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Journal articles on the topic 'Teaching of science'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Howe, Ann C. "Teaching Science Teaching." Teaching Education 1, no. 2 (June 1987): 49–52. http://dx.doi.org/10.1080/1047621870010213.

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2

METE, Hasan, and Selda BAKIR. "Teaching Styles of Science Teachers." Journal of Educational Sciences Research 6, no. 2 (October 30, 2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.

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3

Berry, Amanda, and Jan H. Van Driel. "Teaching About Teaching Science." Journal of Teacher Education 64, no. 2 (November 26, 2012): 117–28. http://dx.doi.org/10.1177/0022487112466266.

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4

MORRISSEY, SUSAN. "TEACHING SCIENCE." Chemical & Engineering News 85, no. 41 (October 8, 2007): 8. http://dx.doi.org/10.1021/cen-v085n041.p008.

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5

Gauld, Colin. "Teaching Science: Part 2 — Science Teaching and the Christian." Journal of Christian Education os-43, no. 3 (September 2000): 27–35. http://dx.doi.org/10.1177/002196570004300305.

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6

BIERBAUM, ESTHER GREEN. "Teaching Science in Science Museums." Curator: The Museum Journal 31, no. 1 (March 1988): 26–35. http://dx.doi.org/10.1111/j.2151-6952.1988.tb00672.x.

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7

Dubeck, Leroy W., Matthew H. Bruce, Joseph S. Schmucker, Suzanne E. Moshier, and Judith E. Boss. "Science fiction aids science teaching." Physics Teacher 28, no. 5 (May 1990): 316–18. http://dx.doi.org/10.1119/1.2343039.

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8

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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9

Smith, Val H. "Teaching objective science." Frontiers in Ecology and the Environment 4, no. 2 (March 2006): 59. http://dx.doi.org/10.1890/1540-9295(2006)004[0059:tos]2.0.co;2.

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10

DeReamer, Sharon. "Teaching computer science." ACM SIGSOFT Software Engineering Notes 35, no. 1 (January 25, 2010): 31–34. http://dx.doi.org/10.1145/1668862.1668880.

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11

Qualter, Anne, and Gail Webb. "Differentiated science teaching." Education 3-13 24, no. 3 (October 1996): 37–47. http://dx.doi.org/10.1080/03004279685200291.

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12

Alberts, B. "Teaching Real Science." Science 335, no. 6067 (January 26, 2012): 380. http://dx.doi.org/10.1126/science.1219216.

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13

Krugly‐Smolska, Eva. "Scaffolding science teaching." Canadian Journal of Science, Mathematics and Technology Education 3, no. 4 (October 2003): 525–26. http://dx.doi.org/10.1080/14926150309556588.

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14

Allan, V. H., and M. V. Kolesar. "Teaching computer science." ACM SIGCUE Outlook 25, no. 1-2 (January 1997): 2–10. http://dx.doi.org/10.1145/274375.274376.

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15

Allchin, Douglas. "Teaching Whole Science." American Biology Teacher 73, no. 1 (January 1, 2011): 53–55. http://dx.doi.org/10.1525/abt.2011.73.1.12.

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16

Meinwald, J., and J. G. Hildebrand. "Teaching Science Appreciation." Science 331, no. 6020 (February 24, 2011): 1010–11. http://dx.doi.org/10.1126/science.331.6020.1010-c.

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17

DODSON, M. H. "UK science teaching." Nature 333, no. 6168 (May 1988): 9. http://dx.doi.org/10.1038/333009e0.

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18

DIXON, ROLAND. "UK science teaching." Nature 335, no. 6190 (October 1988): 488. http://dx.doi.org/10.1038/335488c0.

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19

Roberts, Richard J. "Teaching about science." Accountability in Research 5, no. 1-3 (January 1997): 45–50. http://dx.doi.org/10.1080/08989629708573895.

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20

Showstack, Randy. "Science teaching certificate." Eos, Transactions American Geophysical Union 89, no. 48 (November 25, 2008): 489. http://dx.doi.org/10.1029/2008eo480006.

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21

Beardsley, Tim. "Teaching Real Science." Scientific American 267, no. 4 (October 1992): 98–108. http://dx.doi.org/10.1038/scientificamerican1092-98.

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22

Thomsen, Volker. "Science teaching tips." Physics Teacher 36, no. 1 (January 1998): 49. http://dx.doi.org/10.1119/1.1539792.

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23

McCurdy, David. "Teaching Creation Science." General Anthropology Bulletin of the General Anthropology Division 14, no. 1 (May 2007): 10–11. http://dx.doi.org/10.1525/ga.2007.14.1.10.

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24

Brunner, Robert J., and Edward J. Kim. "Teaching Data Science." Procedia Computer Science 80 (2016): 1947–56. http://dx.doi.org/10.1016/j.procs.2016.05.513.

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25

Daniels, Mats, Judith Gal-Ezer, Ian Sanders, and G. Joy Teague. "Teaching computer science." ACM SIGCSE Bulletin 28, no. 1 (March 1996): 102–6. http://dx.doi.org/10.1145/236462.236518.

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26

P., R. "Teaching Science Appreciation." Science 248, no. 4952 (April 13, 1990): 158. http://dx.doi.org/10.1126/science.248.4952.158.

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27

Terrell, C., and A. Gillies. "Facilitating science teaching." British Journal of In-Service Education 12, no. 2 (March 1986): 91–96. http://dx.doi.org/10.1080/0305763860120208.

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28

Kennedy, D. "Science Teaching Roundup." Science 317, no. 5834 (July 6, 2007): 17. http://dx.doi.org/10.1126/science.1147131.

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29

Levin, Mary E., Martin B. Rosenheck, and Joel R. Levin. "MNEMONIC TEXT‐PROCESSING STRATEGIES: A TEACHING SCIENCE FOR SCIENCE TEACHING." Reading Psychology 9, no. 4 (October 1988): 343–63. http://dx.doi.org/10.1080/0270271880090405.

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30

Maričić, Olja, Anđelija Ivkov-Džigurski, Ivan Stojšić, Stanko Cvjetićanin, and Ljubica Ivanović-Bibić. "Multimedia teaching effectiveness in natural science teaching." Geographica Pannonica 24, no. 2 (2020): 147–56. http://dx.doi.org/10.5937/gp24-23357.

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31

Edwards, John. "Teaching thinking — A focus for science teaching?" Research in Science Education 17, no. 1 (December 1987): 38–46. http://dx.doi.org/10.1007/bf02357170.

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32

Noyes, John K. "Teaching Literature as Aberrant Science." Diogenes 50, no. 2 (May 2003): 55–64. http://dx.doi.org/10.1177/0392192103050002006.

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To be a teacher of literature at a university today is to occupy a problematic position in the production and codification of knowledge - a fact that has generated a great deal of critical comment in recent years. But this position in its problematic dimensions is not necessarily new. The teacher of literature has always been a propagator of an aberrant science - yet a science that in its aberrations has more to do with the methodological problems of the natural sciences than is usually credited. In this article the author approaches an initial statement of what makes the study of literature aberrant in this way, and in the process, elaborates upon a central dynamic of teaching literature that draws its strength from such scientific aberrance. In the process he moves towards a statement of the role played by an aberrant science in negotiating cultural identity.

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33

Eunsoo Shin and 김현진. "Pedagogical Content Knowledge among of Science Teaching Efficacy on Science Teaching." EARLY CHILDHOOD EDUCATION & CARE 5, no. 2 (October 2010): 5–23. http://dx.doi.org/10.16978/ecec.2010.5.2.001.

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34

Cobern, William W., David Schuster, Betty Adams, Brandy Ann Skjold, Ebru Zeynep Muğaloğlu, Amy Bentz, and Kelly Sparks. "Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations." International Journal of Science Education 36, no. 13 (May 16, 2014): 2265–88. http://dx.doi.org/10.1080/09500693.2014.918672.

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35

Hooper, Barb, Sheama Krishnagiri, Steven D. Taff, Pollie Price, and Andrea Bilics. "Teaching knowledge generated through occupational science and teaching the science itself." Journal of Occupational Science 23, no. 4 (October 2016): 525–31. http://dx.doi.org/10.1080/14427591.2016.1238405.

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36

Bowater, Laura, Christine Cornea, Helen James, and Richard P. Bowater. "Using science fiction to teach science facts." Biochemist 34, no. 6 (December 1, 2012): 15–20. http://dx.doi.org/10.1042/bio03406015.

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The contributors to this discussion teach in three different Faculties at the University of East Anglia (UEA) – Science, Arts & Humanities and Medicine & Health Sciences. They have each used science fiction to explore learning outcomes in their distinct teaching practices. The discussion below highlights how contemporary science fiction can operate as a touchstone for debate that informs biochemistry teaching. Laura, Helen and Richard have all studied basic sciences, gaining PhDs in various aspects of biochemistry and molecular biology, and each have taught undergraduates and postgraduates at UEA. Helen and Richard are based in the Faculty of Science. Laura is based in the Faculty of Medicine & Health Sciences, and uses her interest in science communication to explore university teaching practices that involve science fiction. Christine gained a PhD from her research of technology and performance in science fiction film and is based in the Faculty of Arts & Humanities.

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37

Cenić, Dragan, and Jelena Petrović. "INTEREST IN SCIENCE AND SCIENCE SUBJECTS TEACHING – HISTORICAL PERSPECTIVE." Facta Universitatis, Series: Teaching, Learning and Teacher Education 1, no. 1 (July 31, 2017): 043. http://dx.doi.org/10.22190/futlte170501005c.

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This paper represents the attempt of the authors to understand and present, from historical perspective, the interest in natural and social sciences, and especially the interest in introducing their contents into teaching. Thus, the authors analyze the interest in natural and social sciences in Ancient Greek and Roman thought, then in Middle Ages and finally in 18th and 19th century when the solid grounds for science teaching was established. The paper points out to the existence of the first traces of science a couple of thousands years B. C., but the development of science connects to the ancient Greece and its major thinkers who made the first theories about the origin of the world. Further studies of nature were, in the Middle Ages, dominated by the Christian ideology in which the origin of the world and occurrence of living creatures were usually connected to the mystic forces. Only with the development of Renaissance, thinkers put the man and his real life problems in the center of their thought. Only then we can testify the stronger interest in natural sciences. In the circumstances of humanistic shaping of social life, entering of scientific contents into teaching and appearance of scientific subjects came naturally. The Modern Epoch brought the great advances in natural and social sciences. At the same time the demands for introducing scientific knowledge into teaching subjects became more prominent. Special credits for introducing science into teaching and development of methodology of science subjects are paid to the great scientists and thinkers of 18th and 19th century.

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38

Hodson, Derek. "Experiments in science and science teaching." Educational Philosophy and Theory 20, no. 2 (January 1988): 53–66. http://dx.doi.org/10.1111/j.1469-5812.1988.tb00144.x.

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39

Brown, Simon, and Susan Salter. "Analogies in science and science teaching." Advances in Physiology Education 34, no. 4 (December 2010): 167–69. http://dx.doi.org/10.1152/advan.00022.2010.

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Analogies are often used in science, but students may not appreciate their significance, and so the analogies can be misunderstood or discounted. For this reason, educationalists often express concern about the use of analogies in teaching. Given the important place of analogies in the discourse of science, it is necessary that students are explicitly shown how they work, perhaps based on the structure-mapping theory we outline here. When using an analogy, the teacher should very clearly specify both its components and its limitations. Great care is required in developing an analogy to ensure that it is understood as intended and that misconceptions are minimized. This approach models the behavior of a scientist, which helps to develop student understanding of the practice of science.

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40

Kampourakis, Kostas. "Science teaching in university science departments." Science & Education 26, no. 3-4 (May 2017): 201–3. http://dx.doi.org/10.1007/s11191-017-9903-5.

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41

Petersdorf, R. G. "MEDICINE: Teaching Healing and Healing Teaching." Science 291, no. 5512 (March 23, 2001): 2321b—2322. http://dx.doi.org/10.1126/science.1058658.

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42

Vidhiasi, Dhion Meitreya. "Maritime English: Teaching English for Maritime Sciences or Teaching Maritime Sciences in English?" Saintara : Jurnal Ilmiah Ilmu-Ilmu Maritim 6, no. 1 (March 31, 2022): 71–77. http://dx.doi.org/10.52475/saintara.v6i1.152.

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Maritime English is a “scourge” for maritime science students at universities engaged in maritime science. English is a foreign language in Indonesia may cause the students cannot understand Maritime English well. A phenomenon occurs that Maritime English teachers do not have basic knowledge about the maritime sciences. This has an impact on the teaching and learning process of Maritime English. This study seeks to reveal whether Maritime English is English teaching intended for maritime science or Maritime English is actually maritime science materials taught using English. The researcher uses a qualitative descriptive method by using a learning module adopted from the IMO Model Course 3.17 to conduct research. The results of the study found that the teachers never obtained many materials related to the maritime world. However, there are also materials that these teachers obtained during their undergraduate and master’s degree courses, such as grammar, reading comprehension, and listening comprehension. This means that Maritime English is indeed English intended for maritime science students (English for Special Purposes) and maritime sciences delivered using English.

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43

Lewis, Ralph W. "Theory-Structured Science Teaching." BioScience 45, no. 5 (May 1995): 306. http://dx.doi.org/10.2307/1312483.

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44

LUNDMARK, CATHY. "Teaching Science through Research." BioScience 52, no. 1 (2002): 8. http://dx.doi.org/10.1641/0006-3568(2002)052[0008:tstr]2.0.co;2.

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45

Mathelitsch, Leopold. "Competencies in Science Teaching." Center for Educational Policy Studies Journal 3, no. 3 (September 30, 2013): 49–64. http://dx.doi.org/10.26529/cepsj.231.

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The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, ‘Competencies in Mathematics and Science Teaching’, was started in Austria three years ago. Initial experiences with this program are reported, specifically with regard to how the teachers adopt this new idea of competencies and which kind of support is appreciated. Two aspects of the program are explained in detail: the evaluation of the program and the role of exercises and problems.

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46

Justi, Rosária. "Modelling-based Science Teaching." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 24, no. 2 (November 28, 2007): 173. http://dx.doi.org/10.5565/rev/ensciencias.3798.

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47

Giere, Ronald N. "Agent Based Science Teaching." ENDOXA 1, no. 14 (January 1, 2001): 35. http://dx.doi.org/10.5944/endoxa.14.2001.5016.

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48

Greenstein, George. "Teaching Science by Seminar." Physics Today 47, no. 5 (May 1994): 69–70. http://dx.doi.org/10.1063/1.2808498.

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49

Weiss, Iris R., and Joan D. Pasley. "Teaching Math and Science." Phi Delta Kappan 88, no. 9 (May 2007): 669–75. http://dx.doi.org/10.1177/003172170708800908.

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50

Marshall, Stephen. "Men, teaching and science." Five to Eleven 3, no. 7 (December 2003): 6. http://dx.doi.org/10.12968/ftoe.2003.3.7.6a.

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