Journal articles: 'Improvement science in education'

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Bryk, Anthony S. "Support a Science of Performance Improvement." Phi Delta Kappan 90, no. 8 (April 2009): 597–600. http://dx.doi.org/10.1177/003172170909000815.

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Tsakeni, Maria, Paul Munje, and Loyiso Jita. "Issues and challenges influencing school improvement opportunities for science and mathematics." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1300–1318. http://dx.doi.org/10.18844/cjes.v16i3.5853.

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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges. Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership

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Nordstrum, Lee E., Paul G. LeMahieu, and Elaine Berrena. "Implementation Science." Quality Assurance in Education 25, no. 1 (February 6, 2017): 58–73. http://dx.doi.org/10.1108/qae-12-2016-0080.

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Purpose This paper is one of seven in this volume elaborating upon different approaches to quality improvement in education. This paper aims to delineate a methodology called Implementation Science, focusing on methods to enhance the reach, adoption, use and maintenance of innovations and discoveries in diverse education contexts. Design/methodology/approach The paper presents the origins, theoretical foundations, core principles and a case study showing an application of Implementation Science in education, namely, in promoting school–community–university partnerships to enhance resilience (PROSPER). Findings Implementation Science is concerned with understanding and finding solutions to the causes of variation in a program’s outcomes relating to its implementation. The core phases are: initial considerations about the host context; creating an implementation structure; sustaining the structure during implementation; and improving future applications. Originality/value Few theoretical treatments and demonstration cases are currently available on commonly used models of quality improvement in other fields that might have potential value in improving education systems internationally. This paper fills this gap by elucidating one promising approach. The paper also derives value, as it permits a comparison of the Implementation Science approach with other quality improvement approaches treated in this volume.

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Girzelska, Joanna, and Magdalena Głowacka. "Improvement Science Training for European Healthcare Workers (ISTEW) – European Cooperation in the Field of Education." Nursing and Public Health 6, no. 2 (2016): 165–70. http://dx.doi.org/10.17219/pzp/61573.

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Avis, James. "Improvement through research: policy science or policy scholarship." Research in Post-Compulsory Education 11, no. 1 (March 2006): 107–14. http://dx.doi.org/10.1080/13596740500508001.

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Saunders, Walter, Nick Eastmond, and Kay Camperell. "Elements of improvement in secondary science teacher preparation." Journal of Science Teacher Education 5, no. 4 (December 1994): 146–51. http://dx.doi.org/10.1007/bf02614615.

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Donovan, M. S. "Generating Improvement Through Research and Development in Education Systems." Science 340, no. 6130 (April 18, 2013): 317–19. http://dx.doi.org/10.1126/science.1236180.

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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION PROCESS IN PRIMARY SCHOOL: ORGANISATION AND IMPROVEMENT ASPECTS." Natural Science Education in a Comprehensive School (NSECS) 24, no. 1 (April 15, 2018): 24–32. http://dx.doi.org/10.48127/gu/18.24.24.

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Natural science education in primary school is not only important, but it is also problematic. The importance, first of all, lies in the fact, that natural science education is an inseparable part of general education. Natural science education involves various components - ecological, environmental, healthy lifestyle, harmonious development and other. Experimental- research activity is especially important. Effective all component integration into education process in primary classes remains problematic. This is actual not only in Lithuania. It is obvious, that in order to understand natural science education peculiarities working with the younger age children, exhaustive research are necessary and on their basis modelled, adjusted and developed natural science education in primary school. Only qualitative natural science education, acquired in primary school, can guarantee proper continuation of natural science education in basic and secondary school. Research aim is to analyse primary school teachers’ position on natural science education question, i.e., to ascertain how teachers value personal preparation according to major natural science education fields, what natural science education improvement ways they discern, and what activity ways in natural science education process they like best. The research is quantitative, pilot, of limited amount. The research was carried out between January and February 2018. Working primary school teachers from various Lithuanian primary schools participated in the research. Totally, there were 60 teachers (all women) from more than 25 schools. The carried-out research allows asserting, that primary school teachers’ professional preparation in natural science education sphere remains actual. Practical work organisation is considered the most appropriate activity. Individual students’ differences are tried to be satisfied and considered the least by the teachers. Though teachers tend to demonstrate various experiments (16.0%), research activity is not prevalent (2.3%). A similar situation is observed speaking about technology involvement in education process. Teacher preparation to organise and realise natural science education in primary school is basically valued positively, however, it is diverse. The best preparation is fixated in biology science spheres (e.g., “Green plants” /PI=0.83, SD=0.22/, “People and other animals” /PI=0.80, SD=0.21/, “Life (vital) processes” /PI=0.73, SD=0.21/ and other). The weakest preparation is fixated in physics science fields (e.g., “Electricity (electrical) phenomena” /PI=0.55, SD=0.26/, “Forces and movement” /PI=0.56, SD=0.25/, “Light and sound” /PI=0.57, SD=0.26/ and other). The preparation in chemistry science field is considered average e.g., “Substance changes” /PI=0.64, SD=0.24/, “Substance mixture separation” /PI=0.61, SD=0.23/ and other). Preparation in scientific research field is also valued as average (PI=0.63, SD=0.18) (PI – preparation index). Respondents consider resources/equipment the most important way of natural science education process improvement. Teacher professional improvement possibilities are considered the least important way of improvement. Lessons based on research (or other educational activities) are not considered a very important way of natural science education improvement. More exhaustive research are necessary in future for analysing primary school teacher natural science competence problems, also seeking to better understand experimental-research activity organisation peculiarities in education process. Keywords: pilot research, primary school, professional improvement, science education.

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LeMahieu, Paul G., Alicia Grunow, Laura Baker, Lee E. Nordstrum, and Louis M. Gomez. "Networked improvement communities." Quality Assurance in Education 25, no. 1 (February 6, 2017): 5–25. http://dx.doi.org/10.1108/qae-12-2016-0084.

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Purpose The purpose of this paper is to delineate an approach to quality assurance in education called networked improvement communities (NICs) that focused on integrating the methodologies of improvement science with few of the networks. Quality improvement, the science and practice of continuously improving programs, practices, processes, products and services within organized social systems, is a still-evolving area in education. This paper is the first of seven elaborating upon different approaches to quality improvement in education[1]. It delineates a new methodology called the NICs model. Developed by the Carnegie Foundation for the Advancement of Teaching, the approach is aimed at continuously improving the quality of practices, processes and outcomes in targeted problem areas in education systems. Design/methodology/approach The paper presents the historical development, theoretical foundations, core principles and adaptation of key elements of the NICs model for quality improvement in education. A case study specifically examines the problem of fostering new teacher effectiveness and retention in large public school systems in the USA. Findings The six principles underlying the NICs model are as follows: make the work problem-specific and user-centered, focus on variation in performance, see the system that produces outcomes, improve at scale what you can measure, use disciplined inquiry to drive improvement and accelerate learning through networked communities. Originality/value Few theoretical treatments and demonstration cases are currently available that examine the application of common models of quality improvement in education. This paper elaborates on one promising approach. In addition to examining the NICs model, the paper derives added value by allowing comparisons with seven widely used quality improvement approaches treated in this volume.

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Terzian, Yervant. "Science Education and Our Future." Frontiers: The Interdisciplinary Journal of Study Abroad 3, no. 1 (November 15, 1997): 240–52. http://dx.doi.org/10.36366/frontiers.v3i1.59.

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We need a workforce with basic understanding of science and mathematics; with problem-solving skills; with communication skills; with critical thinking skills; with skills to understand statistics and probabilities. In general, science education will improve when students realize that in order to get better jobs they need to understand science, mathematics, and technology. The following presents my ten pragmatic suggestions for the improvement of science education in general.

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LeMahieu, Paul G., Anthony S. Bryk, Alicia Grunow, and Louis M. Gomez. "Working to improve: seven approaches to improvement science in education." Quality Assurance in Education 25, no. 1 (February 6, 2017): 2–4. http://dx.doi.org/10.1108/qae-12-2016-0086.

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Lewis, Catherine. "What Is Improvement Science? Do We Need It in Education?" Educational Researcher 44, no. 1 (January 2015): 54–61. http://dx.doi.org/10.3102/0013189x15570388.

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Swinehart, James H. "The role of scientists in the improvement of science education." Journal of Chemical Education 68, no. 3 (March 1991): 195. http://dx.doi.org/10.1021/ed068p195.

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Tressel, George W. "Thirty years of “improvement” in precollege math and science education." Journal of Science Education and Technology 3, no. 2 (June 1994): 77–88. http://dx.doi.org/10.1007/bf01575187.

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Montaño, John Patrick. "Education, the New Science, and Improvement in Seventeenth-Century Ireland." Études irlandaises, no. 43-2 (December 18, 2018): 25–36. http://dx.doi.org/10.4000/etudesirlandaises.5598.

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Šlekienė, Violeta, and Loreta Ragulienė. "IMPROVEMENT OF SCIENCE TEACHERS COMPETENCE OF EXPERIMENTAL PERFORMANCE." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 141–59. http://dx.doi.org/10.48127/gu/14.20.141.

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In order to enhance the quality of teaching of science subjects, consistent and systematic development of the learning environment is necessary, i.e. preparing new training (learning) resources and systematic teacher training is very important. The project "Improvement of science teachers competence of experimental performance based on updated learning tools and general training programs of grades 9-12” (GAMEK) was designed to address this problem. Project goal - improvement of physics, chemistry, biology teachers’ competency of experimental performance. Project Coordinator - Lithuanian University of Educational Sciences, the partners – Šiauliai University and Vytautas Magnus University. This article presents the activities of the project “GAMEK” and computerized experiments in science teaching. More than 300 physics, chemistry and biology teachers from various schools of Lithuania have been trained to perform experimental activities, to master new computerized teaching labs (Nova5000, Xplorer GLX) and inquiry-based science teaching. Electronic physics, chemistry and biology teacher's books and lab folders, which are intended to help teachers to prepare for and carry out laboratory work lesson, using digital tools, have been developed. Key words: competence of experimental performance, science education, teacher training, computer based experiment.

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Park, Jongwon, Youngmin Kim, Young-Shin Park, Jongseok Park, and Jin-Su Jeong. "DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 45–63. http://dx.doi.org/10.33225/jbse/15.14.45.

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This study aimed to improve science teaching in a practical way by activating teachers’ potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the “bottom-up” approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) “cooperation” between researchers and teachers to improve teaching; (3) “naturalistic settings” where various real problems occur in actual teaching and learning situations; and (4) “gradual improvement” rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65%–96% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. Key words: cooperative model, in-service teacher, observational protocol, professional development, science teaching.

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Satoh, Minori, Akiko Koizumi, Satoshi Izumi, Yasuhiro Kugoh, Eriko Kiriyama, Emiko Oguma, Taku Furukubo, et al. "Improvement of Hyperphosphatemia following Patient Education." Journal of Pharmacy Technology 25, no. 1 (January 2009): 3–9. http://dx.doi.org/10.1177/875512250902500102.

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Oon, Pey-Tee, and Xitao Fan. "Rasch analysis for psychometric improvement of science attitude rating scales." International Journal of Science Education 39, no. 6 (April 10, 2017): 683–700. http://dx.doi.org/10.1080/09500693.2017.1299951.

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Swann, Joanna. "How Science can Contribute to the Improvement of Educational Practice." Oxford Review of Education 29, no. 2 (June 2003): 253–68. http://dx.doi.org/10.1080/0305498032000080710.

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Chepok, Andrii, and Natalia Yevtushenko. "How to Combine Student Science Education with Modern Environmental Education." Journal of Vasyl Stefanyk Precarpathian National University 9, no. 1 (April 27, 2022): 16–26. http://dx.doi.org/10.15330/jpnu.9.1.16-26.

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This work is devoted to current problems of modern education: the formation and development of scientific thinking of the individual from the school age and the improvement of environmental education of students both of high school and older ones, since the authors do believe that these issues are interrelated. In this paper, some issues of students’ scientific education are considered from the standpoint of strengthening the science intensity of the proposed educational content. The authors, being in the systems of secondary and higher schools and based on their own professional experience, found their way to improve the level of scientific education of students by involving them in educational environmental/bionic research works in the form of IT projects. The students’ work on such a project implies the main stages of modern researching – from mathematical modeling of a selected natural phenomenon to mathematical processing of the corresponding computer experiment results and their interpretation. The organization of training-and-research activities of high school students and working on such researches have several positive outcomes, one of which is not only the improvement of knowledge in the Natural sciences, but also other positive aspects related to certain types of human thinking – critical, algorithmic, logical and creative ones. The authors believe that significant success in conducting student research can be achieved by working with “ordinary-and-average” but motivated students. The authors prove with their practical experience that it is possible to identify and educate young people with qualities (maybe with talents!) of researchers in time. The paper also points an important question about the contents of modern education at the secondary school and higher levels.

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Pettersen, Sverre. "Norwegian health journalists’ ability to report on health research: A concern to science education?" Nordic Studies in Science Education 1, no. 1 (December 7, 2012): 5–16. http://dx.doi.org/10.5617/nordina.462.

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Newspaper reports of the recent health science research might be important in health promotion and for the readers’ achievement of health literacy. However, such reports are often scientifically deficient and inaccurate. Through the use of a questionnaire and in-depth interviews, Norwegian newspaper health journalists were asked about their educational background, reporting ability and improvement needs, what their sources of health news normally are, and what counts as news – and why. The results showed that none of the health journalist questionnaire respondents (N = 20) had any qualification in the health or biological sciences. Most journalists expressed restricted knowledge of statistics and of the discourse of science, and many journalists stated a need for the improvement of their critical evaluation skills of health claims. The two journalist interview informants expressed that commercial communication bureaus were increasingly applied as sources of health research reports, and the selected health news must contribute to sales-success for the newspapers. To critically select and evaluate the health news from the various sources, health journalists in Norway probably need to improve their knowledge of biological science and statistics, as well as their critical thinking skills and critical health literacy. It is argued that in these improvement approaches, the journalists reporting on health might benefit from learning about the “nature of science.” Results are discussed in a science education perspective.

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Lisichkin, Georgy Vasilievich, and Ilya Abramovich Leenson. "School natural-science education: trends and prospects." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2010): 10–27. http://dx.doi.org/10.51314/2073-2635-2010-3-10-27.

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The article analyses the condition of school education teaching of natural-science subjects both in Soviet time from 1950th and during the post-soviet period. Some results of secondary education system reform in Russia are brought. It is offered the package of simple, but effective measures aimed at increase of a teachers profession prestige and natural-science education improvement.

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MacNaughton, Glenda. "Reseaching for Quality: A Case for Action Research in Early Childhood Services." Australasian Journal of Early Childhood 21, no. 2 (June 1996): 29–33. http://dx.doi.org/10.1177/183693919602100207.

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This article argues that improvements in the quality of young children's educational experiences could be assisted by greater use of fourth generation’ action research. A case is built for an increase in research for’ quality improvement in early childhood services as opposed to research ‘about’ quality improvement, through comparing and contrasting the implications for educational practice of the ethical and epistemological underpinnings of positivist, phenomenological and critical social science research traditions. It is argued that action research, informed by the ethics and epistemology of critical social science, offers one way of initiating such research.

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Roitberg, Guilherme Prado, and Melline Ortega Faggion. "The science of racial improvement: historical considerations about Brazilian eugenic education." Revista Eletrônica de Educação 15 (December 22, 2021): e5348076. http://dx.doi.org/10.14244/198271995348.

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TANAKA, Tadayoshi, Hiroshi SUGIMOTO, Yoichi KOYAMA, and Gosuke YAMANO. "A Trial Improvement of Report Activities on Math and Science Education." Journal of JSEE 66, no. 1 (2018): 1_113–1_116. http://dx.doi.org/10.4307/jsee.66.1_113.

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Zenda, Rekai, and Johanna G. Ferreira. "IMPROVING ACADEMIC ACHIEVEMENT OF SCIENCE LEARNERS IN RURAL SCHOOLS THROUGH ASSESSMENT PRACTICES: A SOUTH AFRICAN CASE STUDY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 523–31. http://dx.doi.org/10.33225/jbse/16.15.523.

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This research was embarked on to explore the underperformance of Physical Sciences learners and the subsequent increasing unpopularity of the subject in South African rural schools. As poor academic achievement in science is a concern in many countries and not only in South Africa, qualitative research was undertaken to determine whether assessment can contribute to the improvement of learners’ academic achievement in this particular school subject. The research uses the Cultural and Historical Activity Theory as theoretical lens to analyse how assessment can improve the academic achievement of learners. Data were collected by means of face-to-face interviews with teachers, school principals and subject advisers, the “community” as advocated by the Activity Theory, while focus-group interviews were held with the learners who are the “subjects” in the Activity Theory. Verbatim findings highlight the views of participants and reveal that though efforts are made to incorporate a variety of informal assessment methods, key issues such as poor formulation of questions, weak comprehension skills and unsatisfactory interpretation of questions, remain a problem. Based on these findings, recommendations for improvement are proposed. Key words: case study; improving science achievement; physical sciences assessment; rural schools

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Mitchell, Bethan. "Student-Led Improvement Science Projects: a praxiographic, actor-network theory study." Studies in Continuing Education 42, no. 1 (February 7, 2019): 133–46. http://dx.doi.org/10.1080/0158037x.2019.1577234.

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O'Connor, Rory, Gerry Coleman, and Maurizio Morisio. "Software process improvement education (poster session)." ACM SIGCSE Bulletin 33, no. 3 (September 2001): 180. http://dx.doi.org/10.1145/507758.377695.

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Bassok, Daphna, Preston Magouirk, and Anna J. Markowitz. "Systemwide Quality Improvement in Early Childhood Education: Evidence From Louisiana." AERA Open 7 (January 2021): 233285842110116. http://dx.doi.org/10.1177/23328584211011610.

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Despite substantial federal, state, and local investments in improving early care and education (ECE), we know little about whether ECE program quality has improved over time. The lack of data tracking the quality of publicly funded ECE programs at scale creates a substantial evidence gap for policymakers attempting to weigh the returns on, and future of, quality improvement policies. Data from Quality Rating and Improvement Systems (QRIS) provide a promising opportunity to address this problem. Using 4 years of data from a mandatory, statewide QRIS covering subsidized child care, Head Start, and state prekindergarten, we document systemwide quality and improvement trends over a period of targeted investment in quality improvement statewide. We find improvements in quality overall, across sectors and communities over this period. Results also reveal differential growth across sectors such that quality gaps diminished. This study highlights the potential of statewide ECE data for informing quality improvement efforts.

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Agnafia, Desi Nuzul, Qurrotul Anfa, and Anisa Rizkia. "Improvement of Science Attitude Through Scientific Approach in Environmental Science Courses." Journal of Biology Learning 4, no. 1 (March 30, 2022): 45. http://dx.doi.org/10.32585/jbl.v4i1.2247.

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This study aims to determine the increase in science attitude a scientific approach in environmental science courses. The method used in this research is classroom action (CAR). The subjects of this research are science students in semester 3 of the academic year 2021/2022 with a total of 24 people. This research used qualitative descriptive analysis. Based on the results of classroom action research, it can be seen that the scientific attitude of science education in environmental science courses has increased with the application of a scientific approach. The resulting difference is 5.41% between cycle I and II. Cycle I has an average percentage value of 74.61% and cycle II has an average percentage value of 80.02%. The research carried out can successfully foster scientific attitudes in students so that they are successful in learning

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Isayeva, Oksana, and Irena Khmilyar. "ON THE WAY TO NURSING IMPROVEMENT IN UKRAINE." Grail of Science, no. 12-13 (May 30, 2022): 572–74. http://dx.doi.org/10.36074/grail-of-science.29.04.2022.095.

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Social, cultural, commercial and technological fluctuations are occurring all over the world and necessitate to alterations in people’s behavior and the necessity to adapt to these changes even in the teaching process due to Covid-19 pandemic. The educational process is performed according to innovations and information technologies, mechanisms and procedures approved by the Ministry of Education and Science and the Ministry of Health of Ukraine. The Project “Strategy for the Development of Higher Education in Ukraine for 2021-2031” was compiled and submitted for public discussion as a result of the completion of the National Strategy for the Development of Education in Ukraine in 2021 (Decree of the President of Ukraine dated June 25, 2013 No 344/2013) [4] and an increased global cooperation and mobility, market integration and advances in information technologies.

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Milliam, Kiconco, and Karyarugokwo Dominic. "A Critical Analysis of the Compulsory Science Education Policy at the Secondary Level of Education in Uganda." Advances in Social Sciences Research Journal 9, no. 8 (August 19, 2022): 297–306. http://dx.doi.org/10.14738/assrj.98.12895.

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Uganda is one of the African countries that have been focusing on the science-led strategy to promote growth and development. One of the strategies is the science promotion policy, which started in 2005 and among other things made learning and enrolling on science subjects (mathematics, chemistry, physics and biology) compulsory at the ordinary level of secondary school education. This paper has, therefore, used a secondary review methodology to critically analyse the science policy at the secondary school levels (ordinary and advanced). The paper begins with an introduction that discusses the history of curriculum reform at the secondary school level globally and in Africa with emphasis on Uganda. It also discusses Uganda’s science policy implementation strategies, which included the government's effort in providing resources such as laboratory equipment and science textbooks to government-aided schools. There is, then, a section that discusses the challenges that have hindered the successful implementation of science policy. This section shows that much as the government of Uganda has tried to facilitate science policy, the latest being the enhancement of salary for scientists, including science teachers by 300%, factors such as unresponsive curriculum content, shortage of qualified science teachers and inadequate laboratory equipment remain challenges to the, otherwise, good policy. The paper concludes by stating that improvement in science performance requires a multi-dimensional approach and, therefore, the recent salary enhancement that only catered for science teachers may not, necessarily, achieve much as far as improvement in the performance of students in science subjects is concerned

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Brunkhorst, Herbert K., Robert E. Yager, Bonnie J. Brunkhorst, Martin A. Apple, and David M. Andrews. "The salish consortium for the improvement of science teaching preparation and development." Journal of Science Teacher Education 4, no. 2 (June 1993): 51–53. http://dx.doi.org/10.1007/bf02628886.

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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (December 25, 2015): 127–37. http://dx.doi.org/10.48127/gu-nse/15.12.127.

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Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase their interest? This is one of the most important questions of today’s education. On the other hand, improvement has to be carried out in different directions. Not only motivation strengthening is important, but also creating proper educational environments (spoken here about green environment, so-called outdoor didactics, teacher competence and so on). Extra didactic material preparation for teachers becomes an urgent question. It is very important to help teachers prepare for practical work lessons and to give them, using ordinary and digital devices for the performance of practical-experimental works. In this analysis, a didactic scenario is presented realising an interdisciplinary – integral teaching/learning. The investigated topic is “Juice properties”. Natural sciences and Mathematics teachers’ collaboration possibilities are revealed. Key words: interdisciplinary relations, natural science education, titration, vitamin C.

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Alexander. "Organizations of the Sphere of Education and Science Methods of Competitiveness Improvement." EUROPEAN RESEARCH STUDIES JOURNAL XX, Issue 4B (November 1, 2017): 421–31. http://dx.doi.org/10.35808/ersj/900.

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Woo, Jin-Kyoung. "Early Childhood Teachers’ Perceptions of and Improvement in Commercialized Science Education Programs." Early Childhood Education Research & Review 23, no. 2 (April 30, 2019): 205–29. http://dx.doi.org/10.32349/ecerr.2019.4.23.2.205.

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Miller, Jamie K., Eliot M. Herman, Molly Jahn, and Kent J. Bradford. "Strategic research, education and policy goals for seed science and crop improvement." Plant Science 179, no. 6 (December 2010): 645–52. http://dx.doi.org/10.1016/j.plantsci.2010.08.006.

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Maksimović, Jelena Ž., and Jelena S. Osmanović. "TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION." Journal of Baltic Science Education 18, no. 1 (February 12, 2019): 105–16. http://dx.doi.org/10.33225/jbse/19.18.105.

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Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction, proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.

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Lillo-Crespo, Manuel, M. Cristina Sierras-Davó, Rhoda MacRae, and Kevin Rooney. "Developing a framework for evaluating the impact of Healthcare Improvement Science Education across Europe: a qualitative study." Journal of Educational Evaluation for Health Professions 14 (November 29, 2017): 28. http://dx.doi.org/10.3352/jeehp.2017.14.28.

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Purpose: Frontline healthcare professionals are well positioned to improve the systems in which they work. Educational curricula, however, have not always equipped healthcare professionals with the skills or knowledge to implement and evaluate improvements. It is important to have a robust and standardized framework in order to evaluate the impact of such education in terms of improvement, both within and across European countries. The results of such evaluations will enhance the further development and delivery of healthcare improvement science (HIS) education. We aimed to describe the development and piloting of a framework for prospectively evaluating the impact of HIS education and learning.Methods: The evaluation framework was designed collaboratively and piloted in 7 European countries following a qualitative methodology. The present study used mixed methods to gather data from students and educators. The framework took the Kirkpatrick model of evaluation as a theoretical reference.Results: The framework was found to be feasible and acceptable for use across differing European higher education contexts according to the pilot study and the participants’ consensus. It can be used effectively to evaluate and develop HIS education across European higher education institutions.Conclusion: We offer a new evaluation framework to capture the impact of HIS education. The implementation of this tool has the potential to facilitate the continuous development of HIS education.

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Ghosh, Sushmita. "Increasing Competency In Health Science Education: Introspection." American Journal of Health Sciences (AJHS) 3, no. 4 (September 21, 2012): 257–60. http://dx.doi.org/10.19030/ajhs.v3i4.7318.

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Before health science can play its expected role, health science education needs to be looked at critically and revamped. This area of education needs immediate attention for positive and effective change. This paper is based on observations, deliberations, and supportive findings across the US system of science education. However, with globalization, a lot of it is applicable to other countries. Health science education has been categorized into three categories: Health Science Education in School; in College; And, Beyond College. The paper raises more questions that we need to find workable answers to. It does not, in anyway, claim to provide the best solution, the only answer, or the end to all discussion and development for improvement.

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Cao Thi, Thang, and Vinh Le Ngoc. "Action research contributing to education reform in orientation to develop student competencies in science and chemistry." Journal of Science Educational Science 66, no. 4E (November 2021): 13–22. http://dx.doi.org/10.18173/2354-1075.2021-0185.

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In many countries, action research in education is currently a necessary trend that supports teachers in the research on the improvement of their teaching activities. In fact, the action research in education is for education reform. In Vietnam, however, action research in education is still a disincentive for teachers, including those of natural sciences and chemistry. The article presents a solution for carrying out the action research contributing to Education Reform in orientation to develop student competencies in science and chemistry. The solution is introduced based on the analysis of the current situation and finding out principal difficulties for the disincentive.

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Koziy, Tatyana. "Improvement of practical training of professional teachers in commodity science." University Economic Bulletin, no. 52 (March 18, 2022): 7–10. http://dx.doi.org/10.31470/2306-546x-2022-52-7-10.

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The subject of research: the need to improve the professional competence of the applicant by introducing new components of the curriculum and acquiring skills during practical work. The purpose of the study is to identify the main aspects and directions of professional competence, as well as its formation, which should be carried out in the process of training a teacher of vocational training in commodity science in higher education from the standpoint of modern practical approach. The field of application of results. The results of the study can be used in the activities of higher education institutions to increase the effectiveness of practical training of teachers of vocational training in commodity science. The results of the research and conclusions. On the basis of the conducted research, the improvement of the formation of professional competence of future teachers of professional training in commodity science is revealed, which is deepened and consolidated during the internship. Professional and practical training of bachelors is one of the main elements of the educational process and a prerequisite for their successful employment.

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Huang, Rongjin, Yanping Fang, and Xiangming Chen. "Chinese lesson study: a deliberate practice, a research methodology, and an improvement science." International Journal for Lesson and Learning Studies 6, no. 4 (October 9, 2017): 270–82. http://dx.doi.org/10.1108/ijlls-08-2017-0037.

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Purpose Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS. Design/methodology/approach The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time. Findings Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy. Originality/value This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

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Broman, Thomas, and Lisa Rosner. "Medical Education in the Age of Improvement." Journal of Interdisciplinary History 25, no. 2 (1994): 295. http://dx.doi.org/10.2307/206355.

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Petrov, A. Ya. "Federal Sectoral Agreement on Higher Education Educational Organizations Needs Improvement." Voprosy trudovogo prava (Labor law issues), no. 10 (October 29, 2022): 619–29. http://dx.doi.org/10.33920/pol-2-2210-02.

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The article, based on the norms of the Labor Code of the Russian Federation, the doctrine of modern labor law, analyzed the Federal Sectoral Agreement on educational organizations of higher education under the jurisdiction of the Ministry of Science and Higher Education of the Russian Federation, identified duplicate and conflict norms, as well as other controversial aspects

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Pardaeva, Komila. "IMPROVEMENT OF STUDENTS' ENLIGHTENING IDEAS THROUGH THE WORKS OF ABDULLAH AVLONI." European International Journal of Multidisciplinary Research and Management Studies 02, no. 05 (May 1, 2022): 12–15. http://dx.doi.org/10.55640/eijmrms-02-05-03.

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In this article, Abdullah Avloni promoted the idea of enlightenment through poetry. Avloni puts freedom and liberty above all else and believes that knowledge is the only way to behave. For this reason, the Motherland encourages the enlightenment of everyone who thinks to bring the slightest benefit to his people. In his work, any methods that could interfere with the mastery of science, including the old method of teaching, were sharply criticized. Science and education, especially European culture, advanced with inspiration.

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Kocaman, Sultan, and Nadire Ozdemir. "Improvement of Disability Rights via Geographic Information Science." Sustainability 12, no. 14 (July 19, 2020): 5807. http://dx.doi.org/10.3390/su12145807.

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Rights, legal regulations, and practices often arise from societal and scientific developments, and societal transformations may originate from new legal regulations as well. Basic rights can be re-defined with advancements in science and technology. In such an evolutional loop, where mutual supply is obvious, combined legal and technological frameworks should be exercised and developed for practicing human rights. The main aim of this article is to propose a conceptual and methodological framework for the improvement of disability rights in the light of recent advancements in geographic information science (GIScience), in particular for those with motor disabilities, for whom questions related to “where” are essential. The concept of disability is discussed, considering different aspects, and a new methodological framework is proposed in which Geographic Information Systems (GIS), volunteered geographic information (VGI) and citizen science are at the core. In order to implement the framework at the national and international levels, a spatial data model should be developed first. The new data collection and interpretation approaches based on VGI, citizen science, and machine learning methods may help to realize equal rights for people with motor disabilities, by enabling improved access to education, health, and travel.

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Lipai, Tatyana, and Mariam Gevorgyan. "Issues and propositions on the improvement of doctoral education." Podstawy Edukacji 13 (2020): 217–24. http://dx.doi.org/10.16926/pe.2020.13.15.

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Higher education institutions (HEIs) in Armenia and Belarus have been conducted doctoral and postgraduate programs since Soviet Union times. In both countries consisted of two successive scientific (research) degrees: Candidate of Sciences and Doctor of Sciences. The main purpose of research education has been the creation of new investigation; moreover, it gave bigger importance to the results of scholarship rather than formation of scholars with specific knowledge, capacities, and skills, including teaching skills for higher education, dealing with modern technologies, and so on. In contemporary post-industrial societies, knowledge becomes outdated very quickly, making the training of versatile, innovative doctoral candidates a high priority. Their future career and employment opportunities are not limited to scholarly endeavors or teaching activities in traditional academic environment. The new generation of researchers should be competent not only in their professional area, but also have general broad preparedness, including communication, management and entrepreneurial skills. Our article also offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions.

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Lamanauskas, Vincentas. "SOME FEATURES OF TODAY`S SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 2 (August 20, 2008): 4–6. http://dx.doi.org/10.48127/gu-nse/08.5.04a.

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Recently, the issues of science education have been exhaustively discussed. The questions of science education are debated at all levels. The today‘s situation in science education area puts forward set of problems to be indispensably solved. In this editorial such problematic aspects as qualification of science teachers, modernisation of system of preparation of science teachers in a context of the theory of constructivism, improvement of material resources of schools etc. Are shortly presented. It is stated that more attention it is necessary to give to school science textbooks and their effective usage in educational process. For example, in february 2007 an International Meeting of IOSTE on „Critical Analysis of School Science Textbook“ was organized in Hammamet (Tunisia). A lot of empirical results dealing with the anglysis of syllabuses and science textbooks were presented during the meeting. In Lithuania there are also some actual problems connected with school science textbooks, for example methodological level, quality of teaching /learning content, didactically well-founded visualisation etc. Such questions as scientific literacy, e-literacy, illiteracy, interests and motivation in science, quality of science education process at primary school level are the burning issues.

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Journal articles on the topic 'Improvement science in education'

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