Log in

Relevant bibliographies by topics / Effective science teaching / Journal articles

Journal articles on the topic 'Effective science teaching'

To see the other types of publications on this topic, follow the link: Effective science teaching.

Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Effective science teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Tobin, Kenneth, Mariona Espinet, Steven E. Byrd, and Daryl Adams. "Alternative perspectives of effective science teaching." Science Education 72, no. 4 (July 1988): 433–51. http://dx.doi.org/10.1002/sce.3730720404.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Coil, David, Mary Pat Wenderoth, Matthew Cunningham, and Clarissa Dirks. "Teaching the Process of Science: Faculty Perceptions and an Effective Methodology." CBE—Life Sciences Education 9, no. 4 (December 2010): 524–35. http://dx.doi.org/10.1187/cbe.10-01-0005.

Full text

Abstract:

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

APA, Harvard, Vancouver, ISO, and other styles

3

Tobin, Kenneth, Carol Briscoe, and Jere R. Holman. "Overcoming constraints to effective elementary science teaching." Science Education 74, no. 4 (July 1990): 409–20. http://dx.doi.org/10.1002/sce.3730740402.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Gezer, Kutret, and Kadir Bilen. "Pre-Service Science Teachers’ Views About Characteristics of Effective Science Teaching and Effective Science Teacher." Journal of Applied Sciences 7, no. 20 (October 1, 2007): 3031–37. http://dx.doi.org/10.3923/jas.2007.3031.3037.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Oyoo, Samuel Ouma. "Science Teachers’ Use of Instructional Language for Effective Science Teaching." International Journal of Science, Mathematics and Technology Learning 23, no. 2 (2016): 33–47. http://dx.doi.org/10.18848/2327-7971/cgp/v23i02/33-47.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Bullock, R. "Effective teaching of science: a review of research." Journal of In-service Education 26, no. 1 (March 1, 2000): 209–37. http://dx.doi.org/10.1080/13674580000200402.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Davis, Elizabeth A., and Julie Smithey. "Beginning teachers moving toward effective elementary science teaching." Science Education 93, no. 4 (July 2009): 745–70. http://dx.doi.org/10.1002/sce.20311.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Burak, Durmuş, and Ahmet Simsar. "THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING." Journal of Baltic Science Education 21, no. 1 (February 25, 2022): 7–25. http://dx.doi.org/10.33225/jbse/22.21.07.

Full text

Abstract:

Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. Keywords: effective mentoring, mentor teachers, pre-school education, science teaching

APA, Harvard, Vancouver, ISO, and other styles

9

Concina, Eleonora. "Effective Music Teachers and Effective Music Teaching Today: A Systematic Review." Education Sciences 13, no. 2 (January 19, 2023): 107. http://dx.doi.org/10.3390/educsci13020107.

Full text

Abstract:

(1) Background: This systematic review focuses on identifying the main features of effective music teachers and teaching recently examined in the educational and psychological literature. It aims to identify how recent studies have discussed the promotion of effectiveness in the context of both preservice and in-service music teachers. (2) Methods: A search in the main scientific databases for educational research (Eric, Science Direct, WWS, Web of Science, JSTOR) was conducted using keywords associated with the topics of effective teachers and teaching in the field of music instruction. In the end, thirty-six papers were identified and analyzed. (3) Results: The main themes were related to various dimensions of music teaching and teachers: teachers’ personal characteristics (self-esteem, resilience, etc.) and personality traits; professional skills; cognitive and psychological aspects of teachers’ professional identity (self-efficacy, professional motivation, beliefs regarding teaching and learning music, etc.); training experiences (pre- and in-service); social competence and the interpersonal relationship between the teacher and the students. (4) Conclusions: These dimensions seem interrelated and contribute to simultaneously define the effective music teacher and effective teaching in music. Specific attention should be paid to the impact of learning contexts on teachers’ activities, leading to a contextualized definition of effective music teachers.

APA, Harvard, Vancouver, ISO, and other styles

10

Dirks, Joni L. "Effective Strategies for Teaching Teamwork." Critical Care Nurse 39, no. 4 (August 1, 2019): 40–47. http://dx.doi.org/10.4037/ccn2019704.

Full text

Abstract:

Teamwork is essential for health care providers, who must work together to ensure safe and effective patient care. The ability to function effectively as a team is especially important in critical care, where ad hoc teams are brought together for short-term management of crisis situations. Teamwork training has been widely implemented, but ongoing education and practice are needed to maintain and improve competency. This article reviews some of the literature on team science and provides recommendations for enhancing training to promote development of a shared mental model. Strategies such as ensuring multidisciplinary participation, clarifying team resources and goals, and creating practice scenarios can increase the effectiveness of training for critical care teams. Evaluation can provide immediate feedback on learning outcomes and may facilitate subsequent transfer of learning to the clinical setting. Interventions that improve a team’s ability to work toward a common goal can improve outcomes for critically ill patients.

APA, Harvard, Vancouver, ISO, and other styles

11

Price Lofton, Susan. "Tips for effective teaching." Home Care Provider 1, no. 6 (November 1996): 324–25. http://dx.doi.org/10.1016/s1084-628x(96)90201-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Adenowo, Basirat A., Stephen O. Adenle, and Adetokunbo A. A. Adenowo. "Towards Qualitative Computer Science Education: Engendering Effective Teaching Methods." International Journal of Modern Education and Computer Science 5, no. 7 (September 3, 2013): 16–26. http://dx.doi.org/10.5815/ijmecs.2013.07.02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Hudson, Peter. "Identifying Mentoring Practices for Developing Effective Primary Science Teaching." International Journal of Science Education 27, no. 14 (January 2005): 1723–39. http://dx.doi.org/10.1080/09500690500206457.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Bird, Stephanie J., and Joan E. Sieber. "Teaching ethics in science and engineering: Effective online education." Science and Engineering Ethics 11, no. 3 (September 2005): 323–28. http://dx.doi.org/10.1007/s11948-005-0001-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Carrier, Sarah J., Ashley N. Whitehead, James Minogue, and Becca S. Corsi-Kimble. "Novice Elementary Teachers’ Developing Visions of Effective Science Teaching." Research in Science Education 50, no. 4 (June 16, 2018): 1521–45. http://dx.doi.org/10.1007/s11165-018-9742-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hartfield, Perry. "Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science." Higher Learning Research Communications 3, no. 4 (November 22, 2013): 59. http://dx.doi.org/10.18870/hlrc.v3i4.169.

Full text

Abstract:

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

APA, Harvard, Vancouver, ISO, and other styles

17

Zenda, Rekai. "Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools." Information and Learning Science 118, no. 3/4 (March 13, 2017): 170–84. http://dx.doi.org/10.1108/ils-03-2017-0014.

Full text

Abstract:

Purpose The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods. Design/methodology/approach A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data. Findings A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies. Research limitations/implications The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement. Practical implications The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning. Social implications The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments. Originality/value The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

APA, Harvard, Vancouver, ISO, and other styles

18

Howes, Carollee, Jolena James, and Sharon Ritchie. "Pathways to effective teaching." Early Childhood Research Quarterly 18, no. 1 (March 2003): 104–20. http://dx.doi.org/10.1016/s0885-2006(03)00008-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Sharma, C. L. "ESSENTIALS OF EFFECTIVE TEACHING." International Journal of Sociology and Social Policy 15, no. 6 (June 1995): 68–85. http://dx.doi.org/10.1108/eb013216.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

MELARA GUTIÉRREZ, Francisco José, and Ignacio GONZALEZ LÓPEZ. "Teacher Training for Effective Teaching." Education in the Knowledge Society (EKS) 22 (March 12, 2021): e25290. http://dx.doi.org/10.14201/eks.25290.

Full text

Abstract:

This paper identifies the training needs of primary and secondary school teachers related to their daily work so that it may be understated as effective professional practice. To this end, a questionnaire has been compiled, completed by teachers from Spain, China, and South Korea, to determine the discrepancies between the aspirational ideal and the actual reality of classroom instruction, with a view to achieving quality teaching. The shared training requirements detected among the informants pertain to learning goals, the curriculum, expectations, autonomy, and formative and responsible evaluation.

APA, Harvard, Vancouver, ISO, and other styles

21

Ginns, Ian S., and James J. Watters. "Beginning Elementary School Teachers and the Effective Teaching of Science." Journal of Science Teacher Education 10, no. 4 (November 1999): 287–313. http://dx.doi.org/10.1023/a:1009442125203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Clemmer, John S. "New Investigator Editorial: professional skills training in effective science teaching." American Journal of Physiology-Heart and Circulatory Physiology 307, no. 9 (November 1, 2014): H1267—H1268. http://dx.doi.org/10.1152/ajpheart.00612.2014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

SAMAKI, Takeo. "Effective Science Teaching Methods to Encourage Students to Think Scientifically." Journal of JSEE 61, no. 3 (2013): 3_19–3_21. http://dx.doi.org/10.4307/jsee.61.3_19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Bartholomew, Hannah, Jonathan Osborne, and Mary Ratcliffe. "Teaching students ?ideas-about-science?: Five dimensions of effective practice." Science Education 88, no. 5 (2004): 655–82. http://dx.doi.org/10.1002/sce.10136.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Hudson, Peter, Keith Skamp, and Lyndon Brooks. "Development of an instrument: Mentoring for effective primary science teaching." Science Education 89, no. 4 (2005): 657–74. http://dx.doi.org/10.1002/sce.20025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Johnson, Carla C., Jane Butler Kahle, and Jamison D. Fargo. "Effective teaching results in increased science achievement for all students." Science Education 91, no. 3 (May 2007): 371–83. http://dx.doi.org/10.1002/sce.20195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Kulgemeyer, Christoph. "Towards a framework for effective instructional explanations in science teaching." Studies in Science Education 54, no. 2 (July 3, 2018): 109–39. http://dx.doi.org/10.1080/03057267.2018.1598054.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Jegede, Olugbemiro J. "Integrated Science Students’ Assessment of their Teachers for Characteristics of Effective Science Teaching." Research in Science & Technological Education 7, no. 2 (January 1989): 235–47. http://dx.doi.org/10.1080/0263514890070210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Mercer-Mapstone, Lucy, and Louise Kuchel. "Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education." International Journal of Science Education, Part B 7, no. 2 (November 30, 2015): 181–201. http://dx.doi.org/10.1080/21548455.2015.1113573.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Zhang, Yahong. "Teaching Statistics with Effective Textbooks." Journal of Public Administration Research and Theory 24, no. 1 (November 5, 2013): 246–53. http://dx.doi.org/10.1093/jopart/mut047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Küçük, Arzu. "Which is More Effective in Teaching Energy Transformations: Technology-Based or Inquiry-Based Science Teaching?" Shanlax International Journal of Education 10, no. 4 (September 1, 2022): 88–100. http://dx.doi.org/10.34293/education.v10i4.4760.

Full text

Abstract:

This research aimed to compare the short and long-term effects of technology-supported and inquiry-based teaching prepared within the scope of energy transformation on students’ academic achievement. It was designed as an exploratory action research case study. The research group consisted of forty-three students studying at the seventh grade (between thirteen-fourteen ages) of a public middle school in Turkey during the fall semester of the 2017 year. One of the classes with a similar academic background in the school where the researcher also worked as a science teacher was assigned as the experimental group and the other as the control group. The activities in the experimental group were carried out in a technology-supported manner using PhET simulations supported by also worksheets, while the control group was taught based on inquiry-based hands-on laboratory activities by worksheets. The data were collected through an achievement test consisting of open-ended questions and scoring with a rubric. The test was implemented twice, after the interventions, and in the following sixth month for both groups. Normally distributed data were compared with interdependent and paired-samples t-tests. The results showed that although the achievement scores for the technology-supported teaching group were significantly higher in the post test, no difference between the scores at the end of the sixth months, and significant information losses were experienced in both groups, with the most technology-supported science teaching.

APA, Harvard, Vancouver, ISO, and other styles

32

Rakes, Christopher R., Michele L. Stites, Robert N. Ronau, Sarah B. Bush, Molly H. Fisher, Farshid Safi, Siddhi Desai, et al. "Teaching Mathematics with Technology: TPACK and Effective Teaching Practices." Education Sciences 12, no. 2 (February 18, 2022): 133. http://dx.doi.org/10.3390/educsci12020133.

Full text

Abstract:

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding.

APA, Harvard, Vancouver, ISO, and other styles

33

Bruce, Mary Alice, and Richard A. Shade. "Effective Teaching and Learning Strategies Using." TechTrends 40, no. 4 (September 1995): 18–22. http://dx.doi.org/10.1007/bf02763245.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Skamp, Keith, and Andrea Mueller. "Student teachers' conceptions about effective primary science teaching: a longitudinal study." International Journal of Science Education 23, no. 4 (April 2001): 331–51. http://dx.doi.org/10.1080/09500690119248.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Meade, Phil, and Marilyn McMeniman. "Stimulated recall — An effective methodology for examining successful teaching in science." Australian Educational Researcher 19, no. 3 (December 1992): 1–18. http://dx.doi.org/10.1007/bf03219515.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Clough, Michael P., Craig A. Berg, and Joanne K. Olson. "PROMOTING EFFECTIVE SCIENCE TEACHER EDUCATION AND SCIENCE TEACHING: A FRAMEWORK FOR TEACHER DECISION-MAKING." International Journal of Science and Mathematics Education 7, no. 4 (November 6, 2008): 821–47. http://dx.doi.org/10.1007/s10763-008-9146-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Sinha, Shilpi. "Derrida, Friendship and Responsible Teaching in Contrast to Effective Teaching." Educational Philosophy and Theory 45, no. 3 (November 29, 2012): 259–71. http://dx.doi.org/10.1080/00131857.2012.739083.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Swithenby, Stephen J. "Formative assessment in science teaching." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 73–75. http://dx.doi.org/10.29311/ndtps.v0i2.439.

Full text

Abstract:

The Formative Assessment in Science project was funded by HEFCE as part of the Fund for the Development of Teaching and Learning Programme. Its work was completed in March 2006. The project was centred on a strong collaboration between the Open University and Sheffield Hallam University, but also involved ~20 other universities in action learning activities aimed at improving formative assessment. The project partners used a conceptually and empirically based framework of conditions which, if met, lead to assessment that drives learning. The projects were diverse and the many positive assessment changes achieved demonstrate that the approach of a framework based analysis and careful evaluation can be successful in improving the student experience. I will summarise some of the main conclusions of the project. One concerns the creation of written feedback that promotes learning rather than merely justifying marks. A second covers the effective use of peer assessment. Finally, I will outline the tools that the project has generated. These will remain available for others to undertake similar reform activities.

APA, Harvard, Vancouver, ISO, and other styles

39

Rüütmann, T. "Engineering Pedagogy as the Basis for Effective Teaching Competencies of Engineering Faculty." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 12 (December 10, 2019): 123–31. http://dx.doi.org/10.31992/0869-3617-2019-28-12-123-131.

Full text

Abstract:

The article presents the philosophy and the basics of Engineering Pedagogy Science – the key to science-based, effective, interactive and motivating teaching engineering, shaping the ground of teaching competencies of engineering faculty, ensuring relevantly one of the prerequisites of the quality of engineering education in general. The foundational questions shaping the philosophy of Engineering Pedagogy Science, as an analytical ground for effective course design and further course development, based on informed decisions, are presented in this paper. The didactic pentagram and the basic didactical model of Engineering Pedagogy Science are discussed in this paper. Didactical pentagram of Engineering Pedagogy Science forms the ground of the essential pedagogical competencies of engineering faculty along with the speciality competencies, ensuring effective teaching engineering. The basic didactic model of Engineering Pedagogy Science follows the principles of an iterative process, being an effective tool for the design of a study program, curriculum, syllabus, course, or a lecture with the aim of effective teaching engineering. Integrated quadruple instructional model of Engineering Pedagogy Science as the foundation of integrated course design and one of the preconditions of effective teaching and learning is introduced as the basis of expected teaching competencies of engineering faculty. Pedagogical competences of the faculty are becoming more considerable in the quality assessment of higher education. The most effective ground of pedagogical continuing education of engineering faculty is Engineering Pedagogy Science, which offers suitable and relevant didactic models for insurance of effective teaching and learning and integrated course design based on informed decisions, learning analytics, reflection and metacognition.

APA, Harvard, Vancouver, ISO, and other styles

40

Osei-Himah, Valentina, and Kenneth Adu-Gyamfi. "Teachers’ Perspective of Effective Use of Teaching and Learning Materials in Basic School Integrated Science Lessons." Asian Journal of University Education 18, no. 1 (February 14, 2022): 256. http://dx.doi.org/10.24191/ajue.v18i1.17195.

Full text

Abstract:

Abstract: Teaching and Learning of science in basic school is recommended to be interactive in enhancing students’ conceptual understanding. For science lessons, the importance of teaching and learning materials (TLM) cannot be overemphasized. This research explored perceived effective use of TLM in science lessons among teachers categorised as; supervisors, mentors, and mentees in teacher education on three factors. Using a cross-sectional survey design, 252 teachers were selected through multi-face sampling techniques to respond to a 40-item questionnaire. The responses obtained were analysed using exploratory factor analysis and one-way ANOVA. It was revealed that there were no differences existed between supervisors, mentees, and mentors on the effective use of TLM in science lessons. Implications of the findings of the research for science teacher preparation and policy are discussed. Keywords: Constructivist; effective; science; teachers; teaching; resources

APA, Harvard, Vancouver, ISO, and other styles

41

Bui, Linh Thi Ngoc, and Vu Thuan Khuu. "Inquiry-based learning: an effective approach to teaching science aiming to develop students’ competencies." Vietnam Journal of Education 4, no. 1 (March 30, 2020): 61–68. http://dx.doi.org/10.52296/vje.2020.9.

Full text

Abstract:

Competency-based learning is among major changes of 2018 in Vietnam’s school curriculum, where teaching and learning aim to help school students develop core qualities and competencies in order to be successful in school, life, and prospective workplace. As this educational approach is relatively unfamiliar to Vietnamese teachers, they may feel confused about appropriate teaching strategies allowing them to obtain the new teaching goals. This would be the case when teachers have to teach integrated subjects such as Science in lower-secondary education. This paper will elaborate why inquiry-based instruction could be an effective approach that enables secondary teachers to accomplish their professional work in terms of facilitating their students to develop core competencies and those in Science. Some recommendations on teacher education and training will be made to enhance the successful implementation of inquiry-based teaching in Vietnamese classrooms.

APA, Harvard, Vancouver, ISO, and other styles

42

Wang, Victor X. "Effective Teaching with Technology in Adult Education." International Journal of Web-Based Learning and Teaching Technologies 4, no. 4 (October 2009): 17–31. http://dx.doi.org/10.4018/jwbltt.2009091502.

Full text

Abstract:

Effective teaching with technology in adult education stems from many factors. Technology is only used to enhance learning. Not only are teachers of adult learners required to study the tools related to the use of technology, but are also required to study the nature of knowledge, the nature of learning, constructivism and various kinds of teaching philosophies. Without thorough knowledge of these factors, effective teaching with technology cannot occur in adult education, let alone other educational fields. This article is comprehensive concerning effective teaching with technology in adult education because it also addresses the interrelationships between the use of technologies and the teaching and learning process.

APA, Harvard, Vancouver, ISO, and other styles

43

Abdullahi, Hannatu. "The Role of ICT in Teaching Science Education in Schools." International Letters of Social and Humanistic Sciences 19 (December 2013): 217–23. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.217.

Full text

Abstract:

The place of ICT in teaching science education in schools cannot be over emphasized considering its promises in effective teaching and learning. This paper examine the role of ICT in teaching science education, its implication in both teaching and learning process and an attempt have been made to discuss the use of ICT in teaching and learning process.

APA, Harvard, Vancouver, ISO, and other styles

44

Withers, Michelle. "The College Science Learning Cycle: An Instructional Model for Reformed Teaching." CBE—Life Sciences Education 15, no. 4 (December 2016): es12. http://dx.doi.org/10.1187/cbe.15-04-0101.

Full text

Abstract:

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.

APA, Harvard, Vancouver, ISO, and other styles

45

Ellins, Katherine K., Tamara Shapiro Ledley, Nick Haddad, Karen McNeal, Anne Gold, Susan Lynds, and Julie Libarkin. "EarthLabs: Supporting Teacher Professional Development to Facilitate Effective Teaching of Climate Science." Journal of Geoscience Education 62, no. 3 (September 2, 2014): 330–42. http://dx.doi.org/10.5408/13-059.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Blaylock, Lat. "Teaching religion and science: effective pedagogy and practical approaches for RE teachers." British Journal of Religious Education 34, no. 2 (February 20, 2012): 224–26. http://dx.doi.org/10.1080/01416200.2012.652841.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Gorski, Lisa A. "Effective Teaching of Home IV Therapy." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 5, no. 5 (September 1987): 10,12–14,16–17. http://dx.doi.org/10.1097/00004045-198709000-00003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Gorski, Lisa A. "Effective Teaching of Home IV Therapy." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 20, no. 10 (October 2002): 666–74. http://dx.doi.org/10.1097/00004045-200210000-00012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Appanna, Subhashni Devi. "Embedding Indigenous Perspectives in Teaching School Science." Australian Journal of Indigenous Education 40 (2011): 18–22. http://dx.doi.org/10.1375/ajie.40.18.

Full text

Abstract:

Some Indigenous students are at risk of academic failure and science teachers have a role in salvaging these equally able students. This article firstly elucidates the research entailed in Indigenous science education in Australia and beyond. Secondly, it reviews the cultural and language barriers when learning science, faced by middle and senior year students of Aboriginal and Torres Strait Islander descent. Finally, it outlines the effective strategies that science teachers could adopt to better engage these students in learning school science. In summary, the article will highlight the need for teachers to realise the importance of crossing borders from teachers' school science culture to students' culture. This holds implications for teaching practice and teacher identity in today's classroom.

APA, Harvard, Vancouver, ISO, and other styles

50

Choudhury, Swapna Sikha. "Role of Head Master of Secondary Schools on Effective Science Teaching: A Study in Darrang and Udalguri District." International Journal of Scientific Research and Management 10, no. 02 (February 13, 2022): 2159–73. http://dx.doi.org/10.18535/ijsrm/v10i2.el01.

Full text

Abstract:

Head masters of schools are considered essential part in education system to impact teachers’ teaching commitment to improve classroom instruction for attaining quality education. This demanded the need of this study to investigate role of head master of secondary schools on effective science teaching at Darrang and Udalguri district. The study was guided by descriptive survey method. This study explores supervision quality of head masters and science teachers’ perceptions of effective science teaching for the improvement of classroom instruction. The study was carried out from a population of secondary schools in Darrang and Udalguri district of Assam. A purposive sample of 40 head masters and 120 science teachers selected from 70 secondary schools from two districts of the state was used for the study. A research instrument tagged self- prepared questionnaire was used to elicit information from the teachers and head masters. The findings further showed that the classroom instruction is improved by the continuous supervision and monitoring of Head master of secondary schools. The effective of science teaching also impact by the supervision of Head master

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!