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Journal articles on the topic 'Science education'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 March 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Linn, Marcia C., Libby Gerard, Camillia Matuk, and Kevin W. McElhaney. "Science Education." Review of Research in Education 40, no. 1 (March 2016): 529–87. http://dx.doi.org/10.3102/0091732x16680788.

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12

ZURER, PAMELA. "SCIENCE EDUCATION." Chemical & Engineering News 71, no. 49 (December 6, 1993): 6–7. http://dx.doi.org/10.1021/cen-v071n049.p006.

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13

Steele, Fintan R. "“Science” Education." Genomics 78, no. 3 (December 2001): 107. http://dx.doi.org/10.1006/geno.2001.6668.

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14

강성훈. "Philosophy of Education : Science of Science of Education." Korean Journal of Philosophy of Education 34, no. 1 (March 2012): 1–22. http://dx.doi.org/10.15754/jkpe.2012.34.1.001.

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15

Carter, Lyn. "Globalisation and science education: Rethinking science education reforms." Journal of Research in Science Teaching 42, no. 5 (2005): 561–80. http://dx.doi.org/10.1002/tea.20066.

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16

Soozanyar, Abdolkarim, and Mohammad Rahim Jafarzadeh. "Distance Education and the Dissemination of Science." International Academic Journal of Humanities 05, no. 02 (December 24, 2018): 19–30. http://dx.doi.org/10.9756/iajh/v5i2/1810023.

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17

Brickhouse, Nancy. "Science Education is civics education." Science Education 106, no. 3 (March 12, 2022): 482–83. http://dx.doi.org/10.1002/sce.21710.

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18

Rolston, Holmes. "SCIENCE EDUCATION AND MORAL EDUCATION." Zygon� 23, no. 3 (September 1988): 347–55. http://dx.doi.org/10.1111/j.1467-9744.1988.tb00639.x.

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19

Kim, Mijung, and Eduardo Dopico. "Science education through informal education." Cultural Studies of Science Education 11, no. 2 (October 15, 2014): 439–45. http://dx.doi.org/10.1007/s11422-014-9639-3.

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20

Martin, Michael. "Science Education and Moral Education." Journal of Moral Education 15, no. 2 (May 1986): 99–108. http://dx.doi.org/10.1080/0305724860150201.

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21

DeWinter, Urbain J. "Science and Engineering Education Abroad: An Overview." Frontiers: The Interdisciplinary Journal of Study Abroad 3, no. 1 (November 15, 1997): 181–97. http://dx.doi.org/10.36366/frontiers.v3i1.53.

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Today, we live in a very different world- an international and multicultural world- and once again, the university must adjust to the new emerging needs of our rapidly and profoundly changing society. For we too see an educational imbalance that this conference is addressing: all students, not just students of the humanities and social sciences, but of the sciences and engineering too, must be prepared for the global society in which they live and work. When asked why few American undergraduates study science and engineering in other countries, there are still faculty and administrators who respond "Why bother? It may be useful, though not essential, for students of the humanities and social sciences to study abroad, but it is certainly not necessary and perhaps even wasteful for students to do so in the physical and natural sciences." This paper will address four aspects of this topic: (1) the rationales for study abroad in the sciences and engineering; (2) the demographic patterns in study abroad in science and engineering; (3) the perceived barriers to study abroad in science and engineering; and (4) some recommendations for the development of study abroad programs in science and engineering.

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22

Izadi, Dina. "Arts in science education." Canadian Journal of Physics 95, no. 7 (July 2017): xliii—xlvi. http://dx.doi.org/10.1139/cjp-2016-0590.

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Combining the arts and standard curricula together can create a richer and more lasting learning experience for students who believe that learning science is boring in classes. It is suggested that study of the arts should be accepted as an essential part of achieving success in work. To this end, the most important action will be coordinating efforts of scholars from various areas to allow arts education for science students to become an evidence-based field. It is our contention that while the sciences seek to find answers to the most fundamental questions about our physical world, we need to find a place for the arts within the curriculum and within the process of scientific investigation. The arts should be applied in science education in a manner that considers the culture of each community. Those who are actively engaged in arts should be able to better manage their scientific projects and be able to better communicate and think. The main goal of arts in science education is to give students the opportunity to express their thoughts and feelings in the context of their different cultures and also to understand science through the lens of their creative activity in arts.

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23

Kang, Da Yeon, and Nichole Martin Sonya. "Examining the Impact of an Experiential Learning Special Education Course on Pre-Service Science Teachers’ Perceptions About Inclusive Science Education." Journal of special education : theory and practice 18, no. 4 (October 30, 2017): 327–56. http://dx.doi.org/10.19049/jsped.2017.18.4.13.

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24

Ozdem-Yilmaz, Yasemin, and Bulent Cavas. "PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 506–22. http://dx.doi.org/10.33225/jbse/16.15.506.

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The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge. Key words: inquiry-based, science education, Delphi method.

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25

Schönfelder, Mona L., and Franz X. Bogner. "Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values." Sustainability 12, no. 5 (March 4, 2020): 1968. http://dx.doi.org/10.3390/su12051968.

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Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.

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26

MIWA, Yoji. "Education of Earth Sciences. Current Earth Science Education in Primary and Secondary Education in Japan." Journal of Geography (Chigaku Zasshi) 105, no. 6 (1996): 703–8. http://dx.doi.org/10.5026/jgeography.105.6_703.

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27

ISHII, Atsushi. "Education of Earth Sciences. Earth Science Education and its Problem in a Fculty of Education." Journal of Geography (Chigaku Zasshi) 105, no. 6 (1996): 749–52. http://dx.doi.org/10.5026/jgeography.105.6_749.

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28

Bílek, Martin. "INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION." Journal of Baltic Science Education 17, no. 4 (August 20, 2018): 532–34. http://dx.doi.org/10.33225/jbse/18.17.532.

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In the time of curricular reforms across the Europe another chance appeared towards increasing learners´ interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. Innovations in natural science instruction can be conducted in various ways, e.g. (Bílek & Klečková, 2006): (1) learners´ interest in natural sciences and their instruction (What am I interested in?; What would I like to learn?; What learning content should be learned?) – answers to these questions were discussed i.e. in the analysis of the international comparative study ROSE (Relevance of Science Education) (ROSE Project, 2018), (2) context of instruction (optimally – “school science”, application context, social context, personality context), (3) learning content (standards; Framework and School programmes; traditions; new topics) or (4) competences (key competences; “scientific literacy“; activities in natural science).

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29

Johnston, Ronald. "17. Science Education and Education for Citizenship and Sustainable Development." Collected Essays on Learning and Teaching 4 (June 13, 2011): 107. http://dx.doi.org/10.22329/celt.v4i0.3281.

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In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in ‘the sciences’ as evidenced by a reduction in the number of students undertaking science degrees. It is proposed that basic scientific literacy is essential for effective education and participation in society’s decision making processes associated with many socio-scientific issues. This paper considers the challenges facing science teaching as an essential component of education for sustainable development and global citizenship. The results of a survey of students in Wales where this is compulsory and in France where it is optional are referred to as indicators of the effectiveness and challenges and the role of science teaching in this context.

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30

Souque, Jean-Pascal. "Science Education and Textbook Science." Canadian Journal of Education / Revue canadienne de l'éducation 12, no. 1 (1987): 74. http://dx.doi.org/10.2307/1494993.

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31

Carey, Susan. "Cognitive science and science education." American Psychologist 41, no. 10 (1986): 1123–30. http://dx.doi.org/10.1037/0003-066x.41.10.1123.

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32

Heering, Peter. "Science Museums and Science Education." Isis 108, no. 2 (June 2017): 399–406. http://dx.doi.org/10.1086/692689.

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33

Stewart, James. "Cognitive science and science education." European Journal of Science Education 7, no. 1 (January 1985): 1–17. http://dx.doi.org/10.1080/0140528850070101.

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34

Callahan, Brendan E., and Eduardo Dopico. "Science teaching in science education." Cultural Studies of Science Education 11, no. 2 (April 13, 2016): 411–18. http://dx.doi.org/10.1007/s11422-015-9703-7.

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35

HAZEN, K. "BETTER SCIENCE BETTER SCIENCE EDUCATION." American Speech 75, no. 3 (September 1, 2000): 270–73. http://dx.doi.org/10.1215/00031283-75-3-270.

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36

Bardeen, M. G. "SCIENCE EDUCATION:Coherence in Science Education." Science 281, no. 5374 (July 10, 1998): 178–79. http://dx.doi.org/10.1126/science.281.5374.178.

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37

Jackson, Stevenson, Peterson, Lawson, Olson, and Joseph. "Lasting Conservation and Science-Related Outcomes Associated with Science Education, Environmental Education, and Outdoor Science Education." Children, Youth and Environments 31, no. 1 (2021): 116. http://dx.doi.org/10.7721/chilyoutenvi.31.1.0116.

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38

Wilgenbus, David, and Pierre Léna. "Early science education and astronomy." Proceedings of the International Astronomical Union 5, S260 (January 2009): 629–41. http://dx.doi.org/10.1017/s1743921311002948.

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AbstractInquiry-based science education is currently receiving a consensus as a pedagogy to teach science at primary and middle school levels, with the goal to reach all children and youngsters, no matter what their future professional choices will be. By the same token, it also greatly increases the fraction of the school population in which future technicians, engineers and sciences could be recruited for further training. La main à la pâte is the name of the action undertaken by the French Académie des Sciences to develop inquiry in France, and then in many collaborating countries. The focus is on science as a whole, and not on particular disciplines such as physics, biology, and so on, since it is the understanding of scientific method and use of evidence which is at the heart of inquiry. Yet, astronomy is offering so many opportunities to demonstrate the scientific method that La main à la pâte has developed a number of inquiry activities in this field, which are presented here, such as Measuring the Earth, Calendars and cultures, the use of One Laptop per Child for Moon observations, etc.

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39

Bazzul, Jesse. "Science education needs manifestos." Caderno Brasileiro de Ensino de Física 37, no. 3 (December 16, 2020): 1020–40. http://dx.doi.org/10.5007/2175-7941.2020v37n3p1020.

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As a science teacher educator, manifestos are usually something I have students write. Manifestos are bold forms of expression that help earnest people formulate a focussed or principled stance on important issues. This special issue has provided an opportunity to write a short manifesto of my own; and it is good practice to do the things you want your students to do. In times of increasing environmental and social precarity, science and science education can no longer deny the moral and ethical imperative to be relevant to the survival of both human and nonhuman life. What follows is a manifesto that addresses some of what science education needs to grapple with in times of right-wing populism, pandemic, pollution, and political need. It’s not intended to be a platform, because science education needs many manifestos of desire and intent. The best this manifesto can do is encourage teachers and students to write more inspiring ones. The language of manifestos is highly variable, but generally it take things like declaration and affect more seriously, and leaves the important tasks of elaboration and consensus for another day. This manifesto has been organized into eight parts that together maintain that science, education, environment, and politics are necessarily entangled, such that the time where one could pretend that the sciences are separate from, and/or superior to, everything else has passed. Second, that boundaries separating things like disciplines, different species, and different ways of knowing the world are proving to be more arbitrary and less useful than ever. Manifestos, which are unabashedly political and morally invested, are just one of a multitude of unorthodox transdisciplinary manifestations coming to science educational communities everywhere!

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40

Přinosilová, Jana, Erika Mechlová, and Svatava Kubicová. "ICT on four Levels of Inquiry-Based Science Education in Environmental Education." International Journal of Information and Communication Technologies in Education 2, no. 1 (April 1, 2013): 17–32. http://dx.doi.org/10.1515/ijicte-2013-0002.

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Abstract Inquiry in the natural sciences is an often used term. Inquiry-Based Science Education with the support of sophisticated ICT lacking. Inquiry-Based Science Education has clearly defined its four levels, in particular the use of teaching depends on the particular pupils and teachers. This learning strategy can thus rendering the various options and the use of ICT available at the school. The following article's focus is on a selection of specific technologies available and used at a primary school in connection with the different levels of Inquiry-Based Science Education and the extent of its involvement. The paper also describes social elaborated topic of environmental education in the sample worksheet for elementary school pupils.

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41

Estrup, Eliza Jarl, and Marianne Achiam. "The potential of palaeontology for science education." Nordic Studies in Science Education 15, no. 1 (January 28, 2019): 97–108. http://dx.doi.org/10.5617/nordina.5253.

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Science education frequently portrays science as a monolithic and experimental endeavour. Here, we argue that to counteract this simplistic conception of science, a reintroduction of the historically oriented sciences is in order. To this end, we analyse the discipline of palaeontology and its educational relevance. Using Kuhn’s disciplinary matrix, we deconstruct palaeontology into elements for educational purposes, and subsequently examine how these elements can be utilised to enrich contemporary science curricula. We conclude by discussing how including palaeontology in science education encourages diversity, pluralism, and ultimately, public interest in science.

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42

Hestenes, David. "Remodeling science education." European Journal of Science and Mathematics Education 1, no. 1 (January 15, 2013): 13–22. http://dx.doi.org/10.30935/scimath/9382.

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43

Porlán Ariza, Rafael. "Conscious Science Education." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 36, no. 3 (November 5, 2018): 5. http://dx.doi.org/10.5565/rev/ensciencias.2795.

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44

Goldin, Vladislav. "Science. Education. Regions." Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences", no. 3 (June 10, 2019): 137–42. http://dx.doi.org/10.17238/issn2227-6564.2019.3.137.

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45

CHAPMAN, MICHAEL W. "BASIC-SCIENCE EDUCATION." Journal of Bone and Joint Surgery-American Volume 84, no. 10 (October 2002): 1886–88. http://dx.doi.org/10.2106/00004623-200210000-00023.

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46

Wirth, Niklaus. "Computing science education." ACM SIGCSE Bulletin 34, no. 3 (September 2002): 1–3. http://dx.doi.org/10.1145/637610.544415.

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47

Alberts, B. "Trivializing Science Education." Science 335, no. 6066 (January 19, 2012): 263. http://dx.doi.org/10.1126/science.1218912.

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48

Alberts, B. "Prioritizing Science Education." Science 340, no. 6130 (April 18, 2013): 249. http://dx.doi.org/10.1126/science.1239041.

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49

Alberts, B. "Prioritizing Science Education." Science 328, no. 5977 (April 22, 2010): 405. http://dx.doi.org/10.1126/science.1190788.

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50

Calfee, R., and R. Bruning. "Science Education: Neglected." Science 329, no. 5993 (August 12, 2010): 748. http://dx.doi.org/10.1126/science.329.5993.748-a.

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