015Svava Pétursdóttir
Svava Pétursdóttir, Allyson Macdonald and Gunnhildur Óskarsdóttir Does the national curriculum influence teaching? The 11th Conference of the European Science Education Research Association (ESERA) 31.8.-4.9.2015 Helsinki
http://www.esera2015.org/ http://www.esera2015.org/media/ESERA_CONFERENCE_BOOK_web_Revisions.pdf
Curriculum Transaction, Instructional Design, System and Media, Curriculum Evaluation: Approaches and Models, Instructional Material and Techniques and the Learners Characteristics
Star of Turkish Education system: Village Institutions: What kind of Turkey would e have if they still exist?
Classroom management style at village Institutions (Köy Enstitüleri). Reasons of decreasing extra-curriclar activities and outcomes of the closing of Village Institutions on teachers Education system.
Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice By Kizito Ndihokubwayo From Graduate School for International Development and Cooperation, Hiroshima University
Abstract
This study aims at investigating the barriers encountered by science teachers in laboratory activities in Rwandan teacher training colleges (TTCs) using questionnaires and interviews. The results confirmed that teachers face barriers like time limitation, material scarcity and lack of improvising skills in their everyday science teaching life. About 95% of teachers who teach in schools with laboratories and only 5% of their peers at schools without laboratory show enough awareness on science laboratory activities. However, in terms of the importance of laboratory experiment and improvisation approach, students had the similar responses in all the investigated schools. Keywords: Barriers, TTCs, Laboratory activities
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Star of Turkish Education system: Village Institutions: What kind of Turkey would e have if they still exist?
Classroom management style at village Institutions (Köy Enstitüleri). Reasons of decreasing extra-curriclar activities and outcomes of the closing of Village Institutions on teachers Education system.
Investigating the status and barriers of science laboratory activities in Rwandan teacher training colleges towards improvisation practice By Kizito Ndihokubwayo From Graduate School for International Development and Cooperation, Hiroshima University
Abstract
This study aims at investigating the barriers encountered by science teachers in laboratory activities in Rwandan teacher training colleges (TTCs) using questionnaires and interviews. The results confirmed that teachers face barriers like time limitation, material scarcity and lack of improvising skills in their everyday science teaching life. About 95% of teachers who teach in schools with laboratories and only 5% of their peers at schools without laboratory show enough awareness on science laboratory activities. However, in terms of the importance of laboratory experiment and improvisation approach, students had the similar responses in all the investigated schools. Keywords: Barriers, TTCs, Laboratory activities
Importance of Classroom Management skills for teacher: Why cannot good Classroom management be provided in our schools?
SLOGAN: when there is a smiling face, there is always solution.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Rethinking Online SPARQL Querying to Support Incremental Result VisualizationOlaf Hartig
These are the slides of my invited talk at the 5th Int. Workshop on Usage Analysis and the Web of Data (USEWOD 2015): http://usewod.org/usewod2015.html
The abstract of this talks is given as follows:
To reduce user-perceived response time many interactive Web applications visualize information in a dynamic, incremental manner. Such an incremental presentation can be particularly effective for cases in which the underlying data processing systems are not capable of completely answering the users' information needs instantaneously. An example of such systems are systems that support live querying of the Web of Data, in which case query execution times of several seconds, or even minutes, are an inherent consequence of these systems' ability to guarantee up-to-date results. However, support for an incremental result visualization has not received much attention in existing work on such systems. Therefore, the goal of this talk is to discuss approaches that enable query systems for the Web of Data to return query results incrementally.
This presentation would help you guys know who are the stakeholders involved in curriculum implementation as well their role. It tackles also the Role of Technology in Delivering the Curriculum and the Pilot Testing, Monitoring and Evaluating of the curriculum.
Action Research to develop a schools engagement strategy to promote science a...wellcome.trust
Presented by Alune Davies (Kenyan Medical Research Institute) at the Public Engagement Workshop, 2-5 Dec. 2008, KwaZulu-Natal South Africa, http://scienceincommunity.wordpress.com/
The Application of Explicit Type Learning Model to Improve Student Learning O...AI Publications
This study aims to determine the difficulties by students learning Growth and Development of Living Things in Eighth Grade students of SMP Dharma Bakti Siborongborong. The highest score is 98 and the lowest score is 30. The classical percentage has not reached 85%,The first cycle has not reached classical completeness. To improve the implementation the first cycle of actions followed by the implementation the second cycle of actions. Cycle II in class VIIIB, test results for learning II obtained an average class of 80.5 with 41 students (87.24%) had reached the level of completeness while 6 more people (12.76%) had not reached the level of mastery learning. The highest score is 100 and the lowest is 30. By looking the classical percentage (87.24%), Stated to have achieved classical learning completeness. it can be concluded that the Explicit Type learning model can improve student learning outcomes.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
5. • Why is a good science education so important for every child, not
just for those who may be headed toward a scientific or technical
career?
• Because science is everywhere, and understanding how it’s a part
of our daily lives can give students a great foundation for success in
life.
• But in our country science lessons consist of formulas or multiple
choice question, so students generally cannot internalize science
lessons.
6. • Effective educators regularly look for ways to improve
educational programs, curriculum, and instruction to address
middle-school student needs ( National Research
Council,1996).
• Science classes incorporating inquiry- based instruction
implement a shift from teacher-directed instructional practices
to student-centered activities ( Hofstein & Lunetta,2004).
• Classroom practices like inquiry-based education create and
promote a unique social-cultural climate and social-
interactional process. (Covington, 2000)
7. • Today, in Turkish education system, generally, science
topic are given in a knowledge level, also learning by
practising and experiencing cannot be applied in some
schools. (Noyanalpan,1996).
• Heuristic method H.E. Armstrong said that laboratory
classes should be used in science lesson, by experiment
and observations students can learn science topic by
practising and experiencing. (Küçükahmet, 1995:149)
8. In Lewin’s experiential learning theory,
learning occurs around four stages as a circle.
Concrete
Experince
Observation
and results
Formation of
abstract
concepts and
generalization
In a new
situation, testing
meaning of
concepts
Figure1. Lewin’s experiential learning theory (Kolb, 1984:21)
12. Our survey was applied on
16 students who were 8th
graders in Güneşli.
https://journalofhumannutritionanddieteticseditor.wordpress.co
m/2013/01/10/journal-of-human-nutrition-and-dietetics-what-
do-you-think/
wcselementary.wikispaces.com/WCS+Elementary+Links
13. a. Teacher uses only book to teach. 1 2 3 4 5
b. Teacher uses laboratory for necessary subjects. 1 2 3 4 5
c. Teacher gives an example in daily life to teach. 1 2 3 4 5
d. Teacher uses smart board. 1 2 3 4 5
e. Teacher teaches science topics with drama methods. 1 2 3 4 5
f. Teacher explains subjects shortly and then, s/he is 1 2 3 4 5
solved multiple choice problems.
g. Teacher makes it enjoyable with music. 1 2 3 4 5
h. Teacher uses visual materials (animation, video etc.). 1 2 3 4 5
i. Teacher groups all of students and then, students 1 2 3 4 5
study with group friends.
j. Teacher is passive. Students explain others and discuss 1 2 3 4 5
about subjects.
14. 2. Which methods are effective for your science
learning? Please, write 3 methods.
1.
2.
3.
http://ancient-science-
webliography.webs.com/
15. 0
10
20
30
40
50
60
70
80
a. Using only
book
b. Using
laboratory
c. Giving an
example in
daily life
d. Using
smart board
e. Drama
method
f. Short
explanation
and multiple
choice
questions
g. Making it
enjoyable
with music
h. Using
visual
materials
(animation,
video etc.)
i. Group
working
j. Passive
teacher
Results of first & second
questions
16.
17. Survey results show that;
• Teachers use daily life examples in their science lessons.
• Teachers use visiual materials (animation, video, etc.) in
science lesson but they do not prefer to use smart board.
• Students thinks that they can understand science lesson
by solving multiple choice questions and their teacher
prefer to use this method.
-In students mind, solving multiple choice question
equals understanding science lessons.
18. • Since, students have not faced other techniques (drama, music,
laboratory), they did not prefer them to learn science topics.
• In our opinion, students prefer multiple choise questions to
learn science topics, because they see science topic like a key
of good high school instead of having critical science
thinking skills.
• Students think that they learn science lesson but they cannot
apply in their daily life situations.
• This result shows that, the meaning of learning science equals
solving multiple choice question rather than learning by doing
and experiencing.
19. • Teachers should provide students to obtain scientific
perspective to understand their environment.
• Teachers should use more learning by doing and
experiencing technique to make students more active
in the lessons.
• Teachers should take into consideration students’
learning style when applying different teaching
methods.
• Teachers should use materials that are related with
the topic such as posters, figures, documentaries,
films etc.
20. Village Institutions are the best solutions for education,
especially science education. Students in Village
Institutions learn new information about nature and
environment and then, they apply them. They have
nature and science, ironworking, constructiveness and
cooperation lessons. Mostly, they work soil and they
construct new buildings. They have superior knowledge
for nature. Namely, science education is related to daily
lives. (Aysal, 2005)
21. Limitations
• Restricted number of participants.
• Restricted number of questions.
• There is no private school students in our
survey.
• Participants selected in only one area.
24. • National Research Council. (1996). National Science Education
Standards. Washington,DC: National Academy Press.
• Noyanalpan, Ningur. (1996) İlköğretim Okullarında Fen Öğretimi Ve
Sorunları.Ankara: Türk Eğitim Derneği Yayınları
• Küçükahmet, Leyla. (1995) Öğretim İlke ve Yöntemleri. Ankara: Gazi
Büro Kitabevi
• Kolb, D. (1984) Experiential Learning: Experience as the Source of
Learning and Development. Englewood Cliffs, NJ: Prentice
Hall(1985) Learning Style Inventory: Self Scoring Inventory and
Interpretation Booklet. Boston:Mc Ber and Company.
• Aysal, Dr Necdet. (2005) Ankara Üniversitesi Türk İnkılâp Tarihi
Enstitüsü Atatürk Yolu Dergisi. Anadolu’da Aydınlanma Hareketinin
Doğuşu: Köy Enstitüleri.
http://dergiler.ankara.edu.tr/dergiler/45/788/10118.pdf