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Journal articles on the topic 'Science education pursuit'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Anker-Hansen, Jens, and Maria Andreé. "In Pursuit of Authenticity in Science Education." Nordic Studies in Science Education 15, no. 1 (January 28, 2019): 54–66. http://dx.doi.org/10.5617/nordina.4723.

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This article presents a systematic review of how authenticity is used in science education research and discusses the implications these uses have for the design of science education classroom practices. Authenticity has been discussed in education for decades. However, the authenticity of science education not only concerns the design of educational activities, but also the content of what is being taught. This article reviews research articles published in 2013 and 2014, in the three highest ranking journals in science education, regarding how authenticity is framed in science education. The findings suggest that the uses vary greatly from referring to externally defined practices to student relevance. The findings are discussed with the notions of cultural and personal authenticity to suggest important aspects involved with designing science classroom activities authentic to the different references. Based on the review, we have developed a strategy for balancing authenticity in science education classroom practices between cultural and personal authenticity.

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2

Chandrasekhar, S., and Rajaram Nityananda. "The pursuit of science: Its motivations." Resonance 2, no. 4 (April 1997): 82–95. http://dx.doi.org/10.1007/bf02919633.

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3

Michael, Joel. "IN PURSUIT OF MEANINGFUL LEARNING." Advances in Physiology Education 25, no. 3 (September 2001): 145–58. http://dx.doi.org/10.1152/advances.2001.25.3.145.

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The Bernard Distinguished Lecturers are individuals who have a history of experience and expertise in teaching that impacts multiple levels of health science education. Dr. Joel Michael more than meets these criteria. Joel earned a BS in biology from CalTech and a PhD in physiology from MIT following which he vigorously pursued his fascination with the mammalian central nervous system under continuous National Institutes of Health funding for a 15-yr period. At the same time, he became increasingly involved in teaching physiology, with the computer being his bridge between laboratory science and classroom teaching. Soon after incorporating computers into his laboratory, he began developing computer-based learning resources for his students. Observing students using these resources to solve problems led to an interest in the learning process itself. This in turn led to a research and development program, funded by the Office of Naval Research (ONR), that applied artificial intelligence to develop smart computer tutors. The impact of problem solving on student learning became the defining theme of National Science Foundation (NSF)-supported research in health science education that gradually moved all of Dr. Michael’s academic efforts from neurophysiology to physiology education by the early 1980’s. More recently, Joel has been instrumental in developing and maintaining the Physiology Education Research Consortium, a group of physiology teachers from around the nation who collaborate on diverse projects designed to enhance learning of the life sciences. In addition to research in education and learning science, Dr. Michael has devoted much of his time to helping physiology teachers adopt modern approaches to helping students learn. He has organized and presented faculty development workshops at many national and international venues. The topics for these workshops have included computer-based education, active learning, problem-based learning, and the use of general models in teaching physiology.

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Carter, Frances D., Marvin Mandell, and Kenneth I. Maton. "The Influence of On-Campus, Academic Year Undergraduate Research on STEM Ph.D. Outcomes: Evidence From the Meyerhoff Scholarship Program." Educational Evaluation and Policy Analysis 31, no. 4 (December 2009): 441–62. http://dx.doi.org/10.3102/0162373709348584.

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The Meyerhoff Scholarship Program, which celebrated its 20th year in 2008, is considered a successful intervention program for increasing the number of underrepresented minorities who earn Ph.D.s or M.D./Ph.D.s and pursue research careers in science, technology, engineering, and mathematics (STEM). This article examines the relationship between participation in one specific component of the Meyerhoff Scholarship Program—on-campus, academic year research—and the pursuit of a STEM Ph.D. by 13 cohorts of program participants. The results indicate that participation in on-campus, academic year research is associated with a substantial increase in the probability of pursuing a STEM Ph.D. They further suggest that the structure and intensity of the on-campus, academic year research experience matter.

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Saunders, Thomas H. "There is Art in Science and Science in Art." Microscopy Today 13, no. 2 (March 2005): 36–37. http://dx.doi.org/10.1017/s1551929500051464.

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When a sixty thousand dollar microscope is used as a paint brush, neither science nor art are in trouble - but rather benefactors, witness to the fact that there can be "science in art" and "art in science."Arguably, except for a very few kids, our high schools are churning out hamburger helper generations, the product of a defective educational philosophy that believes that self esteem is more important than inspiring a tough academic regimen that leads to the pursuit of a science-focused secondary and post secondary education. Horses drink water because they want to, not because they were led to it. Kids pursue science and the achievement of excellence not because it is available, but rather because somewhere along their early education experience someone inspired their interest and curiosity.

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Kirch, Susan A., Mary Ellen Bargerhuff, Heidi Cowan, and Michele Wheatly. "Reflections of Educators in Pursuit of Inclusive Science Classrooms." Journal of Science Teacher Education 18, no. 4 (June 12, 2007): 663–92. http://dx.doi.org/10.1007/s10972-007-9052-9.

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7

Mascarenhas, Ronald. "Science Education - A New Vision and Mission." Mapana - Journal of Sciences 4, no. 1 (June 13, 2005): 15–18. http://dx.doi.org/10.12723/mjs.6.3.

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Science education in schools and colleges across the country is facing c crisis. Science is regarded as not only difficult but also alien. irrelevant and boring. This is quite evident the declining enrolment in science at the college level. Added to this with the opening up Of the econorny, there is a greater demand for business administrators and computer-literate individuals. There is also this that career opportunities in engineering and medical field are more lucrative. Consequently, pursuit of science is the last priority Of students. I would like to discuss this problem under two heads.

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8

Canetta, Elisabetta. "Catholic Education and the Study of Science: The Mysticism of Scientific Pursuit." Religions 13, no. 6 (June 8, 2022): 528. http://dx.doi.org/10.3390/rel13060528.

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In the past forty years, science has been gradually relegated to technology and utilitarian knowledge. To avoid forgetting what science truly is, it is paramount to train students to discern the difference between scientific knowledge and technological progress. Catholic education possesses the necessary tools to achieve such a goal and to give back, to science, its rightful place in human knowledge as a mystical instrument that can demonstrate the logic in the existence of a Creator beyond creation and enable humanity to climb the mountain of truth. The starting point of this ascent is to use scientific approaches to unravel the laws that govern the natural world. At the top of the mountain, the climber will contemplate the hidden mysteries of the Creator and His creation. In this paper, the development of science, from a united body of knowledge to a compartmentalized ensemble of different disciplines, will be presented. The difference between science as liberal knowledge and technology as utilitarian knowledge will also be discussed, and the fundamental role that Catholic education has to play in the restoration of scientific knowledge, as a liberal endeavour of the human mind, will be considered. The necessity of using the dialogue between faith and reason as a tool to train students in understanding the essence of scientific pursuit will be presented.

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9

Engelmann, Siegfried. "Science versus Basic Educational Research." Australasian Journal of Special Education 32, no. 1 (April 2008): 139–57. http://dx.doi.org/10.1017/s1030011200025811.

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One goal of basic research in education is to identify the variables of effective instruction. As this pursuit has been conceived, however, its theoretical problems make it unlikely that the effort will provide a clear picture of instructional variables, their interactions, or the kind of teacher training that is implied by instructional variables.

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10

Thompson, Rahmelle C., Thema Monroe-White, Jeffrey Xavier, Courtney Howell, Myisha Roberson Moore, and J. K. Haynes. "Preparation of Underrepresented Males for Scientific Careers: A Study of the Dr. John H. Hopps Jr. Defense Research Scholars Program at Morehouse College." CBE—Life Sciences Education 15, no. 3 (September 2016): ar40. http://dx.doi.org/10.1187/cbe.15-12-0263.

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Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of graduate science degree, and classification of graduate institution attended by students participating in the Hopps Scholars Program (Hopps) at Morehouse College. Hopps is a highly structured enrichment program aimed at increasing participation of black males in STEM fields. Morehouse institutional records, Hopps Program records, and National Student Clearinghouse data were used to examine differences between Hopps and non-Hopps STEM graduates of Morehouse. Two-way sample t tests and chi-square tests revealed significant differences in academic achievement, likelihood of STEM degree pursuit, and the classification of graduate institutions attended by Hopps versus non-Hopps students. Hopps Scholars were significantly more likely than non-Hopps STEM graduates both to pursue STEM doctoral degrees and to attend doctoral-granting institutions with higher research activity. The Hopps Program’s approach to training black male students for scientific careers is a model of success for other programs committed to increasing the number of black males pursuing advanced degrees in STEM.

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Yeoh, Boon Seng. "Twelve Tips on Pursuing a Master of Science Degree for Malaysian Medical Graduates and Their Supervisors." Education in Medicine Journal 14, no. 1 (March 30, 2022): 115–25. http://dx.doi.org/10.21315/eimj2022.14.1.10.

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In Malaysia, prolonged unemployment following graduation has resulted in a growing interest among medical graduates in pursuing postgraduate research. This article offers educational resources in the form of 12 tips for medical graduates who plan to pursue a postgraduate science degree and their supervisors. It emphasises the reciprocal mentor–mentee relationship in the academic pursuit of a research project. This article is based on the author's personal experience of enrolment in a Master of Science (MSc) degree immediately upon completing the Doctor of Medicine programme combined with relevant educational theories. The 12 tips are arranged according to study progression from enrolment decision to the implementation of the research project. The author addresses the frequently asked questions of medical graduates. A learner-centred approach to research supervision is advocated. The educational challenges faced by research supervisors are discussed and approaches presented that may inform teaching efficacy to promote the agency of research supervisors. Pursuing a postgraduate research degree is a growing trend among new medical graduates in Malaysia. This article collates available literature and the author’s critical reflection to provide a practical framework that caters to the lack of formal educational resources specific to medical graduates in the MSc programme.

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12

CHARTERS, MARGARET A., and INA SUE BROWN. "Pursuit of Consumer Education for Prescription Drugs." Journal of Consumer Affairs 19, no. 2 (December 1985): 342–57. http://dx.doi.org/10.1111/j.1745-6606.1985.tb00362.x.

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13

Howard, Melinda A., and Anne L. Kern. "Conceptions of wayfinding: decolonizing science education in pursuit of Native American success." Cultural Studies of Science Education 14, no. 4 (April 22, 2019): 1135–48. http://dx.doi.org/10.1007/s11422-018-9889-6.

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Sakyi–Hagan, Nelly, and Ruby Hanson. "Gender differences in Performance in Integrated Science among Pre-Service Science Teachers: A Case of a University in Ghana." Issue 6 3, no. 6 (December 23, 2022): 1–7. http://dx.doi.org/10.46606/eajess2022v03i06.0231.

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While pre-service science teachers are an important group of stakeholders in a nation’s pursuit of scientific literacy, scientific development and technological advancement in this modern era, this study sought to determine any gender differences in performance in Integrated Science among third year pre-service senior high school science teachers at the University of Education, Winneba, Ghana using the descriptive research design. The study used the sample of 168 students in five courses taken by the students at that level. The study employed the SPSS version 22.0 software to conduct an independent samples t-test so as to determine differences in performance between male and female students. Evidence from this study proves no gender gap in integrated science achievement among pre-service secondary school science teachers of the Department of Integrated Science Education of the University of Education, Winneba. The study recommends the need to conscientize females on the need to put up more positive attitudes towards the study of science and related courses, especially the physical sciences.

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15

Silver, Harold. "Higher Education and Social Change: Purpose in Pursuit?" History of Education 36, no. 4-5 (July 2007): 535–50. http://dx.doi.org/10.1080/00467600701496815.

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Bílek, Martin. "CAN SCIENCE BE REALLY FOR EVERYBODY?" GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 3 (November 10, 2006): 4. http://dx.doi.org/10.48127/gu-nse/06.3.04b.

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Integrated instruction, integration in education, education from the point of integrated view – these and other topics are being discussed together with creating curricula and have influenced school education in numerous countries. They are connected either to the pursuit of finding undifferentiated view on the nature, or to the reduction of lessons in curricula in the framework of Ministry of Education economical measures. The topic of the Science education integration is being influenced by populist ideas without any professional ground in those countries where the subject Science still does not belong to the primary school curricula (Grades 1 – 5). Excited discussions of both supporters and opponents of integrated science education often result in misunderstandings when speaking about preferring of integration or forestalling of early differentiation of natural science knowledge. The core of misunderstanding often lies in the exact setting of the discussion topic.

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17

Burdina, Nina. "In Pursuit of Renovation." Russian Education & Society 39, no. 9 (September 1997): 17–27. http://dx.doi.org/10.2753/res1060-9393390917.

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18

Kelly, Rhys, and Ute Kelly. "An education in homecoming: peace education as the pursuit of ‘appropriate knowledge’." Journal of Peace Education 10, no. 3 (December 2013): 283–302. http://dx.doi.org/10.1080/17400201.2013.846565.

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19

Rincón, Blanca, Érica Fernández, and Juanita K. Hinojosa. "“I wanted to follow in her footsteps”: Activating, Nurturing, and Extending Community Cultural Wealth for Students of Color Entering STEM Pathways." Teachers College Record: The Voice of Scholarship in Education 122, no. 9 (September 2020): 1–36. http://dx.doi.org/10.1177/016146812012200903.

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Background/Context Science, technology, engineering, and mathematics (STEM) occupations account for the second-fastest growing sector in the United States. As racial and ethnic “minorities” become the college-age majority, there is a need to facilitate access and success for Students of Color in STEM fields. Purpose The present study seeks to investigate the ways in which important others shape the initial educational and career aspirations of Students of Color pursuing STEM pathways. Research Design This study draws on a mixed-methods research design using both survey and interview data to investigate similar and different facets of the college and career decision-making processes for Students of Color in STEM fields. Results Findings from this study suggest that as Students of Color narrow their decisions to attend college, select a STEM major, and pursue a STEM career, the network of people who influence these decisions widens beyond parents and family members to include K-12 teachers and other institutional agents. This network, then, activates, nurtures, and/or extends the community cultural wealth for Students of Color entering STEM pathways. Conclusion/Recommendations Our findings suggest that at every decision-making point (e.g., going to college, selecting a STEM major, and pursuing a STEM career), family members (e.g., parents, siblings, and extended family) directly or indirectly shaped the STEM pathways of Students of Color. As such, we argue that families cannot be ignored in the pursuit toward diversifying the STEM workforce.

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20

Jackson, Matthew C., Gino Galvez, Isidro Landa, Paul Buonora, and Dustin B. Thoman. "Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit." CBE—Life Sciences Education 15, no. 3 (September 2016): ar42. http://dx.doi.org/10.1187/cbe.16-01-0067.

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Recent research suggests that underrepresented minority (URM) college students, and especially first-generation URMs, may lose motivation to persist if they see science careers as unable to fulfill culturally relevant career goals. In the present study, we used a mixed-methods approach to explore patterns of motivation to pursue physical and life sciences across ethnic groups of freshman college students, as moderated by generational status. Results from a longitudinal survey (N = 249) demonstrated that freshman URM students who enter with a greater belief that science can be used to help their communities identified as scientists more strongly over time, but only among first-generation college students. Analysis of the survey data were consistent with content analysis of 11 transcripts from simultaneously conducted focus groups (N = 67); together, these studies reveal important differences in motivational characteristics both across and within ethnicity across educational generation status. First-generation URM students held the strongest prosocial values for pursuing a science major (e.g., giving back to the community). URM students broadly reported additional motivation to increase the status of their family (e.g., fulfilling aspirations for a better life). These findings demonstrate the importance of culturally connected career motives and for examining intersectional identities to understand science education choices and inform efforts to broaden participation.

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Hardiman, T. P. "Industry—Higher Education Interaction: The Challenge of the 1990s." Industry and Higher Education 8, no. 1 (March 1994): 29–35. http://dx.doi.org/10.1177/095042229400800104.

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The classical role of the university may relate to the pursuit of knowledge by the individual but in recent times the scientific and technological prowess of the university is increasingly called on by industry in the pursuit of economic objectives. Science, technology and industry have been interdependent since the enlightenment, but this inter-dependence has never been so immediate and so obvious as it is today. From basic research through application research, from development to prototype, through to commercial application and marketing, the link between the generation of new knowledge and the translation of that knowledge into products and services depends on close interaction between those who undertake the research and those for whom the outcome of the research is the raw material for product development and commercialization.

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Singh, Kishore. "2030 Global Education Agenda and Challenges Before India." Social Change 49, no. 2 (June 2019): 329–43. http://dx.doi.org/10.1177/0049085719844107.

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Education of which both the individual and society are beneficiaries has a key role in the implementation of the 2030 Sustainable Development Agenda. Education is the foundation of development and all sustainable development goals (SDGs) have educational dimensions. This imparts added significance to the pursuit of Goal 4 on Education, SDG4, of the agenda. Safeguarding education against forces of privatisation and preserving it as a public good is imperative if governments are respectful of their commitments to SDG4 as well as to the 2030 Education Agenda adopted under the auspices of UNESCO. It is incumbent upon the government to expand opportunities of good quality public education to build an inclusive system of education, with positive measures in support of the poor for the eradication of widespread poverty in India. Empowering adults and youth, with a special focus on skills development and pursuit of professional excellence in the drive towards ‘skilled India’ to respond to rising aspirations of youth is central to the pursuit of SDG4. Actions for the implementation of SDG4 as well as 2030 Education Agenda must be guided by the principle of social justice which is enshrined in the Constitution of India.

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23

Donnelly, Jim, and Jim Ryder. "The pursuit of humanity: curriculum change in English school science." History of Education 40, no. 3 (May 2011): 291–313. http://dx.doi.org/10.1080/0046760x.2010.521196.

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Pitrelli, Nico, and Yuri Castelfranchi. "Techno-scientific hybrids. Science communication in pursuit of an academic identity." Journal of Science Communication 08, no. 01 (March 20, 2009): E. http://dx.doi.org/10.22323/2.08010501.

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A recent article published in Science Communication addresses the training issue in issue in our discipline. Henk Mulder and his colleagues discuss the shared features that university curricula should or could have to favour the full admission of science communication into the academic circle. Having analysed analogies and differences in the curricula that a number of schools provide all over the world, the authors reached the conclusion that much remains to be done. Science communication seems far from having found shared fundamental references, lessons that cannot be missed in the practical-theoretical education of future professionals or researchers in this discipline. What should one study to become a good science communicator? And to make innovative research?

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25

Aberšek, Boris. "SCIENCE, CRITICAL THINKING, MULTI-ATTRIBUTE DECISION MAKING." Problems of Education in the 21st Century 80, no. 4 (August 25, 2022): 494–98. http://dx.doi.org/10.33225/pec/22.80.494.

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Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence. Science includes scientific methods such as objective observation, which refers to measurement and data (possibly, although not necessarily, using mathematics as a tool), evidence, experiment, critical analysis, and verification. The four major branches of science are: mathematics and logic, biological science, physical science, and social science. The key words that best define science are thus: objective observation + evidence-based approach + application of scientific methods = general truths The basic problem of such an explanation of science lies in the very definition of what general truths are, what kind of evidence is required to prove them, and how to arrive to this kind of evidence through objective observation. The simplest premise to answer these questions would be: through logic and critical thinking.

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Shin, Jongho, Hyunjoo Lee, Alexander McCarthy-Donovan, Hyeyoung Hwang, Sonyoung Yim, and EunJin Seo. "Home and Motivational Factors Related to Science-Career Pursuit: Gender differences and gender similarities." International Journal of Science Education 37, no. 9 (May 14, 2015): 1478–503. http://dx.doi.org/10.1080/09500693.2015.1042941.

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Barnes, Taylor, Kirstin M. Burnett, W. Shawn Ramsey, and Kathrin Dunlap. "252 Better Preparing Animal Science Students for Education Associated Careers." Journal of Animal Science 98, Supplement_4 (November 3, 2020): 186. http://dx.doi.org/10.1093/jas/skaa278.343.

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Abstract An Animal Science degree prepares students for a broad range of career opportunities yet the two most discussed in the literature and assumed by society are in animal science industry or veterinary medicine. However, studies indicate that -60% of our students enter into education as a career path, yet animal science departments typically do not emphasize educational careers or provide opportunities for students to develop skills in methods relevant for animal science related teaching. To combat this lack of representation for educational career opportunities, our research university’s animal science department has acted in two ways:-Developed a laboratory teaching methods course that allows undergraduate students to serve as teaching assistants for an animal handling lab with support and supervision from the course and graduate student lab instructors-Performed a content analysis to identify the type, frequency, and way educational career paths are discussed and/or assessed in introductory animal science courses. These are the first steps in ensuring that students are as prepared for pursuit of a possible educational career at a level equal to that for industry or veterinary careers. Sustainability of animal science includes retaining students in educational careers and actively improving our educational practices within the discipline. These changes better prepare our undergraduate students to have more realistic job expectations and competence in teaching when they pursue graduate school or animal science related educational career options. The university animal science program also benefits, as the undergraduate teaching assistants improve the instructor-to-student ratio thus positively impacting safety and logistics of hands-on large animal labs while increasing one-on-one instruction time with students. These practices increase student engagement and learning. Additionally, the field of animal science will prosper from increased competence in pedagogical techniques providing a richer, more complete educational experience for our students both in and out of university settings.

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Rushanin, Vladimir, and Andrey Shtoler. "Science and research in the universities of the RF Ministry of Сulture." Scientific and Technical Libraries, no. 3 (March 1, 2017): 3–14. http://dx.doi.org/10.33186/1027-3689-2017-3-3-14.

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Institutional aspects of scientific and research activities of the universities subordinate to the RF Ministry of Culture are revealed. The analysis enables to evaluate the research and education performance of the education institutions in culture and arts, the dynamics of staff structure, efficiency of researches, and the impact of institutional factors. The authors emphasize that the universities of culture and arts need to integrate their efforts to initiate and pursuit their research and creativity projects.

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Alenezi, Mamdouh. "Deep Dive into Digital Transformation in Higher Education Institutions." Education Sciences 11, no. 12 (November 29, 2021): 770. http://dx.doi.org/10.3390/educsci11120770.

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In the present times, digital transformation has gained momentum. Contemporary higher education institutions have been embracing new technologies and transforming their practices, business models and process. Digital transformation in the higher education institutions is about the development of new more advanced and effective methods and practices in pursuit of the higher education’s mission. The present paper links digital transformation and higher education institutions. The paper discusses existing models for the incorporation of digital transformation in higher education institutions. The paper also delineates the challenges faced by higher education institutions in pursuit of digital transformation.

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Tee, Caroline, and David Shankland. "Said Nursi’s Notion of ‘Sacred Science’: Its Function and Application in Hizmet High School Education." Sociology of Islam 1, no. 3-4 (April 30, 2014): 209–32. http://dx.doi.org/10.1163/22131418-00104006.

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This paper explores the teaching of natural science subjects in high schools associated with the Gülen-Hizmet movement in Turkey. It focuses on the apparent reconciliation of scientific learning in a pervasive, albeit unofficial, Sunni Islamic religious culture. The framework for such an accommodation is found in the teachings of Fethullah Gülen and his predecessor, Said Nursi. Following Nursi, Gülen encourages scientific pursuit, and intellectual knowledge in general, as a pious and spiritually meritorious act. Drawing on fieldwork conducted at two Hizmet-affiliated high schools in Turkey, this article explores the “sanctification” of science and learning in the Gülen Movement by highlighting the principle of fedakarlık (self-sacrifice), as the primary motivation of the teaching staff. Focusing also on the schools’ highly disciplined and competitive learning environments (as exemplified in preparations for the prestigious International Science Olympiads), the article suggests that although teacher commitment and prestigious competitive awards bolster the Hizmet schools’ market competitiveness, they fail in actually producing students who pursue careers in natural science fields. By contrast, this article concludes that the movement’s engagement with science, at least at present, is less interested in furthering scientific inquiry than it is in equipping what Gülen has called a ‘Golden Generation’ with the tools it needs to compete with secularist rivals in Turkey.*

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Littlejohn, George R., Graham Scott, and Mary Williams. "Innovations and best practice in undergraduate education." F1000Research 5 (April 12, 2016): 646. http://dx.doi.org/10.12688/f1000research.8453.1.

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University-based scientists hold the collective responsibility for educating the next generation of citizens, scientists and voters, but the degree to which they are individually trained and rewarded for this pursuit is variable. This F1000Research channel has its origin in a Society for Experimental Biology Conference held in Prague, 2015 and brings together researchers who excel at undergraduate education or the scholarship of teaching and learning to discuss challenges and best practices in contemporary higher science education.

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Alexander, Patricia A. "Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews." Review of Educational Research 90, no. 1 (January 31, 2020): 6–23. http://dx.doi.org/10.3102/0034654319854352.

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The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.

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Wallen, Kenneth E., Karen Filbee-Dexter, Jeremy B. Pittman, Stephen M. Posner, Steven M. Alexander, Chelsie L. Romulo, Drew E. Bennett, et al. "Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit." Journal of Environmental Studies and Sciences 9, no. 2 (March 20, 2019): 218–33. http://dx.doi.org/10.1007/s13412-019-00543-2.

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Olitsky, Stacy. "Promoting student engagement in science: Interaction rituals and the pursuit of a community of practice." Journal of Research in Science Teaching 44, no. 1 (January 2007): 33–56. http://dx.doi.org/10.1002/tea.20128.

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35

Augustinovič, Agata. "Educational Opportunities of Natural Science Motivation for Students with Special Educational Needs: the Viewpoint of Natural Science Teachers." Pedagogika 136, no. 4 (December 20, 2019): 141–52. http://dx.doi.org/10.15823/p.2019.136.9.

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The article discusses how (in what ways) natural science educations teachers motivate students with special educational needs in order to encourage students’ motivation to learn. Researches reveal that students with learning needs have experienced a variety of learning difficulties, which often causes the loss of their learning motivation and even willingness to attend school. In nowadays school, which aim is to ensure proper education for each pupil, the teacher has to pay special attention to developing pupils’ learning motivation. The article presents a study aimed at finding out how to effectively educate children with special educational needs in general education schools. In the survey participated 146 teachers of nature study, who have experience in working with students with special educational needs. The results of the study revealed that teachers rely on the provisions of the Teachers’ Ethics Code to encourage students to work independently and persistently. This is a very new insight, as the Teachers’ Ethics Code was approved only on 11 June 2018 by order No. V-561 of the Minister of Education and Science. From the teachers’ point of view, for students with special educational needs to increase learning motivation teachers use interesting innovation teaching methods, practical work, use of ICT, creation of educational environments, oral and written honors, gratitude. Also, they use fair evaluation, better marks for progress, even if it is small, adopted tasks, create the conditions for success, pursuit to raise interest, attention, encouragement, communication, cooperation.

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Hill, Oliver W., W. Clinton Pettus, and Barbara A. Hedin. "Three studies of factors affecting the attitudes of blacks and females toward the pursuit of science and science-related careers." Journal of Research in Science Teaching 27, no. 4 (April 1990): 289–314. http://dx.doi.org/10.1002/tea.3660270403.

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Stoet, Gijsbert, and David C. Geary. "The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education." Psychological Science 29, no. 4 (February 14, 2018): 581–93. http://dx.doi.org/10.1177/0956797617741719.

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The underrepresentation of girls and women in science, technology, engineering, and mathematics (STEM) fields is a continual concern for social scientists and policymakers. Using an international database on adolescent achievement in science, mathematics, and reading ( N = 472,242), we showed that girls performed similarly to or better than boys in science in two of every three countries, and in nearly all countries, more girls appeared capable of college-level STEM study than had enrolled. Paradoxically, the sex differences in the magnitude of relative academic strengths and pursuit of STEM degrees rose with increases in national gender equality. The gap between boys’ science achievement and girls’ reading achievement relative to their mean academic performance was near universal. These sex differences in academic strengths and attitudes toward science correlated with the STEM graduation gap. A mediation analysis suggested that life-quality pressures in less gender-equal countries promote girls’ and women’s engagement with STEM subjects.

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Motala, Shireen, Wim Hoppers, and Shirley Pendlebury. "Achievements and Contradictions in South Africa's Pursuit of Democratic Education." International Journal of Educational Development 26, no. 4 (July 2006): 348–51. http://dx.doi.org/10.1016/j.ijedudev.2005.11.001.

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Thomas, Aliki, and André Bussières. "Leveraging knowledge translation and implementation science in the pursuit of evidence informed health professions education." Advances in Health Sciences Education 26, no. 3 (March 2, 2021): 1157–71. http://dx.doi.org/10.1007/s10459-020-10021-y.

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Wu, Ya-Ling, and Cheng-Wu Chen. "EXAMINING THE MICROPOLITICAL LITERACY OF SCIENCE INTERN TEACHERS IN TAIWAN." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 440–51. http://dx.doi.org/10.33225/jbse/13.12.440.

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Micropolitical learning constitutes an essential part of the professional development of prospective science teachers. Drawing on interviews, this study applied categories of professional interests as a framework for investigating Taiwanese secondary science intern teachers’ experiences of the micropolitical realities in schools and the meanings that the science interns construct for micropolitical experiences. The professional interests consist of material, organizational, social-professional, cultural-ideological, and self-interests (Kelchtermans & Ballet, 2002a). This study identified the career development interests of science interns beyond the five pre-defined subcategories. To cope with their vulnerability due to the lack of positional authority and role ambiguity in the practicum sites, the pursuit of social-professional interests was the most important. Proactively fitting into the prearranged school environments was the most prevalent micropolitical strategy for the interns because of their lack of professional autonomy and their supervisors’ expectations. However, the efforts of a small number of science interns in challenging the school practices were noteworthy. Key words: micropolitical literacy, professional interests, science intern teachers, Taiwan.

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Vaivada, Saulius, and Vilma Žydžiūnaitė. "Conceptualisation of Self-Education for Healthy Life Style: From Satisfaction of Psychological Needs to Implementation of Life Objectives." Applied Research In Health And Social Sciences: Interface And Interaction 15, no. 1 (December 1, 2018): 20–27. http://dx.doi.org/10.2478/arhss-2018-0003.

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Abstract The descriptive conceptual analysis-based article aims to substantiate the construct of person’s self-education for healthy life. So why the research question in the following: How is conceptualised the person’s selfdevelopment for a healthy lifestyle in the Self-Determination Theory on the basis of the natural psychological needs of the person, motivated and pursued by the theory? Personal self-education in the education science is associated with a modern, dynamic and holistic educational concept, which implies a life-long process of human development and an individual path. By planning, organizing, managing and controlling the process of personal development, a person takes responsibility for the direction, goals, ways and final result of self-education. A healthy lifestyle as a kind of self-education fulfills the conditions of holistic development and contains physical, mental, social, spiritual self-education. In conceptualizing a person’s self-education for a healthy lifestyle, it is best to refer to the intrapersonal health education theories. These theories emphasize the influence of environmental and social factors on a person’s lifestyle, and the person’s knowledge, skills, motivation, attitudes and free determination to change oneself and his/her lifestyle. The Self-Determination Theory reveals the trends of personal development and calls it eudaimony or a path of life based on the satisfaction of general personal psychological needs - autonomy, competence and conenction, as well as the pursuit of inner goals and universally recognized values. Realized and satisfied natural psychological needs encourage person’s inner energy, internal motivation associated with person’s native inclination for development. In pursuit of personal development and health-oriented goals, a person finds a sense of meaning in his or her activity and experiences a state of well-being.

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Reis, Giuliano. "Developing a Global Perspective in / FOR Science Teacher Education: The Case of Pollination." Notes from the Field 49, no. 2 (April 13, 2015): 491–500. http://dx.doi.org/10.7202/1029431ar.

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Science educators at all levels continuously struggle to keep pace with the rapidly developing understanding of the causes and potential solutions to current environmental issues while also trying to enthuse a new generation of passionate and knowledgeable scientists. However, how can future science teachers make science education more attractive ad meaningful to their students? The present paper describes (in a narrative style) an instructional practice that has been performed within a secondary science methods course in a teacher preparation program in Canada. More specifically, it draws on ideas presented in Agenda 21 and the United Nation’s Millennium Development Goals to study the (often neglected) socio-environmental aspects of pollination. Ultimately, the proposed activity aims at promoting the ability of pre-service high school biology teachers to adopt a global education perspective on the science curriculum by (a) recognizing the unintended negative ecological impact caused by humanity’s pursuit of sustainable development and sustainability and (b) reexamining traditional conceptions of scientific and ecological literacies.

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Evans, Brent J. "SMART Money: Do Financial Incentives Encourage College Students to Study Science?" Education Finance and Policy 12, no. 3 (July 2017): 342–68. http://dx.doi.org/10.1162/edfp_a_00199.

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Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a major federal education priority. I investigate whether providing a $4,000 financial incentive to low-income students in their junior and senior years of college induces them to major in a STEM field. Using administrative data from Ohio public colleges, I exploit a discontinuity in income eligibility for the National SMART Grant on the pursuit of science majors. Regression discontinuity results indicate financial incentives do not encourage students at the threshold of eligibility to choose STEM majors in their junior year. The null findings are fairly precise, ruling out modest, policy relevant effects for students near the Pell Grant eligibility threshold. I examine several potential explanations of this null result and argue that federal policy makers could improve the design of the program by creating the financial incentive earlier in students’ educational careers.

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Hallström, Jonas. "Drawing the boundary lines of science education." History of Education Review 44, no. 2 (October 5, 2015): 219–35. http://dx.doi.org/10.1108/her-02-2014-0008.

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Purpose – The purpose of this paper is to describe and analyze how the Swedish Association of Biology Teachers (ABT) and some other subject associations helped form pre-service biology teacher education in two major Swedish reforms from ca. 1960 to 1990. Design/methodology/approach – The activities of subject associations can be understood as boundary-work since they defend their subject boundaries in terms of content, space in the timetable, and legitimacy. A hermeneutic method of text interpretation is employed in analyzing historical archival and parliamentary material. Findings – The work of the ABT to demarcate their subject in the 1968 and 1988 Teacher Education Reforms may seem like merely defending certain biological items instead of others, in the name of science. However, it was also a professional struggle to assert the importance of the teachers, their jobs, education, knowledge of biology subject matter, and thereby their professional authority and autonomy. The ABT were also caught in a political struggle for their subject throughout the period of investigation. Depending on the political winds of the time they therefore had to ally themselves with or distance themselves from various actors. Originality/value – In comparison with the few other studies of subject associations, this paper is unique in outlining how the ABT acted in relation to teacher education. However, the ways of doing boundary-work were still very similar to those used by subject associations in schools in other countries, especially in acting for increased study time in their respective science subjects as well as their resistance to subject integration. An obvious conclusion regarding teacher education is that subject associations such as the ABT did not contribute to bridging the gap between subject matter and pedagogy but rather the opposite. Biology teacher education was seen as an academic pursuit carried out at universities rather than at the practically oriented teacher training colleges.

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Bencze, Larry. "Post-pandemic Science & Technology Education." Journal for Activist Science and Technology Education 11, no. 2 (June 27, 2020): 33–54. http://dx.doi.org/10.33137/jaste.v11i2.34534.

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Much of the world is experiencing a crisis in which many ‘instructional packets’ (SARS-CoV-2 viruses) have commandeered ‘machinery’ of living beings to propagate themselves — regardless of surrounding harms their self-interested purposes may cause. Although they have, indeed, caused massive global disruption, crises linked to hegemonic actors are not uncommon. Capitalists, like viruses, conscript various living and nonliving entities to serve them and, in their persistent — and, generally, highly-successful — pursuit of profit, are said to be responsible for numerous social injustices and much environmental devastation, such as climate disruption and nuclear war (Ripple et al., 2020). Accordingly, like viral pandemics, many suggest that capitalism is a ‘pandemic’ and also must be eliminated — and, some would suggest, replaced with eco-socialist worlds. Capitalism seems, however, to be extremely resilient, often able to survive different crises and, sometimes, capable of emerging even stronger. In this vein, Naomi Klein (2007) suggests that capitalists and others have routinely exploited natural and anthropogenic disasters — using societal destabilization to further implement pro-capitalist policies, often at expense of well-being of many people (e.g., gig workers), societies (e.g., under surveillance) and environments (e.g., climate change). The CoViD-19 pandemic, however, may be a special kind of crisis — perhaps opening doors to more non-capitalist futures. Although enabling, for instance, more for-profit surveillance, it also may have disaggregated capitalist networks to the point of severe weakening and, in doing so, enlightened many people about pre-crisis neoliberal and populist infrastructures that may have contributed to this and other crises. Such conscientization may, in turn, have emboldened many to work for better futures. Given roles of science and technology (S&T) in capitalist empowerment, a natural place for such transformation may be science and technology education. In this paper, a framework for S&T education showing promise in this regard is described and defended. Nevertheless, those wishing societal transformation towards more eco-socialist futures need to engage multiple and diverse living, non-living and symbolic entities in ways that may generate networks supportive of such transformations.

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Todd, David. "Before Big Science: The Pursuit of Modern Chemistry and Physics 1800-1940 (Nye, Mary Jo)." Journal of Chemical Education 74, no. 7 (July 1997): 766. http://dx.doi.org/10.1021/ed074p766.

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KELLEY, MARY. "BOOKS AND LIVES, READING AND ACHIEVEMENT." Modern Intellectual History 10, no. 1 (April 2013): 193–205. http://dx.doi.org/10.1017/s1479244312000418.

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This deeply researched and beautifully crafted study takes as its subject a generation of women who came to maturity in America's Gilded Age. They were scientists and social workers, physicians and educators, and, perhaps most notably, Progressive reformers engaged in the pursuit of social justice. Claiming the newly available opportunities for higher education and professional employment, these women successfully pursued lives in uncharted territory. Barbara Sicherman introduces us to a less visible but equally salient factor in their journey to public identities marked by achievement and acclaim—their sustained and sustaining engagement with reading.

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Van Wart, Sarah, Kathryn Lanouette, and Tapan S. Parikh. "Scripts and Counterscripts in Community-Based Data Science: Participatory Digital Mapping and the Pursuit of a Third Space." Journal of the Learning Sciences 29, no. 1 (November 26, 2019): 127–53. http://dx.doi.org/10.1080/10508406.2019.1693378.

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Robinson, Kristy A., Tony Perez, Justin H. Carmel, and Lisa Linnenbrink-Garcia. "Science identity development trajectories in a gateway college chemistry course: Predictors and relations to achievement and STEM pursuit." Contemporary Educational Psychology 56 (January 2019): 180–92. http://dx.doi.org/10.1016/j.cedpsych.2019.01.004.

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Waters, Johanna L. "In Pursuit of Scarcity: Transnational Students, ‘Employability’, and the MBA." Environment and Planning A: Economy and Space 41, no. 8 (August 2009): 1865–83. http://dx.doi.org/10.1068/a40319.

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‘Credential inflation’ is perhaps one of the more contentious consequences of the recent expansion of higher education. Concerns over the effects of credential inflation have spawned a number of debates around concepts of ‘employability’ and postgraduate learning. In the contemporary knowledge-based economy, it is argued, the employability of young graduates is increasingly dependent upon their ability to maintain ‘positional advantage’ in a labour market characterised by ‘boundaryless careers’. I examine these debates in the context of East Asia. Here, young people's positional advantage is sought, firstly, through the acquisition of an international first degree, obtained at an overseas institution. However, with more and more middle-class students going abroad for their education before returning to seek work, the ‘overseas degree’ is also increasingly subject to devaluation through credential inflation. I highlight the significance of postgraduate education and particularly the Masters of Business Administration (MBA) for young, overseas-educated, graduates in Hong Kong. I argue that the MBA is now seen as a vital supplement to an overseas undergraduate education and as part of an extended temporal and spatial process of study, in the face of prevalent discourses of ‘employability’, individual responsibility, and the need for the continual upgrading of skills.

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