Thematische Bibliographien / Effect of science education on

Auswahl der wissenschaftlichen Literatur zum Thema „Effect of science education on“

Autor: Grafiati
Veröffentlicht am 27. Juli 2024
Zuletzt aktualisiert am 29. Juli 2024

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Inhaltsverzeichnis

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Effect of science education on" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Effect of science education on"

1

OZDEMIR, Yahya, und Mustafa OZTAS. „Effect of Science and Technology Parks in Engineering Education“. Global Journal For Research Analysis 3, Nr. 2 (15.06.2012): 80–82. http://dx.doi.org/10.15373/22778160/february2014/25.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Dienye, N. Emiya. „The Effect of Inservice Science Education“. British Journal of In-Service Education 14, Nr. 1 (Dezember 1987): 48–55. http://dx.doi.org/10.1080/0305763870140110.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Kamstrupp, Anne Katrine. „The wow-effect in science teacher education“. Cultural Studies of Science Education 11, Nr. 4 (26.02.2016): 879–97. http://dx.doi.org/10.1007/s11422-015-9684-6.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Hartmann, Stefan, Annette Upmeier zu Belzen, Dirk Krüger und Hans Anand Pant. „Scientific Reasoning in Higher Education“. Zeitschrift für Psychologie 223, Nr. 1 (Januar 2015): 47–53. http://dx.doi.org/10.1027/2151-2604/a000199.

Der volle Inhalt der Quelle
Annotation:
The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two natural science disciplines performed better than students who studied only one natural science discipline. In contrast to our initial hypothesis, preservice science teachers performed less well than a control group of natural sciences students. Remarkably, an interaction effect of the degree program (bachelor vs. master) and the qualification (natural sciences student vs. preservice teacher) was found, suggesting that preservice science teachers’ learning opportunities to explicitly discuss and reflect on the inquiry process have a positive effect on the development of their scientific reasoning skills. We conclude that the evidence provides support for the criterion-based validity of our interpretation of the test scores as measures of scientific reasoning competencies.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Alahmari, Khalid A., Kanagaraj Rengaramanujam, Ravi Shankar Reddy, Paul Silvian Samuel, Irshad Ahmad, Venkata Nagaraj Kakaraparthi und Jaya Shanker Tedla. „Effect of Disability-Specific Education on Student Attitudes Toward People With Disabilities“. Health Education & Behavior 48, Nr. 4 (11.03.2021): 532–39. http://dx.doi.org/10.1177/1090198121995774.

Der volle Inhalt der Quelle
Annotation:
Attitude is a multidimensional and complex notion that considerably empowers or limits the major life activities of humans. Health professionals’ attitudes toward people with disabilities are significant factors in the rehabilitation process. Soon after completing their coursework, the final-year students from health science meet the patients and rehabilitate them. This study accordingly aims to assess the attitude toward disability among final-year health science students before and after administering a disability-specific structured teaching program. A total of 243 final-year undergraduate health science students from medical, dental, physical therapy, pharmacy, laboratory sciences, radiology sciences, and nursing aged between 21 and 27 years participated in this study. This work employed the Scale of Attitudes Toward Disabled Persons (SADP) to measure attitudes among participants. The mean pre- and posttest SADP scores were 83.59 ± 15.45 and 107.83 ± 62, respectively ( p < .001). Students from medical, dental, physical therapy, and nursing showed significant positive attitudes toward disability compared with other students, whereas college students in the final year of health science generally had poor attitudes toward disability. The results indicate that the disability-specific structured teaching program is effective in improving the attitude toward disability among final-year health science students. Accordingly, the authors recommend modifying the disability-related content in the health sciences curriculum.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

KARACA, Tulin, und Ozlem KORAY. „The Effect of Using the Creative Reversal Act in Science Education on Middle School Students’ Creativity Levels“. Eurasian Journal of Educational Research 17, Nr. 67 (22.01.2017): 199–214. http://dx.doi.org/10.14689/ejer.2017.67.12.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Emdin, Christopher, und Okhee Lee. „Hip-Hop, the “Obama Effect,” and Urban Science Education“. Teachers College Record: The Voice of Scholarship in Education 114, Nr. 2 (Februar 2012): 1–24. http://dx.doi.org/10.1177/016146811211400205.

Der volle Inhalt der Quelle
Annotation:
Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Chen, Kun-Dang, Xiaojie Wan und Ping-Kuo Chen. „Learning Outcomes for Improving Science Entrepreneurship in Higher Education“. SAGE Open 11, Nr. 1 (Januar 2021): 215824402097467. http://dx.doi.org/10.1177/2158244020974678.

Der volle Inhalt der Quelle
Annotation:
This study’s purpose was to investigate the relationships among learning through experience, learning for stress resistance, learning cognition, learning outcomes, the entrepreneurial mindset, and the discrimination of social information. The main research methods adopted in the study were the partial least squares (PLS) and the Sobel test. We adopted PLS to test the relationships between six variables, including mediating and moderating effects. In addition to PLS, this study used the Sobel test to verify the mediating effects. Large samples may cause a mediating effect testing error when PLS is used; however, the Sobel test can resolve this issue. According to our test results, learning through experience and learning for stress resistance can change students’ learning cognition and improve their learning outcomes. In addition, an entrepreneurial mindset has a mediating effect on the relationship between learning through experience, learning for stress resistance, and learning cognition. That is, for the student, having an entrepreneurial mindset strengthens the effect of learning through experience, as well as learning for stress resistance, and improves learning cognition. However, the discrimination of social information has a moderating effect on the relationship between learning cognition and learning outcomes. That is, a lower discrimination capability with respect to social information changes learning cognition and results in poor learning outcomes.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Yaman, Süleyman, und Şadiye Karaşah. „EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS“. Journal of Baltic Science Education 17, Nr. 1 (20.02.2018): 65–83. http://dx.doi.org/10.33225/jbse/18.17.65.

Der volle Inhalt der Quelle
Annotation:
This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students’ success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students' science success of the LC models. Considering the effects of LC model on the students’ science success, this research could be helpful to both researchers and practitioners in the field of science education. Keywords: meta-analysis, learning cycle models, science success, effect size.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Konu Kadirhanogullari, Meryem, und Esra Ozay Kose. „Project-Based Learning in Science Education: A Bibliometric Network Analysis“. International Journal on Studies in Education 6, Nr. 1 (28.12.2023): 85–108. http://dx.doi.org/10.46328/ijonse.200.

Der volle Inhalt der Quelle
Annotation:
The project-based learning model is the most common method used concerning transferring knowledge and skills gained from the courses of sciences to the daily lives of students. Through the relevant method, science courses are considered to be more efficient and understandable as well as to be more loved by the students. In this respect, it is of great importance to periodically examine the research on project-based learning in science education and to identify trends. In this study, it was aimed to determine the content analysis and trends of the studies on project-based learning in science education. First, we registered 885 publications using “science education and project-based learning” in the “Social Sciences” category from Scopus, documents were then exported to CSV form and in turn, subjected to the bibliometric analysis using VOSviewer Software. In addition, the bibliometrix program was used for Lotka's law and author effect ratio.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Dissertationen zum Thema "Effect of science education on"

1

Seker, Hayati. „The Effect of Using the History of Science in Science Lessons on Meaningful Learning“. The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1094838671.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Wallace, Nicole N. „The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa“. Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.

Der volle Inhalt der Quelle
Annotation:
Attitudes towards science and school science have long been studied because of a desire to keep students in science-related subjects and science-related careers. In South Africa, little research has been done to identify what interventions would encourage students, especially girls, to continue in the sciences. This study focused on the implementation of an alternative assessment in Natural Science in Grade 8 at an all-girls independent school. Students were given an open-ended questionnaire at the beginning and end of the school year to determine their choices for their favourite and hardest parts of Natural Science. These choices acted as a proxy of their attitude towards science. They also completed three sections of the Relevance of Science Education (ROSE) questionnaire in June after the alternative assessment was completed. From this data, three conclusions were made. First, the students had a positive attitude toward the alternative assessment. Second, the students had a positive attitude toward science and showed evidence of the impact of alternative assessments on this attitude. Third, the alternative assessment did not show long term effects on the students' attitude toward science.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Ireland, Julie D. „The effect of reading performance on high school science achievement“. Thesis, Curtin University, 1987. http://hdl.handle.net/20.500.11937/416.

Der volle Inhalt der Quelle
Annotation:
This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Lockwood, Jeffrey Frank. „The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science“. Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.

Der volle Inhalt der Quelle
Annotation:
Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Ireland, Julie D. „The effect of reading performance on high school science achievement“. Curtin University of Technology, Science and Mathematics Education Centre, 1987. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9810.

Der volle Inhalt der Quelle
Annotation:
This study was undertaken to investigate the relationship between student reading performance and achievement in science. Many students have difficulties comprehending written materials presented to them in science and many tests used to measure achievement in science rely heavily on reading ability. Students may have trouble demonstrating their science knowledge due to their lack of reading skills.In this study, the reading ages and science achievement scores of students were calculated. Twenty activity cards used to teach the science topic Plants and Animals were modified to reduce the language difficulty level. All students in two Year 8 science classes used the modified activity cards and modified science achievement measures. Five students were selected to form a sub-sample of the class group for in-depth observations, interviews, and analysis. These students were low performance readers who achieved poorly on science topic tests even though they had excellent work habits. The student reading ages in the class groups ranged from 8 years 1 month to above 16 years 10 months.The reading performance data were found to correlate significantly with science achievement as measured on topic tests. Class 1 produced a correlation coefficient of 0.46, while Class 2 produced a correlation coefficient of 0.75. In this study it appears that science achievement is related to reading performance.Qualitative analysis of data from the five students in the sub-sample showed that the modified activity cards were relatively easy to use. Students could work on the cards independently. This study demonstrated that textual material needs to be presented at an appropriate reading level for independent learning to occur.All of the students in the sub-sample demonstrated improved science achievement on the modified Plants and Animals topic test. In addition, most other students in the ++
study improved their performance on the modified science test. Thus, the modiifications appeared to make it easier for most students to demonstrate their science achievement.A positive correlation was found between student reading age and science achievement. Reading performance may be a critical factor in achievement on science tests. If this is the case, learning strategies must be developed that focus on helping students to utilize textual materials effectively.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Taneja, Anju. „Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation“. Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.

Der volle Inhalt der Quelle
Annotation:

Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.

APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Jones, A. C. „The effect of the National Curriculum and its changes on science teachers“. Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284109.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Jackson, Diann Carol. „The effect of concept mapping on preservice elementary teachers' knowledge of science inquiry teaching“. Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Ramsey, Susan. „THE EFFECT OF THE ADVANCED PLACEMENT TRAINING AND INCENTIVE PROGRAM ON INCREASING ENROLLMENT AND PERFORMANCE ON ADVANCED PLACEMENT SCIENCE EXAMS“. VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2765.

Der volle Inhalt der Quelle
Annotation:
The purpose of this study is to examine the effectiveness of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students’ test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Dietz, Laura Elizabeth. „Effect of the Science Teaching Advancement through Modeling Physical Science Professional Development Workshop on Teachers' Attitudes, Beliefs and Content Knowledge and Students' Content Knowledge“. Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404125737.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Bücher zum Thema "Effect of science education on"

1

J, Marzano Robert, Hrsg. Enhancing the art & science of teaching with technology. Bloomington, IN: Marzano Research Laboratory, 2014.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. Washington, DC: U.S. Environmental Protection Agency, Office of Research and Development, 1993.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

R, Holman Steven, Mortensen Lynn L und United States. Environmental Protection Agency. Office of Research and Development, Hrsg. Global climates--past, present, and future: Activities for Integrated Science Education. [Washington, D.C.?]: U.S. Environmental Protection Agency, Office of Research and Development, 1993.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. [Washington, D.C.?]: U.S. Environmental Protection Agency, Office of Research and Development, 1993.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

R, Holman Steven, Mortensen Lynn L und United States. Environmental Protection Agency. Office of Research and Development., Hrsg. Global climates--past, present, and future: Activities for Integrated Science Education. Washington, DC: U.S. Environmental Protection Agency, Office of Research and Development, 1993.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

R, Holman Steven, Mortensen Lynn L und United States. Environmental Protection Agency. Office of Research and Development., Hrsg. Global climates--past, present, and future: Activities for Integrated Science Education. Washington, DC: U.S. Environmental Protection Agency, Office of Research and Development, 1993.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Australian Academy of Sciences. Science and Industry Forum. Meeting. Education for skills and technological competence: Report of the 49th meeting of the National Science and Industry Forum. Canberra, ACT: Australian Academy of Science, 1991.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Camilucci, Shelley Lynn. The effect of gender, amount of education and orientation toward science on level unsubstantiated beliefs. Sudbury, Ont: Laurentian University, Department of Psychology, 1990.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Ng, Tang Nah. The effects of science education on national economic growth in the world and Singapore. Singapore]: Department of Sociology, National University of Singapore, Republic of Singapore, 1999.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Vetter, Betty M. Federal support for science and engineering education: Effect on output of scientists and engineers, 1945-1985. [Washington, D.C.?: The Office, 1987.

Den vollen Inhalt der Quelle finden
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Mehr Quellen

Buchteile zum Thema "Effect of science education on"

1

Özçelik, Erol, Nergiz Ercil Cagiltay, Gokhan Sengul, Emre Tuner und Bulent Unal. „The Effect of Split Attention in Surgical Education“. In Lecture Notes in Computer Science, 3–10. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07485-6_1.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Yun, Chen, Xie Kefan und Liu Haimei. „Information Effect in Interactive Teaching“. In Advances in Computer Science, Environment, Ecoinformatics, and Education, 496–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_88.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Galili, Igal, und Amnon Hazan. „The Effect of a History-Based Course in Optics on Students’ Views about Science“. In Science Education and Culture, 229–54. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0730-6_16.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Byrne, Aidan. „The Effect of Education and Training on Mental Workload in Medical Education“. In Communications in Computer and Information Science, 258–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14273-5_15.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Zhang, Weihang. „The effect of Self-selected background music on spatial reasoning ability—an extension of the Mozart effect“. In Advances in Social Science, Education and Humanities Research, 229–35. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-170-8_24.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Boujaoude, Saouma, Suha Sowwan und Fouad Abd-El-Khalick. „The Effect of Using Drama in Science Teaching on Students’ Conceptions of the Nature of Science“. In Research and the Quality of Science Education, 259–67. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_21.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Gunadi, R. Andi Ahmad, Aswir und Maesaroh Lubis. „The Effect of Digital Literacy on Children Violence“. In Advances in Social Science, Education and Humanities Research, 700–706. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-022-0_74.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Napal Fraile, María, Lara Vázquez Bienzobas, Isabel Zudaire Ripa und Irantzu Uriz Doray. „The Effect of Adult Intervention in the Development of Science Process Skills“. In Shaping the Future of Biological Education Research, 51–61. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_4.

Der volle Inhalt der Quelle
Annotation:
AbstractContrary to the commonly held belief that preschool children are not prepared to understand certain scientific phenomena, studies have shown at least an incipient command of science process skills (SPS) whenever children are provided with various opportunities and contexts for learning. Specifically, the degree of adult intervention may strongly determine learning outcomes, especially if this role consists of guiding exploration with productive questions that help the children focus their attention on the phenomena of interest. This research was aimed at assessing the impact of different styles of adult intervention on the learning of and engagement with science tasks, in the context of a proposal intended to develop SPS among young children. Forty-two children aged 4–6 were subdivided in three groups and participated in various science proposals under different styles of adult intervention: children-led, adult-led or scaffolded exploration. While the adult-led group attained the most detailed learning of concepts, the scaffolded exploration group improved their basic SPS more. The children-led intervention had the poorest results. The type of questions proved crucial, with productive questions which prompt the children to focus their attention or find a solution leading to much more accurate and complete answers.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Ubay, Ubay, Nurul Musyafa’ah, Muhammad Afthon Ulin Nuha und Sari Uswatun Hasanah. „The Effect of ArabEasy Application on Arabic Writing Ability“. In Advances in Social Science, Education and Humanities Research, 185–94. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-144-9_21.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Nan, Shuhua, und Kanokporn Chaiprasit. „The Effect of Enterprise Innovation on Sustainable Business Performance“. In Advances in Social Science, Education and Humanities Research, 160–68. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-222-4_19.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen

Konferenzberichte zum Thema "Effect of science education on"

1

Orozco, S., R. T. Hernandez-L und A. Sanchez. „Magnetocaloric effect and magnetic systems in science education“. In 2015 International Conference on Electromagnetics in Advanced Applications (ICEAA). IEEE, 2015. http://dx.doi.org/10.1109/iceaa.2015.7297348.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Kong, Young Tae, und Sun-Chen Huo. „An Effect of STEAM Activity Programs on Science Learning Interest“. In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.09.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Omae, Yuto, Takako Mitsui und Hirotaka Takahashi. „Effect on satisfaction through super science high school's education“. In 2015 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2015. http://dx.doi.org/10.1109/sii.2015.7404969.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Mahrani, Yuyun, Retno Dwi Suyanti und R. Mursid. „The Effect of Cooperative Learning on Students Science Process Skill“. In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.157.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Yang, Wei. „The Effect of Science and Technology Ethics on Science and Technology Innovation“. In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.212.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh und Hissa Sadiq. „The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools“. In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

Der volle Inhalt der Quelle
Annotation:
The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Rahardini, Riris Riezqia Budy, I. Gusti Putu Suryadarma und Insih Wilujeng. „The effect of science learning integrated with local potential to improve science process skills“. In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995192.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Depari, Siska Evriani, und Hasruddin. „The Effect of Inquiry Learning Model on Students Science Process Skills“. In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.83.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Lung, Florin, Geoff Potvin, Gerhard Sonnert, Philip M. Sadler, N. Sanjay Rebello, Paula V. Engelhardt und Chandralekha Singh. „The effect of immigration status on physics identity and physical science career intentions“. In 2011 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2012. http://dx.doi.org/10.1063/1.3680044.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Li, Qi. „Music Education Effect on Improving Students' Comprehensive Quality“. In 2nd International Symposium on Social Science 2016 (ISSS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/isss-16.2016.15.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen

Berichte der Organisationen zum Thema "Effect of science education on"

1

Basham, Jennifer. The Effects of an Overnight Environmental Science Education Program on Students' Attendance Rate Change for Middle School Years. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2726.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
2

Littleton, Ginger, und Joseph Wander. STEM Education: Introduction of Quantitative Math and Science Content into Elementary Education, STEM Enrichment Effort in Title One Elementary and Middle Schools in Bay County, Florida. Fort Belvoir, VA: Defense Technical Information Center, Juni 2013. http://dx.doi.org/10.21236/ada596391.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
3

Дороніна, Тетяна Олексіївна, und Тетяна Ігорівна Ховрякова. Gender Education and Youth Preparation for Family Life Problem: Crossing Points. Криворізький державний педагогічний університет, 2021. http://dx.doi.org/10.31812/123456789/8063.

Der volle Inhalt der Quelle
Annotation:
The article is devoted to youth preparation for family life issue and the necessity in gender approach application for this issue in the domestic scientific discourse. The relevance of the problem in gender aspect is highlighted from the perspective of the working group of Ministry of Education and Science of Ukraine development of “Strategy of Gender Equality in Education”. Based on references to the publications of educators and psychologists, it was concluded that scientists consider the problem of youth preparation for family life, mainly from the point of psychological readiness of young men and women to fulfill marital obligations. In the pedagogical aspect, scientists focus on creating pedagogical conditions and using the system of educational influences on the formation of youth readiness to start a family. The analysis of the views presented in the scientific discourse on the youth preparation for family life issue gave us grounds to find a few contradictions between the psychological and pedagogical consideration of the problem and the modern life realities. Traditional notions of the family are in significant transformation state. The approaches proposed by psychological and pedagogical thought are aimed to preserve traditional notions of the family which do not stand the test of time. In the system of youth preparation for family life, the authors identified a few gender issues: education according to traditional role behavior models, the effect of hidden curriculum in education, pressure on girls about marriage, the system of requirements for the role and "place" of women in the family according to her status (daughter, wife, daughter-in-law, mother), etc. It is suggested that science should be more flexible on this issue and should propose models and approaches that ensure the sustainable development of the State (including in demographic terms) while guaranteeing fundamental rights and freedoms, including the right to free development and self-realization without discriminatory restrictions
APA, Harvard, Vancouver, ISO und andere Zitierweisen
4

Näslund-Hadley, Emma. An Equal Start: Numeracy Education in Latin America and the Caribbean. Inter-American Development Bank, Juni 2010. http://dx.doi.org/10.18235/0005962.

Der volle Inhalt der Quelle
Annotation:
This art exhibit, held at IDB's headquarters on June 7-11, 2010, embodies the hope and aspiration that all students will gain a level of numeracy essential for successful participation in school, work and everyday life. The artworks on exhibit were selected from over 250 pieces submitted by artists representing nineteen Latin American and Caribbean countries. The exhibition constitutes the visual launch of a new IDB effort focused on implementing policies that help children reach their full potential in mathematics and natural science.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
5

Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko und Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3760.

Der volle Inhalt der Quelle
Annotation:
Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
6

DeBarger, Angela, und Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, Dezember 2006. http://dx.doi.org/10.51420/report.2006.1.

Der volle Inhalt der Quelle
Annotation:
This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
7

Mehta, Goverdhan, Alain Krief, Henning Hopf und Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.

Der volle Inhalt der Quelle
Annotation:
The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
8

Angrist, Noam, und Stefan Dercon. Understanding Gaps between Policy and Practice. What wORKS Hub for Global Education, Juli 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/04.

Der volle Inhalt der Quelle
Annotation:
Substantial effort is invested in improving education policy, yet for policy to matter it must be implemented in practice. This article presents new systematic analysis of the gap between education policy and practice across 50 countries during COVID-19, a time of substantial policy innovation. We find large gaps between policy intent and policy implementation in practice. While “policy-practice gaps” are large in most regions of the world, Latin America is a bright spot, with lessons for other regions. We further examine two components of the policy-practice gap to help better understand it: naive policy and ineffective service delivery. We find policies are often designed sensibly and are not naive; rather most of the policy-practice gap can be explained by ineffective service delivery. Our findings highlight the need to prioritise implementation science in education to close the gap between policy and practice. We also examine settings beyond COVID-19, and find similar patterns in the policy-practice gap. Substantial attention among the education community today is dedicated to policymaking, yet minimal attention is paid to policy implementation. Our results motivate as much attention on the latter as the former.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
9

Angrist, Noam, und Stefan Dercon. Understanding Gaps between Policy and Practice. What Works Hub for Global Education, Juli 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2024/04.

Der volle Inhalt der Quelle
Annotation:
Substantial effort is invested in improving education policy, yet for policy to matter it must be implemented in practice. This article presents new systematic analysis of the gap between education policy and practice across 50 countries during COVID-19, a time of substantial policy innovation. We find large gaps between policy intent and policy implementation in practice. While “policy-practice gaps” are large in most regions of the world, Latin America is a bright spot, with lessons for other regions. We further examine two components of the policy-practice gap to help better understand it: naive policy and ineffective service delivery. We find policies are often designed sensibly and are not naive; rather most of the policy-practice gap can be explained by ineffective service delivery. Our findings highlight the need to prioritise implementation science in education to close the gap between policy and practice. We also examine settings beyond COVID-19, and find similar patterns in the policy-practice gap. Substantial attention among the education community today is dedicated to policymaking, yet minimal attention is paid to policy implementation. Our results motivate as much attention on the latter as the former.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
10

Metzger, Cheryn E., Samuel Rashkin und Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1173025.

Der volle Inhalt der Quelle
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Die Auswahlen zum Thema "Effect of science education on" für konkrete Quellenarten können Sie auch interessieren:
Zeitschriftenartikel Dissertationen Bücher
Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!

Zur Bibliographie