Relevant bibliographies by topics / Teacher of natural sciences

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Teacher of natural sciences'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Teacher of natural sciences"

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Torkar, Gregor, and Verena Koch. "FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES." Journal of Baltic Science Education 11, no. 3 (September 10, 2012): 216–23. http://dx.doi.org/10.33225/jbse/12.11.216.

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The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers’ integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn’t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education. Key words: education, home economics, integration, mathematics, natural sciences, teacher.
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Budiastra, A. A. Ketut, Udan Kusmawan, Iwan Wicaksono, and Kartimi. "The Use of Natural Sciences Kits in Distance Learning for Higher Education of Bachelor of Elementary School Teacher Education Program." Advances in Social Sciences Research Journal 7, no. 2 (February 28, 2020): 147–65. http://dx.doi.org/10.14738/assrj.72.7818.

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The teaching and learning process of natural science cannot be separated from practicum activities. Likewise, the practicum activities of natural science in bachelor of Elementary School Teacher Education Program have their own characteristics. This study aims at examining the use of Natural Science Kits in the implementation of the practicum of natural sciences with the provisions contained in the practicum of natural sciences college subject of bachelor of Elementary School Teacher Education Program, Faculty of Teacher Training and Education, Universitas Terbuka. This study is categorized as a qualitative descriptive research. This study involved 177 undergraduate students of bachelor of Elementary School Teacher Education Program, UT, which is spread across five (5) regional offices of UT, and it conducted from March to December 2018. The results of this study showed that it can be concluded that the practicum of natural science in elementary schools can be carried out using the Natural Science Kits belonging to bachelor of Elementary School Teacher Education Program, UT, although the Natural Science Kits and its management activities still needs to be improved and refined.
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Gramatik, Nadiia. "The problem of training future teachers of Natural Sciences: analytical review." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky, no. 3 (128) (October 31, 2019): 126–33. http://dx.doi.org/10.24195/2617-6688-2019-3-18.

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The reforming of school natural science education is part of the process aimed at updating educational systems, which has a general European tendency. The content orientation of the field representing natural sciences of general secondary education towards the formation of core competences and effective mechanisms of their introduction causes intensive changes in the training process intended for the future science teachers of the new formation. The component of natural education is biological education which is realized by studying Biology as a school course. Since natural knowledge in the process of external interaction purposefully influence the formation of schoolchildren’s natural outlook, this is the social order that determines the content of biological education and the potential within the education of a certain type of personality. Therefore, the new formats of biological education in the context of the New Ukrainian School are aimed at forming schoolchildren’s motivation for educational and cognitive activities, life competencies, and an active life position. The driving force facilitating the realization of innovations in biological education is a competent teacher as a subject of an innovative educational activity. In this case, the priority way in the professional training of future science teachers is the shift of emphasis from the amount of knowledge to the development of pedagogical interaction skills. This is the ability of the future specialist to work in a team, to negotiate, to make prudent decisions that makes him / her competitive. The basic condition for such an activity is the professional potential of the future teacher which manifests itself in his / her readiness for creative interaction with schoolchildren. The transfer of the study of Biology into the plane of the competence-based educational environment focuses educators’ attention on the person-centred approach to learning. The relationship between the teacher and the schoolchildren should be collaborative, in the course of which schoolchildren become not only the objects of influence, but also become participants of a joint activity. According to these approaches to teaching Biology, the interaction of the subjects of the educational process acquires organized forms of cooperation, the specific characteristic of which is the complementarity of the schoolchild and the teacher. The obviousness of the dialogical educational interaction contributes to the introduction of the elements of teachers’ / students’ creativity into the pedagogical process and motivates them to intellectual growth. Subjectivity as a paradigmatic feature of biology education lies in the pedagogical position of the teacher, since it is profession-oriented and determines the personalization of pedagogical interaction. Therefore, the subjective factor of the pedagogical activity of future teachers of natural sciences becomes a kind of trajectory of self-development and self-affirmation. Keywords: subject, competence-oriented teacher, pedagogical interaction, person-oriented environment, pedagogical communication.
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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE EDUCATION AT SCHOOL: JOY OR CONCERN." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 18, no. 2 (December 28, 2021): 70–74. http://dx.doi.org/10.48127/gu-nse/21.18.70.

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The introductory article of this issue deals with natural science education changes at school in recent years. For the science education to be successful, teacher qualification or student’s motivation are not enough, a good material base (laboratory, research equipment, tools and materials), and outdoor educational environments are needed. After implementing several projects in the country, the situation in schools has improved, but not enough. Much is expected from the activities of the STEAM centre network, which started on October 27, 2021. Of course, the change for the better is pleasing, however, there are also sad things. The small proportion of high school graduates who take exams in science (about 20% in biology, 5% – in chemistry, 9% – in physics), shows that there is an underlying problem – many find natural sciences a hard nut to crack. Studies in natural sciences should be dominated by research, experiment, observation – that is, a research activity component. And if this segment is ignored, it is difficult for many students to find connections between objects, phenomena, processes. Another problem is – the lack of nature teachers. What is more, life is full of challenges: climate change, pandemics, and so on. A certain level of scientific literacy is needed to comprehend the abundance of true and false news. It is important to bring the student closer to nature. But a teacher of any subject can help in that child’s path. After all, in the environment, in nature, there are many contexts suitable for learning other subjects as well. Especially as today’s global problems have outgrown the boundaries of natural sciences. Social and human sciences, and the arts must also be in closer relationship. Keywords: material base, science education, science teachers, STEM
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Philander, Christa Joline, and Marie-Louise Botha. "Natural sciences teachers’ continuous professional development through a Community of Practice." South African Journal of Education 41, no. 4 (November 30, 2021): 1–11. http://dx.doi.org/10.15700/saje.v41n4a1918.

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Years of research on teacher quality indicate that the quality and effectiveness of teachers have a significant influence on learner achievements. The quality of teachers and their teaching practice is widely debated where quality may depend on the teacher having acquired sound and relevant knowledge and skills to ensure effective teaching. The continuous professional development of teachers is a key element in ensuring the required quality in teaching to enhance learners’ achievements. Utilising Wenger’s construct of a Community of Practice (CoP) as theoretical framework, with the investigation reported on here, we aimed to understand how natural sciences teachers, from a specific rural school district in the Western Cape province, South Africa, experienced a CoP as a continuing professional teacher development (CPTD) strategy. This investigation was informed by a naturalistic case study method where open-ended questionnaires, semi-structured interviews and observations were utilised for data generation during CoP sessions. Thematic data-analysis revealed themes (words/phrases) for interpretation and discussion. Preliminary findings highlighted some emerging characteristics that influenced the effective operation of a CoP and suggested that participants acknowledged the importance of a CoP, indicating that their natural sciences knowledge and skills had notably increased. We argue that emerging CoP characteristics can assist in the advancement of motivation, effectiveness and professional development of natural sciences teachers in rural areas, affording quality teachers and teaching practices.
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Astiti, Kadek Ayu, Andam S. Ardan, and Damianus Dao Samo. "Program Kemitraan Masyarakat: Perancangan Praktikum Matematika dan IPA Sederhana bagi Guru SMP." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 6, no. 3 (April 30, 2021): 266–71. http://dx.doi.org/10.33084/pengabdianmu.v6i3.1787.

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This community service activity improves teacher skills in carrying out simple Mathematics and Natural Sciences practical activities. This activity is designed in the form of training through several stages, namely 1) coordinating with partner schools for implementation time, 2) providing material related to simple mathematics and science practicum, 3) Mentoring for Mathematics and Natural Sciences teachers in designing simple practicums, and 4) program evaluation. Participants in this activity were several Mathematics and Natural Sciences teachers from SMP N 1 Nekamese, SMP N 2 Nekamese, SMP N 4 Nekamese, and SMP N 5 Nekamese. In the training activities, the participants were quite enthusiastic in participating in the activities, which could be seen from the enthusiasm to participate in the activities and dynamic discussions. Based on the final test results, there was an increase in the teacher's ability before and after the training with an n-gain value in the high category.
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Zasiekina, Tеtyana. "TEACHER TRAINING FOR THE IMPLEMENTATION OF AN INTEGRATIVE APPROACH IN THE SYSTEM OF SCHOOL NATURAL SCIENCES EDUCATION." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 78–82. http://dx.doi.org/10.36550/2415-7988-2020-1-191-78-82.

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The article considers the problem of preparing a teacher of natural sciences for the implementation of an integrative approach in the system of school natural sciences education. The integrative approach has been identified as one of the leading ones at the current stage of reforming general secondary education in Ukraine. In the system of school natural sciences education, this approach is realized through the integration of content - teaching integrated natural sciences courses, solving complex and combined problems, interdisciplinary and intersectoral integration of forms of learning - holding educational projects, integrated lessons, extracurricular activities. For teachers of natural sciences, the problem of implementing the integrative approach is related to professional training. Until recently, in the system of training teachers of natural sciences, there was a division, inherent in industrial society, into physical-mathematical and natural sciences. As a result, there are no specialists who can teach all natural sciences, or an integrated course that combines biology, geography, physics and chemistry. Only in 2018, a new specialty was introduced in the system of professional training - a teacher of natural sciences, physics, chemistry, biology. We studied educational and professional programs of the new specialty. A survey of students and teachers was conducted. Based on the analysis, it was found that for high-quality training of teachers to implement the integrative approach in school education it is necessary to develop additional disciplines for students' choice, such as "Methods of studying natural sciences subjects at school based on the integrative approach", “Universal scientific picture of the world – methodology of natural sciences". Moreover, such courses should be implemented not only in the specialty 014. Secondary education (Natural Sciences), but also in certain specializations: physics, chemistry, biology, geography. Due to the new philosophy of education of the XXI century, the requirements for teachers are changing. The teacher of natural sciences must be deeply acquainted with the current state of natural sciences, their practical significance for sustainable development. Be able to independently develop programs and select educational and methodological support to achieve mandatory learning outcomes. Help students in self-determination and in the development of values. Constantly improve the own professional competence.
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Šlekienė, Violeta, and Loreta Ragulienė. "SCIENCE LEARNING SYSTEMS NEWLY RECEIVED BY LITHUANIAN SCHOOLS AND THEIR POTENTIAL APPLICATIONS IN TEACHING PHYSICS." Problems of Education in the 21st Century 50, no. 1 (December 15, 2012): 108–16. http://dx.doi.org/10.33225/pec/12.50.108.

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Wider knowledge update is always a big challenge for schools. In the event of changes in the curriculum, a question naturally arises: where teachers and students will get new teaching materials. It is necessary to renew textbooks and other teaching tools and to help teachers learn how to work with new knowledge. Natural science laboratory material base in secondary schools has been renewed by implementation of the project "Infrastructure of technology arts and natural sciences”. However, to achieve the desired result, it is necessary to find out whether there is sufficient infrastructure, whether new equipment conforms to expectations of the teacher, whether teachers are able to learn independently and appropriately use new laboratory equipment and modern tools. All this added together can require a systematic teacher training. The paper presents research connected with the new equipment and teaching tools received by Lithuanian secondary schools under the project "Infrastructure of technology arts and natural sciences” and their potential application in teaching physics. Information gathering and data processing unit Xplorer (GLX), Science Learning Systems (Nova and Spark) with sensors are analyzed. Questionnaire survey results of the teachers having this equipment are presented. Key words: Science learning System, teaching physics, educational equipment, teachers’ opinion.
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Petrova, Antoniya. "STEM Education in Natural Sciences Through Online Classes with Experiments." Педагогически форум 9, no. 3 (2021): 29–48. http://dx.doi.org/10.15547/pf.2021.017.

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The teaching of sciences by the modern teacher in school today is proving to be a challenge. The general attitude of students in general is that science is boring, difficult and not necessary in life. The recently popular STEM approach to education comes to the rescue. But what it is and how teachers can apply it successfully in practice are the questions to which we continue to look for the best answers for the specific circumstances. The article describes a study of the impact of STEM science education on the knowledge and skills of 5th grade students of Profiled Natural and Mathematical High School "Geo Milev" in Stara Zagora during isolation and Covid-19 pandemic in the school year 2020 - 2021. The author shares good pedagogical practice in science education through online experiments.
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Poom-Valickis, Katrin, and Tiina Elvisto. "Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education." Journal of Teacher Education for Sustainability 11, no. 2 (January 1, 2009): 41–50. http://dx.doi.org/10.2478/v10099-009-0039-9.

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Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher EducationNatural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies relate to their interest in continuing studies in teacher education. The participants of the study (N=92) were natural sciences students at Tallinn University. The data was collected using an adapted Learning and Studying Questionnaire by Entwistle et al. (2002) and questions designed by the authors of the study. The SPSS programme was used to analyse the data. The results of the study show that carefully planned curriculum selection and positive learning experiences increase student willingness to choose teacher education.
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Dissertations / Theses on the topic "Teacher of natural sciences"

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Elvstam, Anna, and Sara Fleischer. "Ghanaian teacher students’ view on using outdoor pedagogy when teaching natural science." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33500.

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The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. Furthermore, reflection and concrete experiences in authentic situations are highlighted. The research took place at the University of Education, Winneba and the method consisted of qualitative interviews and a workshop with 20 teacher students of the department of basic education. We gathered our data before, during and after the workshop, therefore our result is divided as such. The results of the analysis show three main themes of the teacher students’ view on outdoor pedagogy; the learning context, teacher’s and student’s role. In the results section, each of these themes are categorized in possibilities and challenges expressed by the teacher students.Possibilities that can be found in the results is the fact that the learning will become practical and hands-on, it will involve the senses and therefore lead to deeper memories. Furthermore, the teacher students express a possibility for the pupils as they get an opportunity to take control of their own learning when sharing their knowledge with their peers. This affects the teacher's role which becomes more guiding than authoritarian.Difficulties the students expressed includes issues on behalf of the teacher in keeping control of the class due to the great number of pupils in the classes and the safety aspect with dangerous animals. Another category that recurred was the challenge with placebound prerequisites; to find a safe place suitable for the topic to teach. A difficulty on behalf of the students might be a fear of contributing to the teaching due to the lack of experience in sharing and talking in the classroom environment.
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Rowan, Andre. "Teachers as curriculum developers : a case study of natural sciences teachers in a school district." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2566.

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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.
This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.
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Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.

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This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany Pedagogical Content Knowledge (PCK). It explored whether a relationship exists between teachers’ attitudes towards botany teaching and their PCK. The study provides an overview of international and South African literature and research on the underrepresentation of botany and the teaching of botany in Natural Sciences classes. Throughout the study insight is provided on the universal problems of plant blindness and negative attitudes towards botany and botany teaching in the Natural Sciences classroom. Data were collected during teachers’ interviews, class observations and analyses of lesson plan documents. The results indicated that most teachers harbour negative attitudes towards botany and botany teaching. There are various reasons for this negativity such as past experiences in botany training, zoochauvinism and plant blindness. The Pedagogical Content Knowledge of teachers in this study was insufficient. It was found that teachers’ attitudes towards botany teaching influence their PCK and teachers’ PCK can, in turn, influence teacher attitudes towards botany, which can affect the teachers’ ways of teaching. This study confirms that problems of plant blindness, zoochauvinism and negativity towards botany and botany teaching that occur elsewhere in the world are also prevalent among South African teachers. This confirmation casts doubts on Natural Sciences teachers’ botany PCK. This study adds to the literature on botany teaching and PCK in the South African context
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
Unrestricted
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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Hosseinizadeh, Felicia, and Emelie Solsten. "Utomhuspedagogik från lärarens persektiv : En studie om lärares uppfattnignar om utomhuspedagogik för F-3." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84337.

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Syftet med denna undersökning är att bidra med ökad kunskap om lärares uppfattningar om utomhuspedagogiken inom förskoleklass till årskurs tre. I denna undersökning användes intervjuer och enkäter för att samla in information. Vi intervjuade nio verksamma lärare inom F-3 som ansågs som goda exempel på utomhuspedagoger. Dessa lärare hade olika lång erfarenhet samt olika typer av utbildning inom utomhuspedagogik. Den andra forskningsmetoden som användes var en kvantitativ webbenkät vilket 81 lärare inom årskurserna F-3 runt om i Sverige besvarade. Resultaten av undersökningen stämmer överens med vad tidigare forskning säger om utomhuspedagogik som en undervisningsform. Resultaten visar att lärare främst ser många möjligheter med utomhusundervisning som elevernas mående och lärande. Lärare framför en del svårigheter som främst är i form av begränsningar som är utom lärarens kontroll, exempelvis sämre väderförhållanden samt brist på resurs. Denna undersökning visar även att majoriteten av lärarna är överens om att utomhuspedagogik är en undervisningsform som bidrar till inkludering, och detta på grund av utomhusmiljöns möjligheter. De intervjuade lärarna anser att lärarens attityd är avgörande om det blir en lyckad utomhuspedagogik eller inte.
The purpose of this study is to contribute with increased knowledge about teachers' perceptions of outdoor education regarding pupils aged 6-9. In this study, interviews and questioners were used to collect information. We interviewed nine active teachers for ages 6-9, which were considered as good examples of outdoor educators. These teachers had different work experience as well as different types training in outdoor education. The questioners consisted of quantitative online surveys, which were answered by 81 teachers for ages 6-9 around Sweden. The results of the surveys are consistent with previous research about outdoor pedagogy as a form of teaching. The results show that teachers mainly see many opportunities with outdoor teaching such as student learning and prosperous. The teachers in this study present some difficulties that are mainly in the form of limitations that are beyond the teacher's control, such as poor weather conditions and lack of resources. This study also shows that the majority of teachers agree that outdoor education is a form of teaching that contributes to inclusion, because of the possibilities that the outdoor environment presents. The interviewed teachers believe that the teacher's attitude decides whether it will be a successful outdoor education or not.
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Makhubele, Patricia. "Implementation of Natural Sciences and Technology practical activities by novice and expert teachers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60956.

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The importance of practical activities has been outlined in many articles and research studies. This study presents the way in which two novice and two expert teachers conduct practical activities in their intermediate phase in Natural Sciences and Technology (NST) classrooms and the challenges they face. This study was conducted in primary schools because researchers such as Mihret (2014, p.2) believe that "primary level science education is a cornerstone to lay a foundation to get young citizens interested in science". This study utilised a qualitative case study approach. The data was collected through classroom observations, open ended interviews and document analysis. The population of this study consisted of primary school teachers teaching Natural Sciences and Technology. The participants included two novice teachers and two expert teachers. The conceptual framework that guided this study emerged from the literature review. The conceptual framework of this study was based on concept of practical activity and the four pillared cognitive design framework. The findings of this study indicated that the way that novice and expert teachers conduct practical activities differ and they face different challenges when conducting practical activities. Novice teachers conduct teacher centred activities, they do not allow their learners to conduct independent practical activities, they use practical activities as a way to remind learners of the work done in the classroom and they mostly use previously developed worksheets during practical lessons. Expert teachers on the other hand conduct learner centred practical activities, they allow their learners to work independently and they do not always use worksheets in their practical activities. The findings also indicated that novice teachers face more challenges in their practical lessons than expert teachers. Novice teachers find it difficult to manage their learners' behaviour during practical lessons, they did not have confidence in their learners and they did not have effective disciplinary strategies. However, both novice and expert teachers had a challenge managing their time during their practical lessons.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Laudadío, Julieta, and Claudia Mazzitelli. "Teaching styles of teachers from different higher education careers associated with Natural Science." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117356.

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Teaching styles manifest the preferences in kind of teaching of professors, which involve certain teaching conceptions (Heimlich & Norland, 2002). Identification of teaching styles is the starting point to reflect on teaching practices and consistency between the theoretical and the practical way of teaching. The aim of this study is to identify the predominant teaching styles in professors who work in different higher level careers related with natural science and to analyze them in relation to career guidance. The results show the need of thinking about the characteristics of teachers training and about the importance of the integrationbetween disciplinary and pedagogical aspects.
Los estilos de enseñanza manifiestan las preferencias en los modos de enseñar de los docentes, las cuales suponen determinadas concepciones de enseñanza (Heimlich & Norland, 2002). La identificación de los estilos de enseñanza es el punto de partida para reflexionar acerca de las prácticas de enseñanza y la coherencia entre la concepción teórica y el modo concreto de enseñar. El objetivo del presente trabajo es identificar los estilos de enseñanza predominantes en docentes de distintas carrera de nivel superior vinculadas con las ciencias naturales, y analizarlas en relación con la orientación de la carrera. Los resultados obtenidos evidencian la necesidad de reflexionar acerca de las características de la formación docente y sobre la importancia de la integración entre la formación disciplinar y la pedagógica.
Os estilos de ensino manifestam as preferências nos modos de ensinar dos docentes, as quais supõem determinadas concepções do ensino (Heimlich & Norland, 2002). A identificação dos estilos de ensino é o ponto de partida para reflexionar a respeito das práticas de ensino e a coerência entre a concepção teórica e o modo concreto de ensinar. O objectivo do presente trabalho é identificar os estilos de ensino predominantes em docentes de diferentes carreira de nível superior vinculadas com as ciências naturais, e analisá-las em relação à orientação da carreira. Os resultados obtidos evidencian a necessidade de reflexionar a respeito das características da formação docente e sobre a importância da integração entre aformação disciplinar e a pedagógica.
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WALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Que tipo de professor de ciências da Educação Básica pode levar um aluno a querer ser um cientista? Como aprendeu Ciências na Educação Básica quem hoje produz Ciência? Para responder a estas questões, investigou-se em que medida e de que modo a prática de professores de Ciências da Educação Básica influenciou cientistas em sua opção profissional. Foram aplicados questionários e gravados relatos de cientistas da área de Ciências Naturais em atividade, a fim de identificar quais fatores consideram decisivos e marcantes em sua trajetória escolar como alunos de Ciências. Destes fatores, mereceram destaque aqueles relacionados ao papel dos seus professores de então, em sua opção profissional pela pesquisa científica. Através da evocação das lembranças desses cientistas, procurou-se detectar o papel representado por seus antigos professores de Ciências. Que características são atribuídas aos bons professores desta área? O que pensam os cientistas sobre formação de professores de ciências? Estes relatos trouxeram pistas que apontam como alguns dos entrevistados decidiram-se tornar cientistas na área de Ciências Naturais por causa de ou apesar de seus professores de Ciências, bem como a influência de outros fatores em sua opção de carreira. Espera-se assim, que este trabalho possa trazer novos subsídios ao campo de formação e prática de professores de Ciências.
What kind of science teacher of Basic Education would make a student wonders to be a scientist? How have learned science on Basic Education a person that now produces Science. To answer those questions, it was investigated how much and in which way the practice of science teachers of Basic Education had influenced scientists on their professional option. Questionnaires were applied and interviews with scientists currently working on Natural Sciences were taped with the purpose to identify which factors they considered decisive and remarkable on their school trajectory as science students. Any kind of influence of the teachers on the professional option of the scientists was highlighted. The evocation of the memories of these scientists was done trying to detect the importance of their science teachers. Which are the characteristics that make them good teachers on the field? What scientists think about the formation of science teachers? These reports gave clues hinting how some of the interviewees had decided to be scientists on the Natural Sciences field because of or in spite of their science teachers, as well as the influence of other factors in their career option. One expects thus, that this work can bring new subsidies to the field of formation and practices of Science teachers.
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Blaylock, Donna S. "Preschool Science: An Examination of Classroom and Teacher Predictors." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7628.

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Science experiences during the preschool years is important because it helps build brain development in children, and improves school readiness. This exploratory study examined several characteristics of teachers and classrooms to see if any factors predicted time spent on science. Over 120 teachers participated, with teachers from Head Starts, university child development laboratories, home-based preschools, and other private preschool programs. Findings suggest that preschool teachers are quite comfortable with teaching science, but science activities are reported to occur infrequently—one to three times a month. Teachers with higher levels of education and comfort levels with science are reported to be more likely to spend time on science. Additionally, comfort levels with science had the greatest impact on time spent on science after accounting for teacher and classroom demographics. These results suggest that helping teachers feel more comfortable teaching science should be an important target for professional development practices and preservice education.
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Sickel, Aaron J. "Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection." University of Missouri - Columbia, 2013.

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Books on the topic "Teacher of natural sciences"

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Comras, Jay. Improving college admission test scores: ACT natural sciences reading test teacher manual. Reston, Va: National Association of Secondary School Principals, 1986.

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Crawford, Mattie Rose. Guide to nature-study: For the use of teachers. Toronto: Copp, Clark, 1994.

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(53rd, Florida Academy of Sciences Meeting. 1989 program issue: The fifty-third annual meeting of the Florida Academy of Sciences in conjunction with the American Association of Physics Teachers (Florida Section) and the Florida Junior Academy of Sciences and Science Talent Search, Florida Community Collage [i.e. College] at Jacksonville, March 30, 31, April 1, 1989. Orlando: Florida Academy of Sciences, 1989.

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Sharen, Lewis, ed. Ecology green pages for students and teachers. Nashville, Tenn: Incentive Publications, 1993.

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David, Callihan, ed. CLEP natural sciences. Piscataway, New Jersey: Research & Education Association, 2013.

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Smithers, Alan G. Teacher provision in the sciences. [s.l.]: British Association, 1990.

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Müller, Tibor, and Harmund Müller. Modelling in Natural Sciences. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-662-05304-1.

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Cohen, I. Bernard, ed. The Natural Sciences and the Social Sciences. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-3391-5.

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Russell, Helen Ross. Ten-minute field trips: A teacher's guide to using the school for environmental studies. 3rd ed. Arlington, Va: NSTA Press, 2001.

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McKeon, Richard. On knowing: The natural sciences. Chicago: University of Chicago Press, 1994.

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Book chapters on the topic "Teacher of natural sciences"

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Borián, György. "Hungary: GIS in Natural Science Teacher Training." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 125–30. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_14.

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Dessus, Philippe, Franck Tanguy, and André Tricot. "Natural Cognitive Foundations of Teacher Knowledge." In Understanding Science Teachers’ Professional Knowledge Growth, 187–202. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-313-1_11.

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Ford, Carole L., and Larry D. Yore. "Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Education, and Classroom Practice." In Metacognition in Science Education, 251–71. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_11.

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Junge, Ranka, Tjasa Griessler Bulc, Dieter Anseeuw, Hijran Yavuzcan Yildiz, and Sarah Milliken. "Aquaponics as an Educational Tool." In Aquaponics Food Production Systems, 561–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_22.

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AbstractThis chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool.
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Russell, Robert John. "Natural Sciences." In The Blackwell Companion to Christian Spirituality, 325–44. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996713.ch20.

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Lennon, Kathleen. "Natural sciences." In A Companion to Feminist Philosophy, 185–93. Oxford, UK: Blackwell Publishing Ltd, 2017. http://dx.doi.org/10.1002/9781405164498.ch18.

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Danielsson, Kristina, and Staffan Selander. "Natural Sciences." In Multimodal Texts in Disciplinary Education, 67–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_7.

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Bailey, John. "Natural Sciences." In Inventive Geniuses Who Changed the World, 153–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81381-9_7.

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Firestone, Jonah B., Sissy S. Wong, Julie A. Luft, and Derek Fay. "The Nature of Science or the Nature of Teachers: Beginning Science Teachers’ Understanding of NOS." In Advances in Nature of Science Research, 189–206. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2457-0_9.

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Ritz, John. "Technology Teacher Education." In Encyclopedia of Earth Sciences Series, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_72-1.

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Conference papers on the topic "Teacher of natural sciences"

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.
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Sablić, Marija, Ana Mirosavljević, and Irena Labak. "Students’ Motivation in Natural Science Classes." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.50.

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The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.
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Gilmanshinaa, Suriya I., and Fidaliya D. Khalikova. "Teaching Gifted Adolescents in Terms of the Transforming Natural Sciences Education." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.9.

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Pop, Cristina-Florina, Liliana Ciascai, and Iuliana Polbaci (Făzăcaș). "TEACHERS' OPINIONS ON THE MANIFESTATIONS OF TEACHER CREATIVITY IN THE TEACHING OF NATURAL SCIENCES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1199.

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Lamanauskas, Vincentas, and Dalia Augienė. "SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS AT UNIVERSITY: COMPARATIVE ANALYSIS OF UNDERSTANDING, INTEREST AND CAREER ASPECTS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.72.

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Scientific research activity (SRA) is a constituent part of university studies. It is very important that this activity was consequently developed, and that the students acquired necessary research activity competencies. On the other hand, scientific research activity realises the essential teacher preparation paradigm direction – towards research based teacher education. On the basis of two qualitative research, a comparative analysis was carried out, seeking to analyse how differ positions of two study field students, pre-service teachers in respect of scientific research activity. In the research participated 84 pre-service teachers of natural sciences and 90 pre-service teachers of social sciences. The research was carried out between February and March, 2016. Research results show, that these two group students’ position in respect of SRA significantly differs. Keywords: comparative analysis, science education, scientific research activity, university students.
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Gilmanshina, Suriya I., Rimma N. Sagitova, and Iskander R. Gilmanshin. "Innovative Components for Preparing Graduates and Master's Degree Holders of Natural Sciences, for Education at the University Level." In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.10.

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Purdiyanto, Eva Istapra, Raden Gamal Tamrin Kusumah, and Ahmad Walid. "Increasing Students’ Learning Outcomes Through the Implementation of Outing Class Strategy in Natural Science Subject." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.063.

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Štrofová, Jitka, and Štěpánka Coufalová. "Studenti ZČU a jejich zkušenosti s experimentální výukou chemie na střední škole." In DidSci+ 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-12.

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The contribution presents the offer of courses with chemical themes at Faculty of Education, University of West Bohemia in Pilsen, which are intended for future teachers and not only for students of teacher training in chemistry. Attention is focused mainly on the course Chemistry by Play and on our experience with non-contact teaching in the academic year 2020/2021. The studentsʼ experience with experimental chemistry teaching forms in the previous study at high school are discussed here. Other possibilities to increase future teachersʼ competences in the field of natural sciences are mentioned in the paper.
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Murtafiah, Wasilatul, Cholis Sa’dijah, Tjang Daniel Chandra, and Susiswo. "Exploring the types of problems task by mathematics teacher to develop students’ HOTS." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000656.

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Busarova, Nataliya, and Evgeniya Malafeeva. "The Use of IT-technologies by Natural Sciences Teachers of Arzamas Campus of Lobachevsky State University of Nizhny Novgorod in the Educational Process." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0826.

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Reports on the topic "Teacher of natural sciences"

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Mohamed, A., and R. L. Shepard. High school teacher enhancement in the sciences. Office of Scientific and Technical Information (OSTI), March 1997. http://dx.doi.org/10.2172/587719.

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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), February 1995. http://dx.doi.org/10.2172/34371.

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Goncharenko, Tatiana, Nataliia Yermakova-Cherchenko, and Yelyzaveta Anedchenko. Experience in the Use of Mobile Technologies as a Physics Learning Method. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4468.

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Swift changes in society, related to sciences technicians’ development, technologies, by the increase of general volume of information, pull out new requirements for maintenance, structure, and quality of education. It requires teachers to diversify a tool in the direction of the increase in possibilities of the use of mobile technologies and computer systems. Lately in the world, more attention spared to the use of mobile learning, which in obedience to «Recommendations of UNESCO on the questions of a policy in the area of mobile learning» foresees the use of mobile technology, both separate and together with other by informational computer technologies. [1]. Mobile learning allows using the open informational systems, global educational networks, unique digital resources which belong to different educational establishments and co-operate with each other. The use of existent educational resources and creation of own, based on the academic resources from informative space, allows to promote the interest of students to the study of physics, to take into account the individual features, and also features of region and framework of society of the country. During the last years in Ukraine competency-based approach to the organization of studies certainly one of basic. The new Education Act addresses the key competencies that every modern person needs for a successful life, including mathematical competence; competence in natural sciences, engineering, and technology; innovation; information and communication competence [2]. This further emphasizes the importance of providing students with quality physical education and the problems associated with it. Using mobile technology in professional teaching work, the teacher has the opportunity to implement the basic principles of the competence approach in teaching physics. An analysis of the data provided in the official reports of the Ukrainian Center for Educational Quality Assessment showed that the number of students making an external independent assessment in physics and choosing a future profession related to physics has decreased significantly. This is due to the loss of students' interest in physics and the complexity of the content of the subject, as well as the increase in the amount of information that students need to absorb. In this article, we explore the possibilities of mobile technology as a means of teaching physics students and give our own experience of using mobile technology in the process of teaching physics (for example, the optics section in primary school).
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Fanning, Ashley. Learning Through Nature: A Study of a Next Generation Science Standards Based Teacher Workshop that Blends Outdoor Learning Experiences with Formal Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2727.

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Mowrer, H. Todd, Raymond L. Czaplewski, and R. H. Hamre. Spatial accuracy assessment in natural resources and environmental sciences: Second International Symposium. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Forest and Range Experiment Station, 1996. http://dx.doi.org/10.2737/rm-gtr-277.

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Guggenberger, Thomas. Evaluations at the University of Natural Resources and Applied Life Sciences Vienna (BOKU). BOKU - Universität für Bodenkultur Wien, October 2006. http://dx.doi.org/10.22163/fteval.2006.180.

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Buichik, A. G. ACHIEVEMENTS IN THE FIELD OF NATURAL SCIENCES IN THE PRESERVATION OF CULTURAL HERITAGE. Modern Science: Actual Problems of Theory and Practice №3, March 2019. http://dx.doi.org/10.18411/buichik-ag-doi-5.

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Ghoneim, Karem. Insight into the Contemporary Interpretation of Qur'anic Ayat of Natural Sciences: Discussion and Debate. Academic Journal of Scientific Miracles, May 2016. http://dx.doi.org/10.19138/miracles.37.4.

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Meacham, Colleen. Can a Three-Day Training Focusing on the Nature of Science and Science Practices as They Relate to Mind in the Making Make a Difference in Preschool Teachers' Self-Efficacy Engaging in Science Education? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5960.

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