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Готові списки джерел за темами / School Science Model

Добірка наукової літератури з теми "School Science Model"

Автор: Grafiati

Опубліковано: 7 липня 2024

Оновлено: 7 липня 2024

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Статті в журналах з теми "School Science Model":

1

Kurilovas, Eugenijus, and Virginija Birenienė. "EUROPEAN SCIENCE SCENARIOS AND SCHOOL INNOVATION MATURITY MODEL." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 76–81. http://dx.doi.org/10.48127/gu/14.20.76.

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In the paper, European school innovation maturity model and CCL project‘s Science learning scenarios implemented in Lithuanian schools are presented. The paper aims to analyse how these scenarios meet the levels of European school innovation maturity model, and thus to identify school‘s current position on the innovation maturity model. This analysis allows schools to formulate their future educational policy seeking higher innovation maturity level. Key words: school innovation maturity model, Science learning scenarios, information and communication technologies, personalisation.

2

Ismail, Mohd Erfy, Mohd Ali Samsudin, Nor Fadila Mohd Amin, Nurzatulshima Kamarudin, Khairul Azhar Mat Daud, and Lilia Halim. "Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model." International Journal of Engineering & Technology 7, no. 4.30 (November 30, 2018): 423. http://dx.doi.org/10.14419/ijet.v7i4.30.22354.

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The purpose of this study is to examine the extent to which home context, classroom context and school context influence students' science achievement in Trends in International Mathematics and Science Study (TIMSS) 2011. This study involved a total of 5733 respondents from 180 secondary schools in Malaysia based on TIMSS 2011 data. Random sampling using two stage stratified cluster sampling technique was done in selecting the sample. This study also proposes a model containing two exogenous constructs which are parental involvement and school discipline as well as two endogenous constructs which are attitudes towards science and science achievement. This study used structural equation modeling (SEM) technique to test the direct model, indirect model and to determine the strength of the relationship between one variable with another variable. The findings showed that parental involvement has a direct effect on students' attitudes toward science and students' science achievement while the student attitudes towards science have a negative relationship towards students' science achievement.

3

Ernawati, M. Dwi Wiwik, Haryanto Haryanto, Harizon Harizon, Yusnidar Yusnidar, Nikma Nur Qoidah, and Mitha Udhiyah. "Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects." Integrated Science Education Journal 4, no. 3 (September 30, 2023): 123–27. http://dx.doi.org/10.37251/isej.v4i3.733.

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Purpose of the study: This study aims to evaluate teachers' responses to two learning models, namely problem-based learning and scaffolding, in the context of science subjects at Junior High School Negeri Satu Atap Pematang Jering. Methodology: The methodology used was descriptive quantitative research with a population of teachers in the school. The research sample consisted of 16 teachers selected by purposive sampling. Data were analyzed using descriptive statistics. Main Findings: The main finding of this study shows that most teachers (75%) in Junior High School Negeri Satu Atap Pematang Jering responded positively to the use of problem-based learning and scaffolding models in science learning. These results indicate that both learning models effectively improve the quality of teaching and students' understanding of science materials. Novelty/Originality of this study: The novelty of this research lies in its specific focus on analyzing teachers' responses to problem-based learning and scaffolding models. This research contributes to the existing literature in this field by providing a deeper understanding of how these two learning models can be applied in science learning in secondary schools. The results of this study can serve as a guideline for teachers and schools in selecting and implementing effective learning strategies to improve teacher competence and student learning outcomes in science subjects.

4

Pre-College Task Force Comm. of the, CORPORATE. "ACM model high school computer science curriculum." Communications of the ACM 36, no. 5 (May 1993): 87–90. http://dx.doi.org/10.1145/155049.155074.

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5

Amini, R., Usmeldi, and Y. Helsa. "Integrated model in science for elementary school." Journal of Physics: Conference Series 1088 (September 2018): 012057. http://dx.doi.org/10.1088/1742-6596/1088/1/012057.

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6

Suprihatiningrum, Jamil, Carolyn Palmer, and Carol Aldous. "Science and special education teachers create inclusive classroom practice in science." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 2 (November 6, 2022): 129–42. http://dx.doi.org/10.21831/jk.v6i2.49858.

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The purpose of this research was to examine how co-teachers collaborate interdependently to make the science classroom inclusive for all students. Seven participants; two science teachers of School Smart; two science teachers of School Brainy; support teachers of School Smart and Brainy respectively; and Lily, the head of the inclusion program of School Brainy were selected purposively. As a qualitative description study, data were collected through semi-structured interviews, classroom observations, and instructional document analysis. Data collected were analyzed through a deductive approach using co-teaching as a predetermined framework. The findings indicate that the co-teachers in two schools were teaching collaboratively through co-planning, co-instructing, and co-assessing. Co-teachers from both schools claimed that most of the time spent collaborating was on co-instruction rather than co-planning and co-assessment. In School Smart, the co-teaching between science and the support teacher, called an alternative teaching model, is operating more effectively in terms of planning, scheduled meetings to discuss instructional planning and its implementation compared to School Brainy. Co-teachers in School Smart work more interdependently and collaboratively than the co-teachers in School Brainy

7

Nuruddin, Mochammad, and Rahmat Agus Santoso. "Model of Integrated Vocational School (SMK) Products in Gresik Regency." Engineering Management Research 5, no. 2 (June 30, 2016): 8. http://dx.doi.org/10.5539/emr.v5n2p8.

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<p>The main goal of this study is to do needs and potential analysis of products in each vocational school in Gresik regency that is expected to create products integration based on the excellence of vocational secondary schools, thus it is necessary to sustain ably design an identification concept of potency and integration model. By using the design of Research and Development some necessary steps taken into account: a) identification of vocational high schools (SMK), b) SWOT analysis, c) cluster analysis, d) mapping of vocational high schools (SMK). The second stage (consolidation and integration), consists of the following activities: a) vocational high schools (SMK) grouping, b) designing a model of integration, c) conducting consolidation among related parties, d) implementing synergistic product integration. The results of the identification of Vocational High School (SMK) potency in Gresik based on the clusters that are formed in the effort of realizing a model design of integration products in Vocational High School (SMK) which refers to the spectrum of field, program and science package, hence two kinds of alternative product integration, namely 1) The product integration of Technology and Engineering field spectrum, Automotive Engineering program and Light Vehicle Engineering science package. 2) Product integration of the spectrum of Information and Communication Technology science field, Computer Engineering and Informatics science program and Computer Engineering and Network science package, so that the integration model of product which is formed needs synergetic a pattern of integration by the (3) related parties in order to produce excellent local product of Gresik regency, the synergetic integration model pattern will run optimally when each party has a high commitment to the creation of local superior products generated by Vocational High School in Gresik regency in order to face the era of global markets which can be realized through the integration of Vocational High School products.</p>

8

Ward, Nigel. "Towards a Model of Computer Science Graduate Admissions Decisions." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 3 (May 20, 2006): 372–83. http://dx.doi.org/10.20965/jaciii.2006.p0372.

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Potential applicants to graduate school find it difficult to predict, even approximately, which schools will accept them. We have created a predictive model of admissions decision-making, packaged in the form of a web page that allows students to enter their information and see a list of schools where they are likely to be accepted. This paper explains the rationale for the model’s design and parameter values. Interesting issues include the way that evidence is combined, the estimation of parameters, and the modeling of uncertainty.

9

Halkitis, Perry N. "A Model for Elementary School Gifted Science Education." Gifted Child Today Magazine 13, no. 4 (July 1990): 12–16. http://dx.doi.org/10.1177/107621759001300404.

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10

Merritt, Susan M., Charles J. Bruen, J. Philip East, Darlene Grantham, Charles Rice, Viera K. Proulx, Gerry Segal, and Carol E. Wolf. "ACM model high school computer science curriculum (abstract)." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 309. http://dx.doi.org/10.1145/169073.169545.

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Дисертації з теми "School Science Model":

1

Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.

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Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.

2

krupnik-Gottlieb, Michal. "Toward a model of science and mathematics integration in school curriculum." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298921602.

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3

Sun, Wei. "The relationship among middle school students' motivation perceptions of science class, science identification and career goals." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83454.

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This dissertation examined the extent to which pre-high school students' motivation-related perceptions of their science class affected their science identification, which sequentially affected their future science-related career goals. The MUSIC® Model of Motivation (Jones, 2009, 2018) includes five components (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) and is designed to help teachers design instruction to promote students' motivation. Domain identification (Osborne and Jones, 2011) is a concept closely related to students' motivation and academic outcomes. In this study, data was collected from 311 pre-high school students and Structural Equation Modeling (SEM) analysis was conducted to test the structure pattern among the MUSIC model components, science identification, and science-related career goals. Results indicate that with three of the MUSIC model components (i.e., usefulness, success, and interest) significantly related to students' science identification, students' science identification was highly correlated to their science career goals. Moreover, this study demonstrated the structure patterns among the MUSIC model components and science identification varied by gender by conducting multi-group SEM analyses for a separate female sample (N = 161) and male sample (N = 150). Consistently, students' science identification was a strong predictor of their science career goals in both female and male groups. These findings are important for STEM educators because they indicate that it may be possible for teachers to impact students' science identification and career goals by focusing on students' perceptions of the MUSIC model components in science class. Moreover, these results contribute to the study of the large gender gap in STEM careers. Teachers can focus on specific teaching strategies and help female students develop their science identification in ways that lead to their long-term science-related career goals.
Ph. D.

4

Haynes, Dawn (Dawn Marie). "Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278783/.

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The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.

5

Delaney, Alice. "Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3259/.

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The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.

6

Fan, Meng. "Stability of Academic Performance Across Science Subjects Among Chinese Students." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/15.

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With data describing 110,520 eighth grade students from 592 junior high (middle) schools in China, a three-level hierarchical linear model was developed in this study to create a multivariate multilevel environment to examine (a) the effects of student-level and school-level variables on science achievement in four subject areas (science inquiry skills, biology, earth science, and physics) and (b) the consistency or stability of academic achievement across the four subject areas among students and among schools. Results indicated that (a) student characteristics, including gender, parental SES, time spent in learning, and the type of family separation, were related to high academic achievement in each of the four science subject areas, (b) no school characteristics were found to be significant factors to affect students’ academic performance in any of the four science subject areas, (c) both students and schools with high academic achievement in one subject area also showed high academic achievement in other subject areas, and (d) the consistency or stability of science performance over the four subject areas did not depend on student characteristics and school characteristics.

7

Newton, Lynn Denise. "Teachers' questioning in primary school science : developing children's causal understanding through a mental model approach." Thesis, University of Newcastle Upon Tyne, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307937.

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8

Brockbank, Brennan R. "Decision Making Associated with Selecting an Integrated or a Discipline Model for Middle School Science Instruction." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617246.

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Purpose. This study sought to identify, understand, and describe the decision-making processes used by school districts to determine the middle school science course sequence as part of the adoption of the Next Generation Science Standards. Additionally, this study explored and described the expressed comments, feelings, and beliefs of participants involved in the decision process about their experience in the decision-making process and the outcome.

Methodology. This multiple case study focused on four cases—three school districts that chose the integrated approach and one district that chose the discipline approach. Ten participants represented the four school districts. Data were collected from each participant utilizing personal face-to-face interviews.

Findings. Significant findings included: Administrators tended to defer to teachers, because of their expertise, to promote consensus and teacher buy-in; prolonged discussions led to expressions of demoralization among teachers; each of the four school districts used a different approach to the decision—one depended on expertise of a dedicated science education leader to make a command decision, while three districts included a broad set of participants to promote consensus; conceptual structuring devices facilitated decision making; science teachers with discipline-specific backgrounds tended to prefer the discipline model and were more reluctant to adopt the integrated approach; the professional identity of the science teacher influenced their preference and their feelings about the outcome; and each participant expressed unique perceptions of who was involved in the decision—teachers tended to downplay the importance of their own influence and to describe the ultimate decision as being in the hands of administrators.

Conclusions. There is no best approach to selecting a middle school science course sequence. Multiple decision-making approaches resulted in acceptable outcomes, but any approach can be improved by taking steps to promote levels of trust among constituents.

Recommendations. Educational leaders must understand how the professional identity and science content expertise of science teachers influence their preferences of curricular sequencing. Leaders interested in developing consensus should take careful steps to promote transparency and trust. Participants in the decision should be provided professional development to limit ambiguity, provide guidelines, and promote structuring devices to facilitate the decision.

9

Franks, Ruth Ann. "An investigation into the effectiveness of the "trainer of trainers" model for in-service science professional development programs for elementary teachers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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10

Capelle, Michael J. (Michael John). "Improving equipment performance through queueing model applications." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/38050.

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Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1995, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.
Vita.
Includes bibliographical references (p. 73-74).
by Michael J. Capelle.
M.S.

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Книги з теми "School Science Model":

1

Study, Biological Sciences Curriculum. Making sense of multidisciplinary science: A model for successful high school implementation. Colorado Springs, CO: BSCS, 2009.

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2

International Conference on Innovative Approaches for Sustainable Capacity Building for Insect Science Leadership in Africa (1991 Bellagio, Italy). Insect science education in Africa: The ICIPE Graduate School model : proceedings. [New York]: Rockefeller Foundation, 1991.

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3

Ebenezer, Jazlin V. Learning to teach science: A model for the 21st century. Scarborough, ON: Prentice Hall Allyn & Bacon Canada, 1999.

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4

Ebenezer, Jazlin V. Learning to teach science: A model for the 21st century. Upper Saddle River, N.J: Merrill, 1998.

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5

McNaughton, S. Designing better schools for culturally and linguistically diverse children: A science of performance model for research. New York, NY: Routledge, 2011.

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6

International School of Subnuclear Physics (42nd 2004 Erice, Italy). How and where to go beyond the standard model: Proceedings of the International School of Subnuclear Physics. Singapore: World Scientific, 2007.

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7

International School of Subnuclear Physics (30th 1992 Erice, Italy). From superstrings to the real superworld: Proceedings of the International School of Subnuclear Physics. Singapore: World Scientific, 1993.

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8

Thi, Nguyen Hanh, and Educational Resources Information Center (U.S.), eds. Modes of meaning in high school science. Albany, NY: National Research Center on English Learning & Achievement, the University at Albany, State University of New York, 2002.

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9

Rodionov, Mihail, Ekaterina Guseva, Gennadiy Shabanov, Evgeniy Budkin, and Lidiya Kapkaeva. Ways and means of ensuring continuity of education between a school and a military university (based on the material of mathematics and computer science). ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1868917.

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The monograph builds a model of profiling the education of schoolchildren based on the implementation of an integrated elective course of military engineering orientation. The main means of ensuring the effective functioning of this model is a system of educational military-applied tasks, the solution of which is carried out with the help of a certain mathematical apparatus using computer support. It is shown that an important factor in the implementation of the continuity of relations between the school and the military university is the effective adaptation of junior cadets to the conditions of university education. Accordingly, the adaptive capabilities of the creative educational environment of the military university are revealed. For students (cadets), postgraduates (adjuncts) and teachers of military and pedagogical universities, as well as for a wide range of readers interested in military training.

10

Schools, New Jersey Legislature Joint Committee on the Public Schools Subcommittee on Innovative Programs and Charter. Subcommittee meeting of Joint Committee on the Public Schools, Subcommittee on Innovative Programs and Charter Schools: An in-depth look at career and technical education as a model for high school reform : [March 23, 2009, Marine Academy of Technology and Environmental Science, Manahawkin, New Jersey]. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2009.

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Частини книг з теми "School Science Model":

1

González, Juan Carlos, Christianne Dalforno, Remo Suppi, and Emilio Luque. "A Fuzzy Logic Fish School Model." In Lecture Notes in Computer Science, 13–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01970-8_2.

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2

Rea-Ramirez, Mary Anne, and Maria Cecilia Núñez-Oviedo. "Model Based Reasoning Among Inner City Middle School Students." In Model Based Learning and Instruction in Science, 233–53. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6494-4_13.

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3

Hacker, Michael. "A Model for Integrated Mathematics, Science, and Technology Education Staff Development." In Technology Education in School and Industry, 310–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57897-7_21.

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4

Lorenz, Birgy, Kaido Kikkas, Mart Laanpere, and Edmund Laugasson. "A Model to Evaluate Digital Safety Concerns in School Environment." In Lecture Notes in Computer Science, 707–21. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39483-1_64.

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5

Treur, Jan. "Do Network Models Just Model Networks? On the Applicability of Network-Oriented Modeling." In 3rd International Winter School and Conference on Network Science, 21–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55471-6_3.

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6

Yuliasma and Mukhaiyar. "Practicality of Dance Learning Model Using Story in Elementary School." In Advances in Social Science, Education and Humanities Research, 127–30. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-124-1_19.

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7

Soto-DeLaVega, Manuel, Camilo Molina, Adolfo Tovar Quiroz, Jairo Chegwin Cera, and Juan Carlos Luna Marrugo. "A Mixed Integer Linear Programming Model for School Timetable in Cartagena." In Communications in Computer and Information Science, 290–300. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-46739-4_26.

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8

Jenkins, E. W. "Constructivism in School Science Education: Powerful Model or the Most Dangerous Intellectual Tendency?" In Science Education and Culture, 153–64. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0730-6_10.

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9

Eirdosh, Dustin, and Susan Hanisch. "A Community Science Model for Inter-disciplinary Evolution Education and School Improvement." In Synthese Library, 125–46. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33358-3_7.

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10

Prayitno, Harun Joko, Shafira Dyah Utami, Nur Amalia, Ratnasari Dyah Utami, Eko Purnomo, and Muhammad Nizaar. "Circural School: As a Model for Integrating 21st Century Environmental Care Character Education in Elementary Schools." In Advances in Social Science, Education and Humanities Research, 279–95. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-226-2_23.

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Тези доповідей конференцій з теми "School Science Model":

1

Merritt, Susan M., Charles J. Bruen, J. Philip East, Darlene Grantham, Charles Rice, Viera K. Proulx, Gerry Segal, and Carol E. Wolf. "ACM model high school computer science curriculum (abstract)." In the twenty-fourth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/169070.169545.

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2

Hazzan, Orit. "A model for high school computer science education." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352233.

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3

Ferreira, Ana Paula Ludtke. "Model Checking." In 2011 Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2011. http://dx.doi.org/10.1109/weit.2011.34.

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4

Untari, Esti, and Sukamti Sukamti. "Science Learning in Elementary School with Project Based Learning Model." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.10.

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5

von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.

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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.

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Joshi, Alark, Amit Jain, Ernie Covelli, Jyh-haw Yeh, and Tim Andersen. "A Sustainable Model for High-School Teacher Preparation in Computer Science." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028638.

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Meng, Qingyun. "The Research of Higher Vocational School Mechanical Engineering Training Center Building Model by School-enterprise Cooperation." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.207.

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Duarte, Lucio Mauro. "Behaviour Model Extraction from Software." In 2013 2nd Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2013. http://dx.doi.org/10.1109/weit.2013.19.

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Prananosa, Ahmad Gawdy, Mochamad Wahyudi, and Suparno Eko Widodo. "Model Development of School Database Management Information System." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282111.

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Muchsin, Muchsin, and Hambali Hambali. "Development of Conflict Management Model Based School at Junior High School." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294207.

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Звіти організацій з теми "School Science Model":

1

Wachen, John, Steven McGee, Don Yanek, and Valerie Curry. Coaching Teachers of Exploring Computer Science: A Report on Four Years of Implementation. The Learning Partnership, January 2021. http://dx.doi.org/10.51420/report.2021.1.

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In this technical report, we examine the implementation of a coaching model for teachers of the Exploring Computer Science course in Chicago Public Schools over a period of four academic years (from 2016-2017 to 2019-2020). We first provide a description of the coaching model and how it evolved over time. Next, we present findings from a descriptive analysis of data collected through logs of coaching interactions and surveys of ECS teacher coaches during the 2019-2020 school year. Coaching logs and survey data were also collected during the 2018-2019 school year and, where appropriate, we compare results across years. We then discuss the products that were produced by the coaching team to support the implementation of the model. Finally, we provide an overview of next steps for the coaching team in the 2020-2021 school year and beyond.

2

wang, peng, and xiaobo wu. The Implementation Strategy of the "Four Single" Model in Digital Textbooks for Deep Learning: Taking the "Biology and Environment" Unit of the Second Volume of the Fourth Grade of Primary School Science in Hunan Science & Technology Press as an Example. New Course Rivew, March 2023. http://dx.doi.org/10.58911/bdic.2023.10.001.

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3

Kaminski, Linda, Magaly Lavadenz, Elvira Armas, and Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, November 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.

4

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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Cabrol, Marcelo, Pablo Ibarrarán, and Emma Näslund-Hadley. Beyond Chalk and Talk: Experimental Math and Science Education in Argentina. Inter-American Development Bank, November 2009. http://dx.doi.org/10.18235/0008581.

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Primary-school students in Argentina score low in international assessments of learning, particularly in math and science. To help remedy this situation, the Inter-American Development Bank is supporting a pilot study to identify pedagogical models that will enhance learning.

6

McGee, Steven, Randi McGee-Tekula, and Jennifer Duck. Does a Focus on Modeling and Explanation of Molecular Interactions Impact Student Learning and Identity? The Learning Partnership, April 2017. http://dx.doi.org/10.51420/conf.2017.1.

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The Interactions curriculum and professional development program is designed to support high school teachers in their transition to the physical science Next Generation Science Standards. Through curriculum materials, an online portal for delivering the digital materials, interactive models of molecular phenomena, and educative teacher guide, teachers are able to support students in bridging the gap between macroscopic and sub-microscopic ideas in physical science by focusing on a modeling and explanation-oriented exploration of attractions and energy changes at the atomic level. During the fall semester of the 2015-16 school year, The Learning Partnership conducted a field test of Interactions with eleven teachers who implemented the curriculum across a diverse set of school districts. As part of the field test, The Learning Partnership examined the impact of teachers’ inquiry-based teaching practices on student learning and identification with the scientific enterprise. The results indicate that students had statistically significant growth in learning from the beginning to end of unit 2 and that the extent to which teachers engaged students in inquiry had a positive statistically significant influence on the growth rate and a statistically significant indirect impact on students’ identification with the scientific enterprise.

7

Papadopoulos, Yannis. Ethics Lost: The severance of the entrenched relationship between ethics and economics by contemporary neoclassical mainstream economics. Mέta | Centre for Postcapitalist Civilisation, 2021. http://dx.doi.org/10.55405/mwp1en.

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In this paper we examine the evolution of the relation between ethics and economics. Mainly after the financial crisis of 2008, many economists, scholars, and students felt the need to find answers that were not given by the dominant school of thought in economics. Some of these answers have been provided, since the birth of economics as an independent field, from ethics and moral philosophy. Nevertheless, since the mathematisation of economics and the departure from the field of political economy, which once held together economics, philosophy, history and political science, ethics and moral philosophy have lost their role in the economics’ discussions. Three are the main theories of morality: utilitarianism, rule-based ethics and virtue ethics. The neoclassical economic model has indeed chosen one of the three to justify itself, yet it has forgotten —deliberately or not— to involve the other two. Utilitarianism has been translated to a cost benefit analysis that fits the “homo economicus” and selfish portrait of humankind and while contemporary capitalism recognizes Adam Smith as its father it does not seem to recognize or remember not only the rest of the Scottish Enlightenment’s great minds, but also Smith’s Theory of Moral Sentiments. In conclusion, if ethics is to play a role in the formation of a postcapitalist economic theory and help it escape the hopeless quest for a Wertfreiheit, then the one-dimensional selection and interpretation of ethics and morality by economists cannot lead to justified conclusions about the decision-making process.

8

Sokolyuk, O. M., N. P. Dement, O. P. Pinchuk, and O. V. Slobodyanyk. Features of the use of computer simulations in the school physics course. NAES of Ukraine, 2019. http://dx.doi.org/10.33407/lib.naes.717235.

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The article is devoted to the problem of increasing the methodological level of teaching subjects of the natural mathematical cycle, in particular physics, in institutions of general secondary education. It is noted that the formation of basic competencies in the natural sciences and technologies is possible through the active use of computer-oriented technical means in the educational process. Working with computer models in physics lessons creates the conditions for the realization of cognitive activity of students, positively affects the formation of both the motivational and the substantive-process component of the subject competence of students.

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Van Raden, Stephanie. The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.370.

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10

Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.