Journal articles: 'Integrated science teaching'

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Korozhneva, Liudmila. "NATURAL SCIENCE EDUCATION IN 21 CENTURE: A COMPETENCY-BASED AND INTEGRATIVE APPROACH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (December 5, 2010): 4–5. http://dx.doi.org/10.48127/gu-nse/10.7.04b.

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Nowadays we can see the decrease of interest of youth to natural sciences and, accordingly, the low level of natural science knowledge. The modern problem of the theory and the prac-tice of the learning in the schools is the problem of the formation of the competences. The investigators of this problem define various competences. According to the new approach to the content of the natural science education it is necessary to reconsider the process of teaching. One of possible ways is the teaching on the integrative base. The integrated teaching is based on interaction of aim, content, methods, forms and results of the teaching process. The substance of the integrated teaching consists of the necessity to unite the educational subjects of different cycles: natural science, humanitarian and art-aesthetic. It is explained so that in the contents of primary (elementary) education there are different aspects of study of the environment through subjects of a natural science, humanitarian and art – aesthetic cycle. The integrated lesson is a form of realization of the integrated teaching. The teachers of pri-mary schools of Lithuania organize the new form of the integrated teaching. It is the integrat-ed day and integrated week. The journal “Natural Science Education” invites the scientists and teachers to take part in discussion of problems of natural science education. Key words: natural science education, integrative approach, teaching process, interest in science.

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Nezvalova, Danuse. "The Constructivist Perspective and Teaching Integrated Science." International Journal of Learning: Annual Review 12, no. 6 (2007): 133–40. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45365.

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Poggi, Valeria, Cristina Miceli, and Italo Testa. "Teaching energy using an integrated science approach." Physics Education 52, no. 1 (December 8, 2016): 015018. http://dx.doi.org/10.1088/1361-6552/52/1/015018.

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Hennessy, Sara, Jocelyn Wishart, Denise Whitelock, Rosemary Deaney, Richard Brawn, Linda la Velle, Angela McFarlane, Kenneth Ruthven, and Mark Winterbottom. "Pedagogical approaches for technology-integrated science teaching." Computers & Education 48, no. 1 (January 2007): 137–52. http://dx.doi.org/10.1016/j.compedu.2006.02.004.

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Souza, Vanessa Faria de, Edimar Manica, Roger Luis Hoff Lavarda, and Tiago Rios da Rocha. "Educational Robotics in Science Teaching." International Journal for Innovation Education and Research 9, no. 9 (September 1, 2021): 262–73. http://dx.doi.org/10.31686/ijier.vol9.iss9.3337.

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The use of technologies such as educational software and robotics to support the teaching and learning process is increasing. Educational robotics has proven to arouse interest in students, as it allows physical handling and active participation in the learning process. In this sense, this manuscript aims to describe the Educational Robotics research project as an Incentive to the Study of Science approved in PROPPI EDITAL No. 77/2017 - INTERNAL SOURCE 2018/2019, which had as a proposal to integrate undergraduates of Licentiate Degree in Mathematics and Computer Science of IFRS - Campus Ibirubá to jointly carry out analyzes and develop procedures for teaching and learning science (mathematics/physics) using Educational Robotics resources, motivating students of the Technical Course in Computing Integrated to High School. Thus, while this project offered an internship field for undergraduates, it promoted interest in the study of science among participants, leading them to engage and promoting greater participation.

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DODD, HOWARD. "An Integrated Approach to Teaching Mathematics and Science." Teaching Mathematics and its Applications 10, no. 4 (1991): 137–43. http://dx.doi.org/10.1093/teamat/10.4.137.

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Robinson, Michael G. "Teaching Integrated Science around Community and Global Problems." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 3 (February 1991): 171–72. http://dx.doi.org/10.1080/00098655.1991.9955838.

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Barak, Miri, Yael Nissim, and Dani Ben-Zvi. "Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons." Interdisciplinary Journal of e-Skills and Lifelong Learning 7 (2011): 305–22. http://dx.doi.org/10.28945/1526.

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Chambers, David Wade, and David Turnbull. "Science Worlds: An Integrated Approach to Social Studies of Science Teaching." Social Studies of Science 19, no. 1 (February 1989): 155–79. http://dx.doi.org/10.1177/030631289019001008.

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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences. Keywords: arguing from evidence, integrate, language literacy, reading and report writing

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Sergeev, V. N., and M. A. Artemeva. "Teaching activity of Lev Kipriyanovich Khotzyanov." Russian Journal of Occupational Health and Industrial Ecology, no. 9 (March 19, 2020): 748. http://dx.doi.org/10.31089/1026-9428-2019-59-9-748-749.

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One of the activities of Academician of the USSR Academy of Medical Sciences Lev Kipriyanovich Khotsyanov was teaching to young professionals the basics and versatile developments in the science of worker's health preserving - aspects of occupational health, popularizing research on integrated occupational hygiene and medicine.

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ZASIEKINA, TETYANA ZASIEKINA. "INTEGRATION IN SCHOOL NATURAL SCIENCE EDUCATION: PROS AND CONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 3–11. http://dx.doi.org/10.25128/2415-3605.20.2.1.

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The article considers the problem of pedagogical integration as a phenomenon that is ambiguously perceived in the educational circle. The processes of formation of the phenomenon of integration in the historical review, its manifestations and evaluation in the educational process, transformation in modern conditions has been studied in the article. The reasons for the negative attitude to integration in Natural Science and ways to eliminate them have been clarified. The advantages of applying integration to the processes of constructing the content of Natural Science Education and teaching Natural Science Subjects in institutions of general secondary education have been revealed. There are three levels of application of integration in teaching Natural Subjects: integrated Natural Science Course, intersubject integration of Natural Science Subjects, and intersectoral integration of Natural Science Subjects in the school education system. Models of integrated teaching of Natural Science Subjects in institutions of general secondary education have been substantiated. In the model of training in integrated Natural Science Courses, training has been carried out according to one program, which lays down mechanisms for organizing the content and process of mastering ordered Natural Science knowledge. In the integrative Natural Science model, training has been carried out according to a set of educational programs in individual Natural Science subjects, in which the content and methods of teaching are based on the general apparatus of Natural Sciences, the expected learning results are aimed at forming a key competence in the field of Natural Sciences, Engineering and Technology. The integrating cross-industry model lays the foundations for the formation of cross-cutting skills and flexible skills. All three models complement each other and ensure the continuity and integrity of Natural Science Education. The pros and cons of integrating school Natural Science Education that we have reviewed allow us to draw the following conclusions. At present stage the problem of pedagogical integration is being updated, which requires a detailed study of the existing experience in implementing an integrated approach to teaching Natural Science Subjects. The phenomenon of pedagogical integration is not well-established and unambiguous. The taxonomy of pedagogical integration is determined by conditions, factors, objects and processes, which determines the various levels and degrees of manifestation and application of integration, its forms, types and functions. The application of an integrated approach in the study of both integrated Natural Science courses and in the case of studying individual Natural Science Subjects is a mandatory and crucial condition for building a natural education system.

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Root‐Bernstein, Robert S. "Teaching abstracting in an integrated art and science curriculum." Roeper Review 13, no. 2 (January 1991): 85–90. http://dx.doi.org/10.1080/02783199109553318.

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Paxton, John T., Rockford J. Ross, and J. Denbigh Starkey. "A methodology for teaching an integrated computer science curriculum." ACM SIGCSE Bulletin 26, no. 1 (March 12, 1994): 1–5. http://dx.doi.org/10.1145/191033.191034.

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Rowell, J. A., and C. J. Dawson. "Towards an Integrated Theory and Practice for Science Teaching." Studies in Science Education 16, no. 1 (January 1989): 47–73. http://dx.doi.org/10.1080/03057268908559960.

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Widya, Widya, Ena Suma Indrawati, Desy Eka Muliani, and Mila Ridhatullah. "Design of Integrated Science Learning Materials Based on Creative Problem Solving Model Integrated with Anti-Corruption Characters." Kasuari: Physics Education Journal (KPEJ) 2, no. 2 (December 17, 2019): 62–69. http://dx.doi.org/10.37891/kpej.v2i2.103.

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The 2013 curriculum requires student-centered learning. The teacher as a facilitator needs to prepare student-centered learning. The teacher prepares learning that emphasizes the thought process. Creative Problem Solving (CPS) models can develop students' thinking abilities. Teachers are expected to be able to develop teaching materials that are appropriate to the character of students. Teaching materials developed improve students' thinking skills. Teaching materials provided should also be able to increase student awareness of the nation's problems. One of Indonesia's big problems is corruption. Learning in schools is expected to instill anti-corruption character, one of which is integrating learning. This research is research and development. In this article is a part of the design of the teaching material that was developed. The data collection technique used is a prototype review of teaching materials developed. Analysis of the data used descriptive analysis. The results of this study are in the form of instructional material design based on the CPS model. The science teaching materials developed are based on the syntax of the CPS which consists of: identifying objectives, collecting data, sharpening questions, collecting data, formulating solutions, and implementing solutions. In addition to the teaching material developed it is also integrated with the anti-corruption character in each step of the problem solving that is displayed.

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Nguyen, Thanh Dac, and Van Dinh Pham. "The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 8 (August 2021): 113–17. http://dx.doi.org/10.21833/ijaas.2021.08.014.

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Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integrated teaching, and the implementation of integrated teaching of Natural Science subjects. The results revealed that the integrated teaching in integrated teaching of Natural Science subjects was highly trained and well-implemented by secondary school teachers. The educational curriculum assists students in discovering, investigating comprehensive solutions, and examining various aspects of problems.

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NIELSEN, KRISTIAN H. "Ideas, politics and practices of integrated science teaching in the global Cold War." BJHS Themes 3 (2018): 167–89. http://dx.doi.org/10.1017/bjt.2018.1.

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AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientists, psychologists and teachers promoted science education as a way to enhance the scientific and technical workforce and to counteract irrational tendencies. While US curriculum reformers were concerned about the quantity and quality of science teaching in secondary school, UNESCO wanted to introduce science as a topic in primary, secondary and vocational schools, promoting integrated science teaching as the best way to do this. From the outset, the term ‘integrated’ meant different things to different people. It not only entailed less focus on scientific disciplines and scientific method strictly defined, but also more on teaching children how to adopt a curious, experimental and engineering approach in life. By the end of the Cold War, UNESCO abandoned the idea of integrated science teaching, but it has a lasting legacy in terms of placing ways of teaching science to children at the heart of modern society.

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Belardo, Christy, Andrea C. Burrows, and Lydia Dambekalns. "PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS." Problems of Education in the 21st Century 75, no. 3 (June 20, 2017): 215–34. http://dx.doi.org/10.33225/pec/17.75.215.

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Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers’ perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies. Keywords: science, art, pre-service teachers, pre-collegiate students, STEM education, STEM classrooms.

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Mun, Jiyeong, Joo-Yeon Song, and Sung-Won Kim. "Perceptions of Elementary Teachers on Teaching Science-Arts Integrated Activities." Journal of The Korean Association For Research In Science Education 33, no. 5 (August 30, 2013): 1007–20. http://dx.doi.org/10.14697/jkase.2013.33.5.1007.

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Hieu, Le Trung, and Nguyen Danh Nam. "The teacher’s competence of integrated teaching at primary school science." Journal of Physics: Conference Series 1340 (October 2019): 012023. http://dx.doi.org/10.1088/1742-6596/1340/1/012023.

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J., Etim, P., Udosen, I. N., and Wordu Nkasiobi Chinyeaka. "Use of Virtual Learning on Academic Performance of Js 1 Integrated Science Student in Secondary School in Port Harcourt Local Government Area." Modern Applied Science 10, no. 8 (June 22, 2016): 256. http://dx.doi.org/10.5539/mas.v10n8p256.

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This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample size of 200 students were selected from 2,910 JS 1 students in all the public secondary schools in Port Harcourt Local Government Area using the multi-stage sampling technique. Instrument for data collection was an objective Integrated Science performance test (OIPT). Two hypotheses were formulated and tested using Factorial Analysis of Variance (ANCOVA). Result of the analysis showed that there is no significant difference in student’s academic performance when virtual learning and expository methods are used in teaching Integrated Science in Junior Secondary class (f1.195 = 1.606, p > .05) and that there is no significant difference between the academic performance of female and male students when virtual learning and expository methods are used in teaching Integrated Science in JS 1 (F1, 195 = 717, p > .05). It was therefore recommended that: Teachers should try to apply the virtual learning instruction in the teaching of Integrated Science as this was found to impact on the students achievement positively and that male and female students should be equally engaged in the learning of Integrated Science where VLS is incorp+orated to eliminate the gender bias in sciences.

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Uswatun, Hasanah, Mufidatunnisa. "STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF ISLAMIC SCIENCE INTEGRATION IN ENGLISH TEACHING MATERIALS." JURNAL SCHEMATA : Pascasarjana UIN Mataram 7, no. 2 (December 17, 2018): 152–71. http://dx.doi.org/10.20414/schemata.v7i2.516.

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Integration of Islamic science in English language learning for Muslim students is a necessity that should be realized by every teacher, especially in developing teaching materials that are applied in the classroom. This study aims at finding out the perception of STAIN Watampone students particularly Islamic Education program that have taught English by using integrated Islamic science material. Using interviews, it was revealed that the students give positive attitudes toward the implementation of Islamic science into teaching English material. The result shows that the use of integrated English and Islamic material can produce a lot of interest and a make learning activities more effective and efficient. This gives an indication that the teacher or the stake holder can formulate the integrated teaching materials to suit the needs and interests of students. Keywords: Integration, Islamic science, Teaching material

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G. Baybayon, Gilbert, Winnie Beth E. Clemente, Patricia Catherine Eco, Mary Rose P. Rosquita, Christian B. Zamora, and Levi E. Elipane. "Integrating Science Experimentation in Teaching Mathematics: A Lesson Study." International Journal of Engineering & Technology 7, no. 4.1 (September 12, 2018): 63. http://dx.doi.org/10.14419/ijet.v7i4.1.28226.

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Integrated science and mathematics education provide meaningful learning to the students through different strategies such as the use of real-life activities in the classroom. This study focuses on how science experimentation can be integrated in mathematics through process integration approach. To determine how science integration in the teaching of mathematics lesson can be successful, the researchers conducted a lesson study that enables planning, observing, analyzing, and refining the ‘research lesson’ on integrating the two discipline. Themes on the implementation of the research lesson were identified and were given suggestions to come up with a more established lesson.

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Slavinec, Mitja, Boris Aberšek, Dino Gačević, and Andrej Flogie. "MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 435–49. http://dx.doi.org/10.33225/jbse/19.18.435.

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Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching. In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. Keywords: industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity.

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

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Kok, Lyn. "A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 16. http://dx.doi.org/10.4102/sajce.v4i1.180.

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Teacher education for South African foundation phase education requires student teachers to be prepared for teaching science concepts in an integrated programme in a learning area known as life skills . This study examined the challenges faced by university teachers of foundation phase student teachers in the development of science modules/ courses. The national curriculum for this subject aims to strengthen learner awareness of social relationships, technological processes and elementary science (DBE 2011a). We developed an integrated numeracy, science and technology module for foundation phase student teachers, based on the science-technology-society (STS) approach to teaching science concepts. Students’ understanding of science concepts was assessed, using a project method in which they solved a problem derived from children’s literature. Then students’ views of this integrated approach to teaching science concepts were gathered. The negative views of the foundation phase student teachers towards the integrated STS approach was thought to indicate an empiricist view of the nature of science that could impede their future teaching.

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Sudarto, Sudarto, and Tawil Tawil. "Karakteristik Bahan Ajar IPA Terpadu Berbasis Kontroversi." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (September 18, 2019): 211. http://dx.doi.org/10.26858/jkp.v3i3.10218.

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Integrated science learning is the latest science learning icon and is recommended in the national curriculum at all levels of education. Integrated learning is essentially a learning that allows students both individually and in groups to actively seek, explore / explore, and find concepts and principles holistically and authentically. Science as a subject should be taught in its entirety between the study of Physics, Chemistry, and Biology. Facts on the ground show that science learning so far in various levels of education is generally not integrated. The ongoing learning process still indicates the presence of Physics, Chemistry, and Biology subjects. This happens because of various things, including the absence of representative integrated science teaching materials. Subjects or respondents in this study were students of the Natural Sciences Study Program FMIPA UNM 2014 Class Regular Class. The number of respondents was 28 people. This research was conducted in Odd semester 2016/2017 academic year. This research is classified as development research. The results of this study in the form of the characteristics of integrated science teaching materials based on controversy that has been developed which includes: contains a title that is controversial; arranged with integrated, integrated, and shared integration; arranged with a principle that in preparing the teaching material always involves physical, chemical, and psychological material; unique and creative; its contents are easy to understand like reading a short story; fun to read; open mind; the title of the material is intriguing; as if the material in teaching materials is human-like character; can increase creativity; the title of the material attracts attention; the contents are interesting; the language used is beautiful and unique; can come up with creative ideas; not boring; and increase imagination and thinking ability.

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Khozin, Khozin, and Umiarso Umiarso. "The Philosophy and Methodology of Islam-Science Integration: Unravelling the Transformation of Indonesian Islamic Higher Institutions." Ulumuna 23, no. 1 (June 25, 2019): 135–62. http://dx.doi.org/10.20414/ujis.v23i1.359.

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The transformation of Islamic higher education into State Islamic University (Universities Islam Negeri/UIN) necessitates the changing of scientific thoughts. Before this transformation, Islamic higher education 's core business is commonly concerned with the teaching of Islamic sciences, while UIN includes the instruction of general sciences, e.g., natural and social Sciences. In fact, the two (Islamic and natural-social science) should be integrated into the Islamic high education to establish a new integrated scientific paradigm. This study focuses mainly on the philosophy and the integration of science and Islamic methodologies in Indonesia. Based on the phenomenological qualitative approach, the current study critically examines Islam and science integration. Grounded on the study of three UINs, the article shows a novel paradigm that enables the integration of science and religion in those universities. Each university offers a specific character of the integration. UIN of Malang, for example, initiates the integration which is reflected in “tree of science”. UIN of Yogyakarta offers the metaphor of “spider web” for its interconnected and integrated Islam and science project while UIN of Surabaya proposes multidisciplinary-integration with the metaphor of integrated twin towers.

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Wrighting, Diedra M., Jamie Dombach, Mike Walker, Jenene Cook, Marlina Duncan, Gisselle Velez Ruiz, Adán Colón-Carmona, and Bruce Birren. "Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture." CBE—Life Sciences Education 20, no. 3 (September 2021): ar31. http://dx.doi.org/10.1187/cbe.20-03-0052.

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To promote persistence in STEM, a course implemented for undergraduate researchers teaches in an integrated manner the skills for: 1) scientific communication; 2) maximizing the effectiveness of research mentoring relationships; and 3) navigating scientific culture and its interactions with multiple social identities.

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Amoako, Stephen Kwame, Kennedy Ameyaw Baah, Fidelis Kamaayi, Samuel Sylvester Dapaah, and Charles Amoah Agyei. "Using Cooperative Learning Model to Enhance Academic Performance of Teacher Trainees in Some Selected Topics in Integrated Science at Saint Monica’s College Of Education." International Journal of Scientific Research and Management 8, no. 04 (April 9, 2020): 1276–81. http://dx.doi.org/10.18535/ijsrm/v8i04.el02.

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The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica’s College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science. Keywords: cooperative learning approach, purposive sampling, experimental group, college of education, motivation

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Glizburg, Vita I. "The training of masters of pedagogical education to the integrated teaching of the schoolchildren in mathematics and computer science." RUDN Journal of Informatization in Education 16, no. 4 (December 15, 2019): 318–27. http://dx.doi.org/10.22363/2312-8631-2019-16-4-318-327.

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Problem and goal. The single subject area “Mathematics and Computer Science”, provided by existing standards, implies the need to introduce the integration of teaching these subjects in primary and secondary schools; the training for such teaching is one of the goals of the implementation of the master’s program “Mathematics in Primary Education”. Methodology. The implementation of the following factors improves the quality of training of the masters to the integrated teaching of the schoolchildren in mathematics and computer science: the training of the masters is based on the competencies that they assimilated in the stages of their previous training, in particular in undergraduate studies; the developed integrated content of the modular training, implemented in the system of specialized disciplines, allows to implement the systematic, fundamental and invariance training of the masters; the readiness of the masters to the integrated teaching the schoolchildren in mathematics and computer science includes the formed competencies in the selection of teaching content and the use of educational electronic resources; taking into account various factors of using information and communication technologies in the educational process, forming an idea of the role of informatization of education in society, its language, methods and means, and their quality control. Results. The practical activities of masters in creating the electronic courses for organizing online-learning were implemented, a system of computer tasks was created for the integrated teaching of the schoolchildren in mathematics and computer science. Conclusion. The training of masters to the integrated teaching of the schoolchildren in mathematics and computer science ensures their orientation in information and communication technologies and subsequent competent use of these technologies in their professional activities.

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Vilkonienė, Margarita. "INTEGRATION OF NATURAL SCIENCE AND LINGUISTIC EDUCATION USING NATURAL SCIENCE INFORMATION SOURCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (March 15, 2006): 43–49. http://dx.doi.org/10.48127/gu-nse/06.3.43.

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The requirements of Lithuanian Natural Science Education standards for a primary school are quite difficult to implement. The conducted research has demonstrated that natural science education of the primary school graduates in Šiauliai city and Šiauliai region did not correspond to national primary natural science education standards (Vilkonienė, Vilkonis ir Lamanauskas, 2005). Some researchers (Klimienė, 2001; Lamanauskas, 1996) maintain that the planned results can be achieved through integrated teaching. In their opinion the objectives and the tasks of natural science education can be implemented through regular and optimal usage of the content of various teaching subjects. The content of native language education contains the activity called subject text reading. Choosing subject texts it is purposeful to consider their content. It is an excellent possibility to integrate the knowledge of natural science into the content of native language education. Reading, discussion and the analysis of the writings presented in the article during the classes of native language would enable effective integration of the points of natural science education. The article also contains the fragments of natural science education standards, which could be purposefully used as a basis for organising integrated education/self-education, and the proposed information sources, which could be purposefully used by pupils and teachers, searching for the answers to the arisen questions. Key words: natural science education, linguistic education, integration, sources of additional information.

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Dill-McFarland, Kimberly A., Stephan G. König, Florent Mazel, David C. Oliver, Lisa M. McEwen, Kris Y. Hong, and Steven J. Hallam. "An integrated, modular approach to data science education in microbiology." PLOS Computational Biology 17, no. 2 (February 25, 2021): e1008661. http://dx.doi.org/10.1371/journal.pcbi.1008661.

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We live in an increasingly data-driven world, where high-throughput sequencing and mass spectrometry platforms are transforming biology into an information science. This has shifted major challenges in biological research from data generation and processing to interpretation and knowledge translation. However, postsecondary training in bioinformatics, or more generally data science for life scientists, lags behind current demand. In particular, development of accessible, undergraduate data science curricula has the potential to improve research and learning outcomes as well as better prepare students in the life sciences to thrive in public and private sector careers. Here, we describe the Experiential Data science for Undergraduate Cross-Disciplinary Education (EDUCE) initiative, which aims to progressively build data science competency across several years of integrated practice. Through EDUCE, students complete data science modules integrated into required and elective courses augmented with coordinated cocurricular activities. The EDUCE initiative draws on a community of practice consisting of teaching assistants (TAs), postdocs, instructors, and research faculty from multiple disciplines to overcome several reported barriers to data science for life scientists, including instructor capacity, student prior knowledge, and relevance to discipline-specific problems. Preliminary survey results indicate that even a single module improves student self-reported interest and/or experience in bioinformatics and computer science. Thus, EDUCE provides a flexible and extensible active learning framework for integration of data science curriculum into undergraduate courses and programs across the life sciences.

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Carr, Vaughan J., Philip L. Hazell, and Michael Williamson. "Teaching Psychiatry in an Integrated Medical Curriculum." Australian & New Zealand Journal of Psychiatry 30, no. 2 (April 1996): 210–19. http://dx.doi.org/10.3109/00048679609076096.

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Objective: Efforts to improve the psychiatric competence of the general medical workforce must include an appraisal of how psychiatry is taught in medical schools. As a contribution to this appraisal a description is given of psychiatric education in the innovative undergraduate medical curriculum at the University of Newcastle. Method: An outline of the features which characterise medical education at Newcastle is provided and the way in which the teaching of psychiatry is organised within this framework is presented. Results: The characteristics of the Newcastle undergraduate program in psychiatry include its integration with teaching in other clinical and basic science disciplines, continuity throughout the entire five years of the course, and the emphasis on skills acquisition and their assessment. Conclusions: The relative merits and disadvantages of the Newcastle approach to undergraduate psychiatry education are presented and the problem of assessing the effectiveness of this approach by outcomes measurement, particularly of integrated competencies and their application in general medical settings, is discussed.

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Zahrotin, Anis. "DEVELOPMENT OF INTEGRATED SCIENCE LEARNING INSTRUMENTS USING A HUMANISTIC APPROACH WITH ECONOMIC DRAWINGS." Jurnal Pena Sains 8, no. 1 (May 1, 2021): 8–14. http://dx.doi.org/10.21107/jps.v8i1.10104.

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Research on the development of integrated science learning instruments helps students to develop their potential and character. The research involved the use of lesson plans, worksheets, syllabus, props and modules through four stages, namely the Four-D Model flow, namely definition, design, development, and dissemination. This research was conducted at MTsN 4 Bojonegoro. The research method is qualitative research by observing the field and collecting data based on the results of tests and questionnaires. The results of the study are as follows 1) students are more motivated to use teaching aids in integrated science learning, 2) by using economic teaching aids, students get an increase in cognitive knowledge and also character education and understand the relationship between knowledge and attitudes or actions in everyday life, 3) integrated science learning with economic aids should be used more intensively in science learning with different themes, 4) Each subject should provide opportunities for the teaching staff to develop economic teaching aids by utilizing used tools and materials from the surrounding environment.

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Agussuryani, Qori, Sudarmin Sudarmin, and Woro Sumarni. "STEM Integrated Ethnoscience-Based Vocational School Science Teaching Materials in Improving Student’s HOTs." Berkala Ilmiah Pendidikan Fisika 9, no. 2 (June 30, 2021): 185. http://dx.doi.org/10.20527/bipf.v9i2.10431.

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The research objective was to analyze the feasibility and practicality of Vocational School teaching materials based on STEM integrated ethnoscience. Research and Development of Borg and Gall (2003) with Methods Embedded Experimental were used in this research. The results showed that the STEM integrated ethnoscience-based Vocational School science teaching materials were feasible to be used in research trials based on the assessment of 4 experts judgment which were 2 expert lecturers (material and media), and 2 education practitioners. The teaching material components included Syllabus; Lesson plan; Student Worksheet; HOTs assessment; Material Expert; and Media expert. All components showed very good criteria. Furthermore, the practicality of teaching materials was in a good category based on student responses. Teaching materials were effective in increasing the HOTs of vocational school students based on the Gain score of 0.44 in the moderate category. Teaching materials can improve students' high-order thinking habits through contextual and complex learning resources in ethnoscience studies through STEM literacy.

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Green, Rosemund Dienye. "Nigerian integrated science student teachers and the realities of teaching practice." Research in Education 54, no. 1 (November 1995): 85–91. http://dx.doi.org/10.1177/003452379505400107.

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Hacker, R. G., and M. J. Rowe. "A study of teaching and learning processes in integrated science classrooms." European Journal of Science Education 7, no. 2 (April 1985): 173–80. http://dx.doi.org/10.1080/0140528850070208.

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Khishfe, Rola, and Norman Lederman. "Teaching nature of science within a controversial topic: Integrated versus nonintegrated." Journal of Research in Science Teaching 43, no. 4 (2006): 395–418. http://dx.doi.org/10.1002/tea.20137.

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Suryanti, D., P. Sinaga, and W. Surakusumah. "Improvement of Students’ Environmental Literacy by Using Integrated Science Teaching Materials." IOP Conference Series: Materials Science and Engineering 306 (February 2018): 012031. http://dx.doi.org/10.1088/1757-899x/306/1/012031.

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TAKEFUTA, Junko, and Yukio TAKEFUTA. "An Integrated Course System for Teaching English for Science and Technology." Journal of JSEE 46, no. 5 (1998): 27–32. http://dx.doi.org/10.4307/jsee.46.5_27.

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You, Hye Sun. "Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks." Journal of Education and Learning 6, no. 4 (June 5, 2017): 66. http://dx.doi.org/10.5539/jel.v6n4p66.

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This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the complexity of the natural system and its corresponding scientific problems necessitate interdisciplinary understanding informed by multiple disciplinary backgrounds. The best way to learn and perceive natural phenomena of the real world in science should be based on an effective interdisciplinary teaching. To support the underlying rationale for interdisciplinary teaching, the present study proposes theoretical approaches on how integrated knowledge of teachers affects their interdisciplinary teaching practices and student learning. This research further emphasizes a need for appropriate professional development programs that can foster the interdisciplinary understanding across various science disciplines.

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Nasir, Muhammad, Hadma Yuliani, and Luvia Ranggi Nastiti. "The Development of Teaching Materials on Integrated Science, Technology, and Religion to Improve College Students’ Integrative Knowledge." Al-Ta lim Journal 26, no. 2 (July 30, 2019): 121–30. http://dx.doi.org/10.15548/jt.v26i2.532.

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The purposes of this study were (1) to determine the specifications of teaching materials integrated STR; and (2) to analyze the results of expert validation to teaching materials integrated STR. The research method used in this study was Research and Development (R D) with a four-D procedure (Define, Design, Develop, and Disseminate). The data analysis technique used was descriptive analysis techniques. The results of the study show that (1) The profile of the teaching materials integrated STR are (a) teaching materials are integration between concepts of fundamental of physics and Islamic values of Al-Quran and Hadith ; and (b) the media developed is an integration between PPT and Phet; and (2) The results of the material expert validation on the results of the development of teaching materials integrated STR on aspects of content feasibility, aspects of presentation, aspects of language, and material integration are well categorized. Likewise, the results of media expert validation on the display and programming aspects show good categories

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Ellis, Edwin S. "Teaching Strategy Sameness Using Integrated Formats." Journal of Learning Disabilities 26, no. 7 (August 1993): 448–81. http://dx.doi.org/10.1177/002221949302600706.

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Fitriani, Eka Yulida, and Fidia Fibriana. "Analysis of Religious Characters and Logical Thinking Skills After Using Solar System Teaching Material Integrated with Islamic Science." Journal of Innovation in Educational and Cultural Research 1, no. 2 (December 24, 2020): 69–76. http://dx.doi.org/10.46843/jiecr.v1i2.7.

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This study aims to analyze the religious character and logical thinking skills of students after using solar systems teaching materials integrated with Islamic Science. The type of research used is descriptive analysis with a Post-Test-Only with Non-equivalent Groups research design. The research data were obtained from observation sheets, questionnaire sheets, and posttest. The religious character and students’ logical thinking skills of the experiment class students are better than the control class. Students in the experiment class were superior to the control class. The effect of the correlation of the use of teaching materials on the religious character of the students obtained 79.21%, while the effect of the correlation of the use of teaching materials on students’ logical thinking skills was 38.44%. The study concludes that students’ religious character after using solar system teaching materials integrated Islamic science is dominant in the “very good” category and students’ logical thinking skills after the use of solar system teaching materials integrated Islamic science is dominant in the high category.

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McCoid, Scott, Jason Freeman, Brian Magerko, Christopher Michaud, Tom Jenkins, Tom Mcklin, and Hera Kan. "EarSketch: An integrated approach to teaching introductory computer music." Organised Sound 18, no. 2 (July 11, 2013): 146–60. http://dx.doi.org/10.1017/s135577181300006x.

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EarSketch is an all-in-one approach to supporting a holistic introductory course to computer music as an artistic pursuit and a research practice. Targeted to the high school and undergraduate levels, EarSketch enables students to acquire a strong foundation in electroacoustic composition, computer music research and computer science. It integrates a Python programming environment with a commercial digital audio workstation program (Cockos’ Reaper) to provide a unified environment within which students can use programmatic techniques in tandem with more traditional music production strategies to compose music. In this paper we discuss the context and goals of EarSketch, its design and implementation, and its use in a pilot summer camp for high school students.

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Bulunuz, Mizrap. "Teaching science through play in kindergarten: does integrated play and science instruction build understanding?" European Early Childhood Education Research Journal 21, no. 2 (June 2013): 226–49. http://dx.doi.org/10.1080/1350293x.2013.789195.

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Yusmanila, Yusmanila. "DEVELOPING TEACHING MATERIALS IN INTEGRATED NATURAL SCIENCE CLASS BASED ON INQUIRY LABS TO IMPROVE STUDENTS’ SCIENCE LITERACY." JURNAL TARBIYAH 28, no. 1 (June 30, 2021): 124. http://dx.doi.org/10.30829/tar.v28i1.979.

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The low scientific literacy of Indonesian students indicates the low quality of science/science education. Reality on the ground in the science learning process is that teachers only use textbooks and have not developed inquiry labs-based teaching materials. The research objective is to develop an integrated science teaching material based on inquiry labs that is valid, practical, and effective. The type of research is research and development (r&d). The test was conducted in class VIIB of MTsN 6 Sijunjung. The instruments used are expert validation sheets and student questionnaires. The data analysis technique used in this research is qualitative and quantitative analysis. The results of the validation of teaching materials have an average value of 89, meaning are very valid. The average practicality test results for teaching materials are 84, meaning are very practical. The results of statistical tests on students' scientific literacy tests were effective in increasing students' scientific literation

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Pourdavood, Roland G., and Meng Yan. "Preparing Pre-service and In-service Teachers to Teach Mathematics and Science Using an Integrated Approach: The Role of a Six-Week Summer Course." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 64–85. http://dx.doi.org/10.26803/ijlter.20.1.4.

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Many pre-service and in-service elementary teachers indicate that they have limited content knowledge, pedagogical knowledge, and experience regarding the integrated teaching of mathematics and science. Such limitation puts them in an uncertain and vulnerable situation in terms of planning and instruction. This qualitative, descriptive, and interpretative study examines the experiences of 28 pre-service and in-service teachers as they plan and teach during a six-week summer course on integration of mathematics and science instruction for 4th and 5th grades. The research question is: how may a six-week summer course focusing on planning and teaching mathematics and science using an integrated approach enhance teachers’ knowledge, experience, and confidence in teaching? Data include participating teachers’ reflections on assigned readings, meeting discussions, collaborative planning and teaching, their final papers, and the instructor’s field notes. The findings suggest that the exchange of ideas and information along with the instructor’s ongoing support provides the teachers with opportunities to become more knowledgeable and confident in integrating mathematics and science. The study also suggests that ongoing professional development and school district administrative support are essential components for sustaining teachers’ professional development related to teaching mathematics and science from an integrated perspective.

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Journal articles on the topic 'Integrated science teaching'

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