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Relevant bibliographies by topics / Science education

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Academic literature on the topic 'Science education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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Journal articles on the topic "Science education"

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Abramova, Mariya. "Science + Education = ( ≠ ) Education + Science." Institutionalization of science and the scientific community 1, no. 2020.1.1 (October 20, 2020): 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.

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Krebs, Uwe. "Education Science and Biological Anthropology." Anthropologischer Anzeiger 71, no. 1-2 (March 1, 2014): 15–19. http://dx.doi.org/10.1127/0003-5548/2014/0372.

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TURAN, Saim, and Adem KOÇ. "Fen Bilimleri ve Sosyal Bilgiler Öğretim Programlarının Çevre Eğitimi Açısından Değerlendirilmesi." Gazi Journal of Education Sciences 7, no. 2 (July 31, 2021): 178–95. http://dx.doi.org/10.30855/gjes.2021.07.02.004.

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COPELAND, Sandra, Yosuke KAWACHI, and Daphne LEE. "Education of Earth Sciences. Earth Science Education in New Zealand." Journal of Geography (Chigaku Zasshi) 105, no. 6 (1996): 779–82. http://dx.doi.org/10.5026/jgeography.105.6_779.

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Barrentine, Carl D. "Science education: Education in, or about science?" Science Education 70, no. 5 (October 1986): 497–99. http://dx.doi.org/10.1002/sce.3730700502.

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Temelli, Aysel, and Murat Kurt. "Attitudes of primary education and science education students’ towards science and science education." International Journal of Academic Research 5, no. 4 (May 31, 2013): 72–78. http://dx.doi.org/10.7813/2075-4124.2013/5-4/b.10.

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Babiіchuk, Svitlana. "PEDAGOGICAL CONCEPT “SCIENCE EDUCATION”." Educational Discourse: collection of scientific papers, no. 23(5) (July 1, 2020): 14–21. http://dx.doi.org/10.33930/ed.2019.5007.23(5)-2.

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In the article, we have been considered some approaches to understanding the term "science education", both foreign and domestic authors. Have been substantiated own understanding of the term, based on the experience of the Junior Academy of Sciences of Ukraine also. Have been described the most commonly used terms of science education and delimited their semantic field.

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Maciejowska, Iwona. "SCIENCE VERSUS SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 2 (September 1, 2012): 4–5. http://dx.doi.org/10.48127/gu-nse/12.9.04a.

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Scientific process consists in multiple repetitions of researches in order to verify their results. They are also publicized and undergo the process of criticism and evaluation by the scientific community. The science is the social process in which the scientists con-stantly look at the results of the others’ work, accept them or reject based on the objec-tive criteria. It happens through the review of the text intended for publication as well as publication of polemical and critical texts. Also during the scientific conferences there is a time for discussions among scientists, which influence the direction of the development of a field of knowledge and of the researches. This process was clearly visible during the last few conferences on chemistry and sciences education. During the 22nd ICCE and 11th ECRICE in Rome Prof. Mansoor Niaz noted that in thicker and thicker, 1000-page, con-taining more and more knowledge textbooks there should be a place (e.g. additional 100 pages) for history of the chemical concepts, including doubts accompanying development of science, illustrating the thesis that it was a very complicated process, not linear at all. In response, Prof. Peter Atkins said that the textbooks did not contain more and more concepts and new knowledge but rather more and more „help“ for students – more ex-amples, exercises, visualizations – models, diagrams, charts which are crucial especially for those, in case of whom English is not the first language. According to him, adding 10% of additional factual knowledge is pointless.

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Carrow, Grant M. "Science Education." Science 244, no. 4904 (May 5, 1989): 515. http://dx.doi.org/10.1126/science.244.4904.515.b.

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CARROW, G. M. "Science Education." Science 244, no. 4904 (May 5, 1989): 515. http://dx.doi.org/10.1126/science.244.4904.515-a.

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Dissertations / Theses on the topic "Science education"

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McVittie, Janet Elizabeth. "Literacy, science, and science education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/NQ51900.pdf.

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Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.

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Phelan, Michelle P. "General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in general education contexts (Carter et al., 2016). This study was designed to investigate teachers’ experiences and perceptions with inclusion in general education science classrooms. While students with disabilities are generally included in general education science classrooms today, statistics show students with disabilities are graduating from high school unprepared to major in science-related fields or to enter the workforce in science-related careers (Brusca-Vega, Alexander, & Kamin, 2014). Therefore, the content area of science was targeted for the purposes of this study. Five similar school districts in southwest Missouri were selected for this study. Middle school science and special education teachers were interviewed to obtain perceptions concerning inclusion of students with disabilities in general education science classrooms. Information gathered was compared with the literature reviewed to identify themes, ensure validity, and ascertain conclusions. After analyzing the data, it was revealed all students benefit both academically and socially when effective inclusive practices are incorporated in general education science classrooms. These benefits are dependent upon teachers’ self-efficacy and attitudes and collaboration between and among special education and general education teachers. Paraprofessional support for students with disabilities can contribute to successful inclusion in general education science classrooms.

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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/2035.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.

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Russo, Sharon. "Early childhood educators' attitudes to science and science education." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12079.

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It has long been acknowledged that pre-service Early Childhood teachers enter university with a notable lack of confidence, high levels of anxiety and an aversion to science and mathematics. Unless redressed during their time spent at university, such negative attitudes may ultimately influence the quality of science education these teachers offer to young children. This study considers the affective attitudes to science and science education of those people considered to be central to the education of young children.Specifically the study investigates the attitudes and backgrounds in science/ science education, of academics, pre-service and in-service teachers together with their attitudes towards teaching science to young children. The attitudes to science of a group of young children, aged between 4 and 8 years, were also investigated in the study. The potential links between the attitudes held by each group was of great interest to the researcher who considered the ways that academics promoted the teaching of science to young children, the factors influencing the willingness of pre-service and in-service teachers to present science to young children and the effect that teachers have on the responses of young children to science.The findings suggest that in contrast to the attitudes towards science of pre- and in-service teacher groups in the study, the young children and academics displayed attitudes such as interest, curiosity, confidence and enjoyment towards their experiences in science. There was a strong link between the memory of prior experiences in science and the present attitudes to science of the adult participants. The implications of the study are that science education in the early years will be enhanced if ways can be found to provide more positive science related experiences for pre-service and in-service teachers.

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Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

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One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.

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Russell, Anthony. "Primary science education in Botswana." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019698/.

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McCann, Wendy Renee Sherman. "Science education and everyday action /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451961698.

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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.

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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.

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Philpot, Cindy Johnson. "Science Olympiad Students' Nature of Science Understandings." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/20.

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Recent reform efforts in science education focus on scientific literacy for all citizens. In order to be scientifically literate, an individual must have informed understandings of nature of science (NOS), scientific inquiry, and science content matter. This study specifically focused on Science Olympiad students’ understanding of NOS as one piece of scientific literacy. Research consistently shows that science students do not have informed understandings of NOS (Abd-El-Khalick, 2002; Bell, Blair, Crawford, and Lederman, 2002; Kilcrease and Lucy, 2002; Schwartz, Lederman, and Thompson, 2001). However, McGhee-Brown, Martin, Monsaas and Stombler (2003) found that Science Olympiad students had in-depth understandings of science concepts, principles, processes, and techniques. Science Olympiad teams compete nationally and are found in rural, urban, and suburban schools. In an effort to learn from students who are generally considered high achieving students and who enjoy science, as opposed to the typical science student, the purpose of this study was to investigate Science Olympiad students’ understandings of NOS and the experiences that formed their understandings. An interpretive, qualitative, case study method was used to address the research questions. The participants were purposefully and conveniently selected from the Science Olympiad team at a suburban high school. Data collection consisted of the Views of Nature of Science – High School Questionnaire (VNOS-HS) (Schwartz, Lederman, & Thompson, 2001), semi-structured individual interviews, and a focus group. The main findings of this study were similar to much of the previous research in that the participants had informed understandings of the tentative nature of science and the role of inferences in science, but they did not have informed understandings of the role of human imagination and creativity, the empirical nature of science, or theories and laws. High level science classes and participation in Science Olympiad did not translate into informed understandings of NOS. There were implications that labs with a set procedure and given data tables did not contribute to informed NOS understandings, while explicit instruction may have contributed to more informed understandings. Exploring these high achieving, Science Olympiad students’ understandings of NOS was a crucial step to understanding what experiences formed these students’ understandings so that teachers may better their practices and help more students succeed in becoming scientifically literate citizens.

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Books on the topic "Science education"

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Taber, Keith S., and Ben Akpan, eds. Science Education. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8.

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Science education. Phoenix, AZ: Oryx Press, 1986.

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Branch, Alberta Curriculum Support, ed. STS science education: Unifying the goals of science education. [Edmonton, AB]: Alberta Education, Curriculum Support Branch, 1990.

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J, Fraser Barry, Walberg Herbert J, and National Society for the Study of Education., eds. Improving science education. Chicago: NSSE, 1995.

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Robert, Morris, ed. Science education worldwide. Paris: Unesco, 1990.

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Huxley, Thomas Henry. Science & education: Essays. London: Macmillan, 1990.

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Blackie, Margaret A. L., Hanelie Adendorff, and Marnel Mouton. Enhancing Science Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003055549.

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Hadzigeorgiou, Yannis. Imaginative Science Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29526-8.

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Taber, Keith S., ed. Progressing Science Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-2431-2.

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Abell, Sandra K., ed. Science Teacher Education. Dordrecht: Kluwer Academic Publishers, 2000. http://dx.doi.org/10.1007/0-306-47222-8.

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Book chapters on the topic "Science education"

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Rumjaun, Anwar B. "Educational Visits and Science Education." In Science Education, 417–29. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_30.

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Shapiro, Adam R. "Science Education." In A Companion to the History of American Science, 320–32. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119072218.ch25.

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McComas, William F. "Science Education." In The Language of Science Education, 86. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_76.

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Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. "Science Education." In Science Education, 7–25. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003047506-2.

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Stebbins, Michael. "Science Education." In Sex, Drugs and DNA, 299–337. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1007/978-0-230-55226-5_10.

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Newton, Douglas P. "Science and science education." In A Practical Guide to Teaching Science in the Secondary School, 1–16. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003325130-1.

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Wellington, Jerry, and Gren Ireson. "Inclusive science education." In Science Learning, Science Teaching, 144–65. Fourth edition. | Abingdon, Oxon : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623429-6.

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Padalkar, Shamin, Mythili Ramchand, Rafikh Shaikh, and Indira Vijaysimha. "Inclusive Science Education." In Science Education, 158–82. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003047506-8.

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Taber, Keith S. "Reflecting the Nature of Science in Science Education." In Science Education, 23–37. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_2.

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Taber, Keith S. "Models and Modelling in Science and Science Education." In Science Education, 263–78. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_20.

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Conference papers on the topic "Science education"

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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.

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Sampson, Demetrios, and Panayiotis Zervas. "Enhancing Educational Metadata with Science Education Information." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.31.

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Taşer, Seyit. "SOCIAL SCIENCES IN TEACHING BENEFIT FROM THE NATUREL SCIENCE- EXAMPLES OF HISTORY OF SCIENCE." In 3rd Teaching & Education Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/tec.2016.003.020.

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Mike, Koby. "Data Science Education." In ICER '20: International Computing Education Research Conference. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3372782.3407110.

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Karlsson, Göran, and Jonas Ivarsson. "Animated science education." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599664.

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Wirth, Niklaus. "Computing science education." In the 7th annual conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544414.544415.

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Raj, Rajendra K., Allen Parrish, John Impagliazzo, Carol J. Romanowski, Sherif Aly Ahmed, Casey C. Bennett, Karen C. Davis, Andrew McGettrick, Teresa Susana Mendes Pereira, and Lovisa Sundin. "Data Science Education." In ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325533.

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Bates, Rebecca, Judy Goldsmith, Rosalyn Berne, Valerie Summet, and Nanette Veilleux. "Science fiction in computer science education." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157184.

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Koppelman, Herman. "Using e-Tools in Computer Science Education: a Proposal." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2514.

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We present some thoughts about devising educational designs for experiments with the use of e-tools in computer science education. We stress that the focus should not be on technological issues but on educational design issues. Our intention is twofold. First of all it is proposed to gather information about the use of such tools, in order to compose guidelines and hints for computer science lecturers. Next, we propose to design and conduct new promising experiments about using e-tools within the context of computer science education.

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Nodzyńska, Małgorzata. "INFLUENCE OF PIAGET'S THEORY ON CONVINCING EXPERTS ABOUT THE DIFFICULTIES IN THE UNDERSTANDING OF SCIENTIFIC TERMS BY CHILDREN." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.153.

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In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. Keywords: Piaget’s theory, teaching of natural science, formal education.

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Reports on the topic "Science education"

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

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Metzger, Cheryn E., Pat Huelman, Samuel Rashkin, and Anne W. Wagner. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1398230.

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Nicole Rourke and Jason Marcks. Nevada Underserved Science Education Program. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/825601.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/448055.

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Volkova, Nataliia P., Nina O. Rizun, and Maryna V. Nehrey. Data science: opportunities to transform education. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3241.

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The article concerns the issue of data science tools implementation, including the text mining and natural language processing algorithms for increasing the value of high education for development modern and technologically flexible society. Data science is the field of study that involves tools, algorithms, and knowledge of math and statistics to discover knowledge from the raw data. Data science is developing fast and penetrating all spheres of life. More people understand the importance of the science of data and the need for implementation in everyday life. Data science is used in business for business analytics and production, in sales for offerings and, for sales forecasting, in marketing for customizing customers, and recommendations on purchasing, digital marketing, in banking and insurance for risk assessment, fraud detection, scoring, and in medicine for disease forecasting, process automation and patient health monitoring, in tourism in the field of price analysis, flight safety, opinion mining etc. However, data science applications in education have been relatively limited, and many opportunities for advancing the fields still unexplored.

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Duraiappah, Anantha, N. M. Van Atteveldt, J. M. Buil, K. Singh, and R. Wu. Reimagining Education: The International Science and Evidence Based Education (ISEE) Assessment. UNESCO MGIEP, March 2022. http://dx.doi.org/10.56383/jofk3902.

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The overall goal of the ISEE Assessment is to pool multi-disciplinary expertise on educational systems and reforms from a range of stakeholders in an open and inclusive manner, and to undertake a scientifically robust and evidence based assessment that can inform education policy-making at all levels and on all scales. Its aim is not to be policy prescriptive but to provide policy relevant information and recommendations to improve education systems and the way we organize learning in formal and non-formal settings. It is also meant to identify information gaps and priorities for future research in the field of education.

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Montellano, B. O. de. Culturally relevant science: An approach to math science education for Hispanics. Office of Scientific and Technical Information (OSTI), November 1996. http://dx.doi.org/10.2172/503536.

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Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1295811.

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Wagner, Thomas W. Satellite Direct Readout: Opportunities for Science Education. Fort Belvoir, VA: Defense Technical Information Center, February 1994. http://dx.doi.org/10.21236/ada276257.

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Benelli, Gabriele. Data Science and Machine Learning in Education. Office of Scientific and Technical Information (OSTI), July 2022. http://dx.doi.org/10.2172/1882567.

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