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Journal articles on the topic 'Indiana secondary science teachers'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Nargund-Joshi, Vanashri, Meredith A. Park Rogers, and Valarie L. Akerson. "Exploring Indian secondary teachers' orientations and practice for teaching science in an era of reform." Journal of Research in Science Teaching 48, no. 6 (June 21, 2011): 624–47. http://dx.doi.org/10.1002/tea.20429.

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2

Johar, Shalini, and Vinod Kr Shanwal. "A STUDY OF SECONDARY SCHOOL TEACHERS’ READINESS TOWARDS PEERAGOGY AND OPEN PEDAGOGY." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11264–71. http://dx.doi.org/10.21922/srjhsel.v9i46.1532.

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Traditionally, teachers used to determine the learning of the students, they only decide about the knowledge and skills that need to be taught to the students but there has been a paradigm shift with the advent of new digital mediums. Now learning has evolved into a learning-centered, self-directed, social, peer-to-peer, inquiry-based and cooperative approach to education. ICT revolutionized learning for students and teachers. It has provided immense opportunities from connecting with people, accessing information, to availability of volumes of open educational resources. Education has transformed from pedagogy to new approaches like open pedagogy, self-education i.e., Peeragogy. No doubt these approaches will prove to be sustainable with the global health crises going on. Thus, this paper aims to recognize secondary school teachers’ technological acceptability and to investigate their preparation for Peeragogy and Open pedagogy. Data was collected through a Google form from 96 secondary school teachers from 22 Indian schools, and descriptive statistics were used to examine the results. The findings revealed that the secondary school teachers are quite enthusiastic about integrating technology in education and employing peeragogy and open pedagogy in their classrooms. This study on secondary school teachers’ attitudes towards technology, their readiness for Peeragogy and Open pedagogy, and the problems they experience is expected to offer educators with relevant information for future research.

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Kaur, Navdeep. "AWARENESS OF RIGHT TO EDUCATION AMONG SECONDAY SCHOOL TEACHERS." JOURNAL OF SOCIAL SCIENCE RESEARCH 6, no. 2 (December 27, 2014): 1004–8. http://dx.doi.org/10.24297/jssr.v6i2.3484.

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Education is a human right and essential for realization of all other human rights. It is a basic right which helps the individual to live with human dignity the right to education is a fundamental human rights. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. Hence the present study has attempted to find out awareness of right to education among secondary school teachers. The sample of 200 secondary school teachers was taken. A self made questionnaire comprising 34 multiple choice items was used by the investigator. It was found that both Government and Private secondary teachers have equal information regarding RTE, whereas Male school teachers are more aware of RTE than Female secondary school teachers Education is the foundation stone of national development. No nation can develops without education. The function of education is to accelerate the progress and development of nation. Education is the only means which brings about national integration. Educational achievement of a nation is also an indicator of national pride. During the pre-british Indian the indigenous secondary education was imparted in Pathshalas, Gurukuls, Gurudwaras and other religious organization. Education was banned for women and for scheduled classes and poor people. After sometimes Christian missionaries and East Indian Company established a few schools with the purpose of spreading Christianity in India. The first organized step to established planned primary schools of four years duration in India was established when Macaulay presented his famous minutes in 1835 with a view to popularize English education. In 1854 Woods Dispatch laid stress on imparting education atleast upto the primary level to the Indians. Later many commissions and committees were set up like India Education Commission 1882, Government resolution on education policy 1904, Gopal Krishan Gokhales Resolution 1911,Hartog committee 1929, Wardha Scheme 1938 and Sargent report 1944. All of them laid stress on free & compulsory primary education. After independence India adopted Article-45 directive principle of state policy laid down in Indian Constitution. The Article says, The state shall endeavour to provide within a period of ten years from the commencement of the constitution free & compulsory education for all children untill they complete the age 6 to 14 years. Kothari Commission (1964-66) recommended qualitative improvement for the purpose of science education, work experience, vocalization of education and development of social, moral and spiritual values, improvement in methods of teaching curriculum, teacher training etc. were recommended. National Policy on Education (1986) emphasized on two aspects. One on the universal enrollment and universal retention of children upto 14 years of age and another on the substantial improvement in teaching quality of education. In order to improve the education of school, Operation, Blackboard was introduced by National Policy on Education. The programme of action (1986) was laid down, the purpose of Operation Blackboard is to ensure provision of minimum essential facilities in secondary schools, material facilities as learning equipment, use of blackboard implies that there is an urgency in this programme. In India, the desire for compulsory education figured in the writing and speeches of our leader before independence. But for national development and national integration, creation of good citizens, preparation for life, development of character, development of individuality, adaptation to environment and making man civilized. India just implemented the Right to Education on 27rd August (Thursday), 2009 by 86th Constitutional amendent. It says, the state shall provide free and compulsory education to all children the age of 6 to 14 years in such manner as the state may, by law, determine. Today education is considered an important public function and the state is seen as the chief provider of education through the allocation of substantial Budgetry resources and regulating the provision of education. The pre-eminent role of the state in fulfilling the Right To Education is enshrined in 1966 International Covenant on Economic, Social and Cultural rights. With regards to realizing the Right to Education the World Declaration on Education for All states that partnerships between government and non-government organizational, the private sector, local communities, religious groups, and families are necessary. The realization of Right to Education on a national level may be achieved through compulsory education or more specifically free and compulsory primary education as stated in both the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. So as India is first to made education compulsory and free for all. Formal Education is given to everybody without any discrimination of sex, caste, creed and colour. Education is the powerful tool. which accelerates the process of national growth and development. Moreover, economically and socially marginalized adults and children can left themselves out of miseries of darkness and participate fully as variable assets for their nation only with the help of education. Thus, education is a key towards a successful life. Keeping in view the importance of education, the secondary education in India has been made compulsory through 86th constitutional amendment. Moreover Right to Education has declared as fundamental right by this amendment under Article-emerge as a global leader in achieving the millennium development goal of ensuring that all children complete their secondary education by 2015 as set by UNESCO. The secondary stake holders for providing education are the parents and social authorities and both these entities have to be active: parents, by sending education is supported, thus, it is important that teacher should be aware of Right to Education. If teacher are well aware of Right to Education then only he/she can make the students to enjoy its benefits and motivate them to enroll in education. Moreover, if the teacher is fully awakened about the Right Education only then he/she will not dare to exploit the child.

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4

Qasim, Syed Hasan, and Sudhansu Shekhar Pandey. "CONTENT ANALYSIS OF DIAGRAMMATIC REPRESENTATIONS IN UPPER PRIMARY SCIENCE TEXTBOOKS." International Journal of Research -GRANTHAALAYAH 5, no. 7 (July 31, 2017): 474–79. http://dx.doi.org/10.29121/granthaalayah.v5.i7.2017.2155.

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The present study is an attempt to investigate content analysis of diagrammatic representations in upper primary science textbooks based on diagrammatic typology. The study analyzed the distribution of diagrams in different upper primary science book categories. The sample selected consists of a total number of nine 7th grade physics, chemistry and biology textbooks adopted in three Indian Certificate of Secondary Education (I.C.S.E) schools in the Allahabad, India. Content analysis in this research entails a systematic coding and categorizing of the diagrams, drawings, photos, charts and graphs appeared in upper primary school science textbooks. A great amount of diagrams have been used in the upper primary level of science teaching. On average, there are about 1.20 diagrams in physics, 0.80 diagrams in chemistry & 1.06 diagrams in biology textbooks used per page for the purposes of explaining, presenting or evaluating the scientific domain. The results confirmed that upper primary level of science education demands large quantity of diagrams to facilitate students learning. So content analysis of diagrammatic representations of science textbooks is recommended and teachers should adopt such diagrammatic strategies which increase the level of knowledge of learners. Teachers should teach students through different diagrammatic representations skills and to enhance their academic performance.

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5

Kundu, Arnab, Tripti Bej, and Kedar Nath Dey. "Investigating Effects of Self-Efficacy and Infrastructure on Teachers' ICT Use, an Extension of UTAUT." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–21. http://dx.doi.org/10.4018/ijwltt.20211101.oa10.

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The purpose of this empirical study was to investigate the effect of two important factors, self-efficacy and ICT infrastructure, on the teachers’ ability of ICT use in school pedagogy. The study employed a descriptive survey method within an ex-post-facto research design taking 400 teachers as samples from hundred purposively selected Indian secondary schools. Data were analyzed descriptively and inferentially. Results revealed that perception of self-efficacy and infrastructure were significant predictors of the teachers’ ability of ICT use. The two independent variables were found to have a high collective prediction on the teachers’ ability. Though, separate analyses revealed that self-efficacy having a deeper prediction on the teachers’ ICT ability than the infrastructure. The findings support the Unified Theory of Acceptance and Use of Technology (UTAUT) model (an extension of TAM) and made a further extension with two selected factors, one included in the facilitating conditions and the other in the users’ behavioral intention in the original UTAUT model.

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Kundu, Arnab, Tripti Bej, and Kedar Nath Dey. "An empirical study on the correlation between teacher efficacy and ICT infrastructure." International Journal of Information and Learning Technology 37, no. 4 (July 23, 2020): 213–38. http://dx.doi.org/10.1108/ijilt-04-2020-0050.

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PurposeSelf-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.Design/methodology/approachThe study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.FindingsFindings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.Originality/valueThis paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.

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Valacherry, Arunima Kambikanon, and P. Pakkeerappa. "Knowledge Management and Academic Performance in Indian Public Schools." Electronic Journal of Knowledge Management 19, no. 1 (July 23, 2021): pp76–88. http://dx.doi.org/10.34190/ejkm.19.1.2343.

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Knowledge Management (KM) systems were implemented widely in corporate organizations for past three decades, but there is little research on KM in schools. The key objectives of this study are to identify the major components of School Knowledge Management and analyze the impact of KM in secondary education on academic performance, based on the perception of school teachers. The survey-based study is conducted in government schools of an Indian State. Exploratory Factor Analysis and Binary Logistic Regression methods are used to identify the KM factors and their impact on academic performance. This study identified the processes and enablers of school KM and its impact on academic performance. Academic performance, being mentioned as the primary outcome of School KM has not been empirically tested from a School KM perspective earlier. Knowledge creation, technology infrastructure and teacher’s competency are identified as KM variables that can significantly influence the Academic Performance and therefore the schools can initiate policies and methods to improve these vital factors.

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8

Good, Annalee. "Framing American Indians as the “First Americans”: Using Critical Multiculturalism to Trouble the Normative American Story." Social Studies Research and Practice 4, no. 2 (July 1, 2009): 49–66. http://dx.doi.org/10.1108/ssrp-02-2009-b0004.

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The author addresses ways in which secondary American history textbooks reflect and perpetuate the normative American story and identity by framing American Indians as the “first Americans,” while at the same time silencing indigenous voices in the telling of their own stories. This paper contributes to existing literature by providing an updated and critical analysis of a particular dimension of social studies texts and provides concrete examples and critical discussion of the master narrative at work in curricula. Suggestions are made for applying critical multiculturalism to the portrayal of the origins of humans in North America, using examples of indigenous texts currently used in classrooms that offer a truly multicultural resource for teachers.

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9

Raj, Ravi, Rajesh Kumar, and Vipin Kumar. "Impact of Mobile Phone in Life Style of Gaddi Tribes." International Journal of Research in Engineering, Science and Management 3, no. 12 (December 15, 2020): 48–51. http://dx.doi.org/10.47607/ijresm.2020.404.

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The strong correlation between education and democracy has been widely accepted and explored in many ways. This study is inspired by the quest for the democratization of school education through the lenses of social science learning at the secondary education level in the Indian context. The study tried to visualize to what extent schooling contributes to the making of democratic beings. Education for democratic citizenship is directed by various factors such as school education policies, curriculum frameworks, curricular and co-curricular activities or indirectly by attitudes and practices through which democratic knowledge, skills, values and attitudes is constructed to create a future democratic citizen. Thus, to give light to this area, a qualitative study has been designed to look at the selected components of education for democratic citizenship in school settings. The Research investigated social science teachers and student’s views on democracy and its practices to examine how close these schools were to become ‘democratic schools’. Results showed that teaching of teaching for democracy is not as it is presented in literature and educational document. This study is meant to grab a severe concern towards current conceptualization and school practices related to democracy, to create active and democratic citizens in thoughts and practices both, by taking simple steps at the school level to bring significant differences to create a democratic society.

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10

Roseth, Nicholas E. "A Survey of Secondary Instrumental Teachers’ Immediacy, Ensemble Setup, and Use of Classroom Space in Colorado and Indiana." Journal of Research in Music Education 68, no. 3 (September 1, 2020): 305–27. http://dx.doi.org/10.1177/0022429420944227.

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The purpose of this study was to survey secondary band and orchestra teachers ( N = 436) in Colorado and Indiana regarding their self-reported immediacy behaviors, ensemble setups, and use of classroom space when teaching. Immediacy “refers to nonverbal teacher behaviors which increase nonverbal interaction with students and which communicate closeness.” Female teachers and teachers of young ensembles reported higher levels of overall immediacy. Among component immediacy behaviors, teachers reported using proximity-related behaviors the least; females reported using proximity behaviors at higher rates than males. The majority of teachers reported using “closed” ensemble setups (i.e., setups that limit teacher movement among students) and remained in these setups for the majority of the school year. Teachers of young ensembles reported greater use of “opened” setups (i.e., setups that help facilitate teacher movement among students). Although teachers reported spending the majority of rehearsal time on the podium, female teachers, teachers of young ensembles, and teachers who used opened setups reported less time on the podium and more time moving among students. Implications for immediacy, ensemble setup, and teacher use of space in music education are discussed.

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11

Bang, EunJin, Anne L. Kern, Julie A. Luft, and Gillian H. Roehrig. "First-year Secondary Science Teachers." School Science and Mathematics 107, no. 6 (October 2007): 258–61. http://dx.doi.org/10.1111/j.1949-8594.2007.tb18287.x.

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12

Maeng, Jennifer L., and Randy L. Bell. "Differentiating Science Instruction: Secondary science teachers' practices." International Journal of Science Education 37, no. 13 (July 15, 2015): 2065–90. http://dx.doi.org/10.1080/09500693.2015.1064553.

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13

Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS." Journal of Baltic Science Education 12, no. 2 (April 25, 2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers. Key words: DASTT-C, pre-service science teacher, secondary science education.

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Sadik, Olgun, Anne Ottenbreit-Leftwich, and Thomas Brush. "Secondary Computer Science Teachers’ Pedagogical Needs." International Journal of Computer Science Education in Schools 4, no. 1 (August 14, 2020): 33–52. http://dx.doi.org/10.21585/ijcses.v4i1.79.

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The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

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15

Gabel, Dorothy L., K. V. Samuel, Stanley Helgeson, Joseph Novak, and John Butzow. "Research interests of secondary science teachers." Journal of Research in Science Teaching 23, no. 2 (February 1986): 145–63. http://dx.doi.org/10.1002/tea.3660230206.

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16

Balschweid, Mark A., and Gregory W. Thompson. "Integrating Science In Agricultural Education: Attitudes Of Indiana Agricultural Science And Business Teachers." Journal of Agricultural Education 43, no. 2 (June 2002): 1–10. http://dx.doi.org/10.5032/jae.2002.02001.

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17

Winston, Wayne L. "The Teachers' Forum: Management Science with Spreadsheets for MBAs at Indiana University." Interfaces 26, no. 2 (April 1996): 105–11. http://dx.doi.org/10.1287/inte.26.2.105.

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18

Oh, Phil Seok. "Secondary Science Teachers' Thoughts on 'Good' Science Teaching." Journal of The Korean Association For Research In Science Education 33, no. 2 (April 30, 2013): 405–24. http://dx.doi.org/10.14697/jkase.2013.33.2.405.

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19

Lee, Bongwoo. "Secondary Science Teachers' Concepts of Good Science Teaching." Journal of The Korean Association For Science Education 36, no. 1 (February 29, 2016): 103–12. http://dx.doi.org/10.14697/jkase.2016.36.1.0103.

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20

Pegg, Jerine M., Heidi I. Schmoock, and Edith S. Gummer. "Scientists and Science Educators Mentoring Secondary Science Teachers." School Science and Mathematics 110, no. 2 (February 2010): 98–109. http://dx.doi.org/10.1111/j.1949-8594.2009.00013.x.

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21

Durham, Mary Ellen. "Secondary Science Teachers' Responses to Student Questions." Journal of Science Teacher Education 8, no. 4 (November 1997): 257–67. http://dx.doi.org/10.1023/a:1009442816448.

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22

James, Robert K., and Frank E. Crawley. "Laboratory Teaching Skills for Secondary Science Teachers." School Science and Mathematics 85, no. 1 (January 1985): 11–19. http://dx.doi.org/10.1111/j.1949-8594.1985.tb09591.x.

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23

Baird, William E., and Robert E. Rowsey. "A Survey of Secondary Science Teachers' Needs." School Science and Mathematics 89, no. 4 (April 1989): 272–84. http://dx.doi.org/10.1111/j.1949-8594.1989.tb11922.x.

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24

Beisenherz, Paul C., and Marylou Dantonio. "Preparing secondary teachers to study science teaching." Journal of Science Teacher Education 2, no. 2 (June 1991): 40–44. http://dx.doi.org/10.1007/bf02962851.

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25

Feldman, Arnold I., and Robert L. Campbell. "Secondary Science Teachers Can Train Elementary Teachers and Benefit From It!" NASSP Bulletin 78, no. 564 (October 1994): 115–19. http://dx.doi.org/10.1177/019263659407856423.

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26

Sanders, Elmer, Vanessa Barth, Leigh-Ann Cruz, Ilesha Sherrer, Jacob Olson, Emily Speidell, Elvia Solis, Sharon Harrison, Amy Hinshaw, and James A. McAteer. "4539 Building a Translational Science pipeline: The Indiana CTSI STEM K-12 Program." Journal of Clinical and Translational Science 4, s1 (June 2020): 57–58. http://dx.doi.org/10.1017/cts.2020.203.

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OBJECTIVES/GOALS: Develop strong network of science teachers interested in promoting scientific research to their students.Place students in an immersive summer research internship that, when possible, matches their career interests.Expose students to the numerous career paths within the STEM field.METHODS/STUDY POPULATION: The program recruits socio-economically disadvantaged students and provides them a stipend, and also accepts students who can participate unpaid.Local school teachers are engaged in a summer fellowship to learn biotechnologies and research. In Spring these teachers help recruit students and during the subsequent Fall help students with college and scholarship applications.Students are placed in a variety of laboratories within the Schools of Medicine, Science, Dentistry, Public Health, Informatics, Health and Human Sciences, Engineering and Technology, especially in biomedical engineering. Students are also placed in industry laboratories such as Eli Lilly and the Indiana Bioscience Research Institute.Long-term program follow-up is done through post-internship surveys to assess impact on graduate and professional school admission.RESULTS/ANTICIPATED RESULTS: Since the Indiana CTSI was established in 2008, 872 students have participated in the summer internship.71% of past interns are underrepresented minorities in science or classified as disadvantaged by NIH criteria.17% of students interned during grade 10, 72% during grade 11, and 11% during grade 12.21% of students engage in the program for more than one year.100% of past interns are currently enrolled in or have graduated college.Over 60% of those with a bachelors degree proceed to graduate and professional schools and over 80% stay in STEM related fields. These rates are equal for interns from underrepresented minorities or those classified as disadvantaged by NIH criteria.DISCUSSION/SIGNIFICANCE OF IMPACT: Students engaged in the Indiana CTSI STEM program are progressing through the translational science pipeline based on their graduating from college and remaining in the STEM field.

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27

Balch, Bradley. "Innovative PDS Partnerships for Effective Teaching and Learning." Educational Renaissance 1, no. 2 (February 19, 2013): 121–26. http://dx.doi.org/10.33499/edren.v1i2.56.

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Would you like to breathe energy into your university-school district partnership? At Indiana State University (ISU), two clinical immersion imperatives and four partnership contexts provide an innovative focus that adds deeper meaning and intentionality to educator preparation. Our educator preparation programs had been migrating to more clinically intensive programming for several years, but the support of our K-12 partners was essential if we were to emphasize early and continuous clinical teaching experiences to enhance preparation efforts. As a first step, we developed the distinctive Teachers of Tomorrow Advancing Learning (TOTAL) internship for elementary and special education majors and an immersion program for secondary and all-grades majors.

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박영신. "The Secondary Science Teachers’ View of Science Inquiry Teaching: Teachers’ Role for Cognitive Development." Teacher Education Research 52, no. 1 (April 2013): 171–93. http://dx.doi.org/10.15812/ter.52.1.201304.171.

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29

Tolentino, Keneth S. "The Research Capability of Secondary School Science Teachers." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 3 (March 15, 2021): 213–24. http://dx.doi.org/10.11594/ijmaber.02.03.05.

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This paper described the perceived level of research capability of secondary school Science teachers in the basic education whereas a descriptive-correlational design was employed to determine the extent of relationship between research capability and profile of the 76 Science teachers from the Schools Division of Pampanga. A Re-search Capability Self-Assessment Scale Abrazado & Coronel (2016) was adopted to identify the level of research capability of the respondents, also a checklist was developed to identify the problems encountered by on their research undertakings. Most of the Science teachers did not yet pursue higher professional studies. Majority did not have the opportunity to attend research trainings; regarded with low research productivity. Science teachers had moderate research capability. Science teachers’ research capability had low level relationship with their profile in terms of educational attainment, research trainings and seminars attended, and research output. Lack of time, research trainings and research skills were the problems encountered. A sustainable research development program will aid Science teachers to develop and enhance their research capability.

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30

강경리. "Science teachers and Secondary students' Perception of Pseudoscience." Journal of Science Education 37, no. 1 (May 2013): 87–116. http://dx.doi.org/10.21796/jse.2013.37.1.87.

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31

Hamilton, Dick. "Secondary-School Earth Science A Column for Teachers." Journal of Geological Education 33, no. 2 (March 1985): 141–42. http://dx.doi.org/10.5408/0022-1368-33.2.141.

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32

Christman, Robert. "Secondary-School Earth Science A Column for Teachers." Journal of Geological Education 33, no. 4 (September 1985): 253–54. http://dx.doi.org/10.5408/0022-1368-33.4.253.

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33

Christman, Robert. "Secondary School Earth Science A Column for Teachers." Journal of Geological Education 33, no. 5 (November 1985): 296–97. http://dx.doi.org/10.5408/0022-1368-33.5.296.

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34

Christman, Robert. "Secondary School Earth Science A Column for Teachers." Journal of Geological Education 34, no. 3 (May 1986): 205–6. http://dx.doi.org/10.5408/0022-1368-34.3.205.

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35

Christman, Robert. "Secondary School Earth Science A Column for Teachers." Journal of Geological Education 35, no. 3 (May 1987): 174–76. http://dx.doi.org/10.5408/0022-1368-35.3.174.

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36

Vázquez Bernal, Bartolomé, Roque Jiménez Pérez, and Vicent Mellado Jiménez. "Reflection in secondary science teachers. Study of cases." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 25, no. 1 (May 13, 2008): 73. http://dx.doi.org/10.5565/rev/ensciencias.3761.

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37

Lehman, Jeffrey R. "Secondary Science Teachers' Use of Microcomputers During Instruction." School Science and Mathematics 94, no. 8 (December 1994): 413–20. http://dx.doi.org/10.1111/j.1949-8594.1994.tb15708.x.

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38

Scantlebury, Kathryn. "Challenging gender-blindness in preservice secondary science teachers." Journal of Science Teacher Education 6, no. 3 (September 1995): 134–42. http://dx.doi.org/10.1007/bf02614571.

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39

Parsons, Sharon. "Preservice secondary science teachers making sense of constructivism." Research in Science Education 21, no. 1 (December 1991): 271–80. http://dx.doi.org/10.1007/bf02360481.

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Rana, Sabahat, Tanveer Uz Zaman, and Rahmat Ullah Bhatti. "Evaluation of Secondary School Science Teachers’ Knowledge about Nature of Science." International Journal of Innovation in Teaching and Learning (IJITL) 8, no. 2 (January 6, 2023): 107–26. http://dx.doi.org/10.35993/ijitl.v8i2.2399.

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Science teachers in Pakistan teach science in a way that adds to the mythology of science. These myths and misconceptions may be due to misunderstandings of nature of science. Therefore, this study was designed to evaluate the knowledge of science teachers about nature of science (NOS). The objectives of study were to find out chemistry teachers’ understanding about: content, content situated nature of science and nature of science. Moreover, to find out relationship between content understandings, content situated NOS understanding and NOS understanding. The approach was quantitative; questionnaire was used to collect the data. The population of the study comprised of male and female secondary school science teachers who were teaching chemistry at secondary level in government schools of Azad Jammu and Kashmir (AJ&K). 105 secondary school science teachers; 59 females and 46 males were selected as sample of study through simple random sampling technique. Findings of study indicated that chemistry teachers did not understand content, content situated nature of science and nature of science. Content understanding, content situated nature of science understanding and understanding were positively significantly correlated with each other. It was recommended that capacity building programs for in-service science teachers may be designed immediately. Inclusion of nature of science in teacher training programs, in curriculum, in assessment, at all levels from school to university is recommended. It was recommended that prospective teachers may be provided opportunities to situate their nature of science learning in their lesson plans. Keywords: Nature of Science, Subject matter knowledge, content situated Nature of Science, scientific literacy, secondary level

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Ost, David H., and William E. Baird. "Sources of experienced secondary teachers' skills and knowledge: A comparison of science teachers with other teachers." Science Education 73, no. 1 (January 1989): 71–86. http://dx.doi.org/10.1002/sce.3730730107.

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P. Cadiz, Arlon, and Antriman V. Orleans. "Gender Sensitiveness of Secondary Science Teachers’ Pedagogical Content Knowledge." International Multidisciplinary Research Journal 4, no. 1 (March 6, 2022): 178–86. http://dx.doi.org/10.54476/iimrj22.

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While academic institutions are gearing and propelling for 21st -century teaching and learning in science education to uplift the qualities of our science teachers in the aspects of the curriculum, pedagogy, and assessment, it can be also argued that oftentimes gender equality has been an issue in science classrooms. This is mainly because working with gender equality in science classrooms embraces a wide range of policies and practices. A cross-sectional survey design was used in this study to determine how secondary science teachers perceive differences between male and female students considering also their pedagogical content knowledge. The data analysis was built on descriptive statistics. The demographic profile of the secondary science teachers was noted. The analysis showed that science teachers perceived their pedagogical content knowledge as ‘very high’ in all five major areas. Among the given indicators, the majority of the science teachers perceived differences between male and female students in favor of the female students. The findings of this study would help science teachers to reflect on their teaching practices. Academic institutions should look into the way of enhancing the awareness among science teachers on promoting gender sensitivity inside the classroom. The schools with the support of education leaders need to intensify science teachers’ abilities to handle gender differences while strengthening instructional strategies for gender equality education primarily in gender inclusion in the science curriculum as the primary direction of the results of this study

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Sofianidis, Angelos, and Maria Kallery. "An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers." Education Sciences 11, no. 10 (September 26, 2021): 583. http://dx.doi.org/10.3390/educsci11100583.

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Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of their teachers’ practices. The observation tools and the student questionnaire focus on specifically formed criteria deriving from aspects of Pedagogical Content Knowledge (PCK). In total, 32 secondary science teachers and 1154 students participated in our study. The results indicated that the strong points of teachers’ teaching practices concern their subject matter knowledge, the use of representations, their questioning, their communication of the instructional objectives to the students, and knowledge of students’ difficulties. The weak points are related to the use of a variety of teaching approaches, the investigation of the students’ alternative conceptions, the experimental and ICT-based teaching, and the implementation of inquiry-based activities. The methodology employed in our study was fruitful in providing a holistic view of science teachers’ practices and can be used for investigating classroom practices of teachers of other subjects as well.

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Navy, Shannon L., Jennifer L. Maeng, and Randy L. Bell. "Learning from a State Professional Development Conference for Science Teachers: Beginning Secondary Science Teachers’ Experiences." Journal of Science Teacher Education 30, no. 4 (April 23, 2019): 409–28. http://dx.doi.org/10.1080/1046560x.2019.1584512.

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McConnell, Tom J. "Adapting to the New Indiana Science Standards: A 3D Lesson Planning Template." Hoosier Science Teacher 45, no. 2 (December 15, 2022): 15–23. http://dx.doi.org/10.14434/thst.v45i2.34836.

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The new Indiana Science and Computer Science Standards (IDOE, 2022) have created a lot of questions among teachers about what “three-dimensional” teaching is, and how to implement the new standards. The 2022 standards are very closely aligned with the Next Generation Science Standards (NGSS Lead States, 2013), with standards presented using the same terminology focusing on phenomena, Practices, Disciplinary Core Ideas and Crosscutting Concepts. While this may feel new, the NGSS was published in 2013, and some features of the national standards were incorporated in the 2016 standards. In this article, the author draws from previous experience writing science learning materials

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Ng, Wan, and Richard Gunstone. "Science and computer-based technologies: attitudes of secondary science teachers." Research in Science & Technological Education 21, no. 2 (November 2003): 243–64. http://dx.doi.org/10.1080/0263514032000127266.

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Ng, Wan, and Jennifer Fergusson. "Technology-Enhanced Science Partnership Initiative: Impact on Secondary Science Teachers." Research in Science Education 49, no. 1 (July 3, 2017): 219–42. http://dx.doi.org/10.1007/s11165-017-9619-1.

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Stewart, Georgina. "Mātauranga Māori and secondary science teaching: 2022." Teachers' Work 19, no. 2 (December 17, 2022): 84–90. http://dx.doi.org/10.24135/teacherswork.v19i2.359.

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This reflection piece is written for secondary science teachers in Aotearoa New Zealand who are , for the first time, being obliged to consider the inclusion of Māori words and concepts in the NCEA achievement standards they use to assess their students. My aim is to unpack the issues implicit in the current trends to incorporate Māori knowledge in the secondary science curriculum, and help science teachers see the new standards in a more balanced and optimistic way.

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Buabeng-Andoh, Charles. "ICT usage in Ghanaian secondary schools: teachers’ perspectives." International Journal of Information and Learning Technology 32, no. 5 (November 2, 2015): 300–312. http://dx.doi.org/10.1108/ijilt-09-2015-0022.

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Purpose – The purpose of this paper is to investigate secondary school teachers’ perspectives on ICT usage in secondary schools in Ghana. Design/methodology/approach – A total of 376 teachers from 24 public and private schools from four regions in Ghana participated in this study. Survey and focus group interviews were used for data collection. Descriptive statistics and independent sample t-tests were used to analyze the findings. Findings – The result indicated that teachers’ perceived ICT usage, perceived access to ICT, perceived ICT training and perceived ICT competence were low. Furthermore, the analysis showed that male teachers’ perceived confidence in the use of ICT was higher than female teachers. On the other hand, the perceived administrative support for female teachers was more than that for male teachers. Finally, this study discovered that there was no significant difference in public and private school teachers’ access to ICT, administrative support, self-efficacy, competencies and training. Originality/value – This contributes to the literature on the perceptions and use of teachers’ ICT in secondary schools. The results provide insights into factors that teachers perceived as obstacles to integration of ICT into their teaching, particularly in developing nations. The study shows that teachers’ perceived ICT competencies and ICT training do not depend on the type of school the teacher is employed to teacher.

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Atika, Iva Nandya, Norimune Kawai, and Atsuhiko Funabashi. "Attitudes of Secondary School Science Teachers toward Teaching Diverse Students." INKLUSI 8, no. 2 (January 17, 2022): 113–22. http://dx.doi.org/10.14421/ijds.080202.

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Teachers’ attitudes are crucial to promote inclusive science practices, including those with special educational needs (SEN). This study aimed to investigate science teachers’ attitudes toward teaching diverse student and to identify the elements that may influence teachers in a positive manner toward including SEN students in science classrooms. 202 science teachers in the Banjarnegara Regency, Indonesia participate this study. A survey was conducted and analyzed by a three-way ANOVA test to know the relationship among teachers’ variables and their attitudes toward teaching diverse student groups. The results suggested that 71.8% teachers have moderately positive attitudes concerning teaching diverse student groups in general education classrooms. There were no statistically significant interaction effects among teachers’ variables. Teachers’ personal experiences in interacting with SEN students were found to be the main effect that contributes teachers in acquiring positive attitudes toward involving SEN students in regular classrooms (p < 0.01). Sikap guru sangat penting untuk mendukung praktik pembelajaran IPA yang inklusif, termasuk pada Anak Berkebutuhan Khusus (ABK). Penelitian ini bertujuan untuk menyelidiki sikap guru IPA dalam menghadapi peserta didik yang beragam dan mengidentifikasi faktor-faktor yang mempengaruhi secara positif sikap guru IPA dalam mengikutsertakan ABK pada pembelajaran IPA. Survei dilakukan pada 202 guru IPA di Kabupaten Banjarnegara, Indonesia menggunakan kuisioner ATTDS dan dianalisis dengan tes ANOVA tiga arah untuk mengetahui hubungan antara variable guru IPA yang diteliti dan sikap guru IPA terhadap pembelajaran di kelas. Hasil survei menunjukkan bahwa 71,8% guru IPA memiliki sikap yang cukup positif terhadap seluruh skala ATTDS. Secara statistik tidak ditemukan efek interaksi yang signifikan antara ketiga variabel. Pengalaman guru IPA berinteraksi dengan ABK ditemukan sebagai aspek utama yang memberikan konstibusi signifikan pada perbedaan sikap guru IPA dalam memperoleh sikap positif untuk melibatkan ABK di kelas IPA reguler (p<0,01).

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