scholarly journals Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
R. M. Price ◽  
C. J. Self ◽  
W. C. Young ◽  
E. R. Klein ◽  
S. Al-Noori ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching Experience ◽  
Evidence Based ◽  
Student Centered ◽  
Brief Training

The Science Teaching Experience Program-Working in Science Education (STEP-WISE) provides mentorship, practice, and feedback for research postdocs who are learning and applying inclusive, evidence-based pedagogies. The program is successful and sustainable for institutions. Its salient components are outlined here.

Exploring the Use of Social Media to Advance K12 Science Education

2018 ◽  
pp. 547-560
Author(s):  
Jinjin Ma ◽  
Dickson K.W. Chiu ◽  
Jeff K.T. Tang
Keyword(s):  
Social Media ◽  
Science Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Media Use ◽  
Teaching Experience ◽  
Current Level ◽  
Student Centered ◽  
Student Centered Learning ◽  
Use Of Social Media

The astonishing popularity of social media and its emergence into the education arena has shown tremendous potential for innovations in teaching and learning. It enables student-centered learning in a more collaborative and interactive way in the online learning environment. However, few research has been conducted about how to use social media appropriately and effectively in Science education. The main purposes of this project is to explore the experience and perceptions of teachers with relevant teaching experience in using social media for K12 Science education, including the current level and scope of social media use, perception of utility, and its potential impact on science education. The implications, considerations, and challenges for and against the possible use of social media in science education were discussed with possible further research suggestions.

Exploring the Use of Social Media to Advance K12 Science Education

2016 ◽  
Vol 6 (4) ◽  
pp. 47-59 ◽  
Author(s):  
Jinjin Ma ◽  
Dickson K.W. Chiu ◽  
Jeff K.T. Tang
Keyword(s):  
Social Media ◽  
Science Education ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Current Level ◽  
Online Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Potential Impact ◽  
Use Of Social Media

The astonishing popularity of social media and its emergence into the education arena has shown tremendous potential for innovations in teaching and learning. It enables student-centered learning in a more collaborative and interactive way in the online learning environment. However, few research has been conducted about how to use social media appropriately and effectively in Science education. The main purposes of this project is to explore the experience and perceptions of teachers with relevant teaching experience in using social media for K12 Science education, including the current level and scope of social media use, perception of utility, and its potential impact on science education. The implications, considerations, and challenges for and against the possible use of social media in science education were discussed with possible further research suggestions.

scholarly journals Conceptions of Learning and Teaching for Faculty Who Teach Basic Science

2021 ◽  
Author(s):  
Helena Carvalho ◽  
Francis C. Dane ◽  
Shari A. Whicker
Keyword(s):  
Active Learning ◽  
Teaching Methods ◽  
Basic Science ◽  
Teaching Experience ◽  
Approaches To Teaching ◽  
Conceptions Of Learning ◽  
Learner Engagement ◽  
Student Centered ◽  
Learning And Teaching ◽  
Teacher Centered

Abstract Introduction Conceptions of learning and teaching refer to what faculty think about teaching effectiveness. Approaches to teaching refer to the methods they use to teach. Both conceptions and approaches range from student-centered/learning-focused (active learner engagement) to teaching-centered/content-focused (passive learner engagement). This study explored how faculty teaching experience influenced faculty conceptions and their approaches to teaching. The authors hypothesized that more experienced educators appreciate and apply active learning approaches. Methods The authors used a cross-sectional survey to collect anonymous data from the Basic Science faculty at Virginia Tech Carilion School of Medicine (VTCSOM). The survey included the Conceptions of Learning and Teaching scale (COLT; Jacobs et al. 2012) and demographic information. They assessed instrument reliability with Cronbach’s alpha and examined relationships between variables with correlation and chi-square and group differences with ANOVA. Results Thirty-eight percent (50/130) of faculty responded to the survey. COLT scores for student-centered (4.06 ± 0.41) were significantly higher (p < 0.001) than teacher-centered (3.12 ± 0.6). Teacher-centered scores were lower (p < 0.05) for younger (30–39, 2.65 ± 0.48) than older faculty (50–59, 3.57 ± 0.71) and were negatively correlated with using multiple teaching methods (p = 0.022). However, 83% (39/50) reported using both traditional lectures and active approaches. Discussion Faculty conceptions about teaching showed appreciation for active learning, but a tendency to use traditional teaching methods interspersed with student-centered ones. Teaching experience was not related to faculty conceptions but was related to their teaching approaches. The amount of time dedicated to teaching was related to the appreciation of active learning, and young teachers were more student-oriented.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

scholarly journals Ideas, politics and practices of integrated science teaching in the global Cold War

BJHS Themes ◽  
2018 ◽  
Vol 3 ◽  
pp. 167-189
Author(s):  
KRISTIAN H. NIELSEN
Keyword(s):  
Science Education ◽  
Cold War ◽  
Science Teaching ◽  
Modern Society ◽  
The United States ◽  
Integrated Science ◽  
Interest In Science ◽  
Scientific Disciplines ◽  
The Cold War ◽  
Curriculum Reforms

AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientists, psychologists and teachers promoted science education as a way to enhance the scientific and technical workforce and to counteract irrational tendencies. While US curriculum reformers were concerned about the quantity and quality of science teaching in secondary school, UNESCO wanted to introduce science as a topic in primary, secondary and vocational schools, promoting integrated science teaching as the best way to do this. From the outset, the term ‘integrated’ meant different things to different people. It not only entailed less focus on scientific disciplines and scientific method strictly defined, but also more on teaching children how to adopt a curious, experimental and engineering approach in life. By the end of the Cold War, UNESCO abandoned the idea of integrated science teaching, but it has a lasting legacy in terms of placing ways of teaching science to children at the heart of modern society.

scholarly journals Reasoning on Controversial Science Issues in Science Education and Science Communication

2021 ◽  
Vol 11 (9) ◽  
pp. 522
Author(s):  
Anna Beniermann ◽  
Laurens Mecklenburg ◽  
Annette Upmeier zu Belzen
Keyword(s):  
Science Education ◽  
Science Communication ◽  
Qualitative Content Analysis ◽  
Scientific Data ◽  
Evidence Based ◽  
Informal Reasoning ◽  
The Public ◽  
Fine Grained ◽  
Societal Issues ◽  
Category System

The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequently applied to science education. Generating evidence-based justifications for claims is central in scientific and informal reasoning. This study aims to describe attitudes and their justifications within the argumentations of a random online sample (N = 398) when reasoning informally on selected CSI. Following a deductive-inductive approach and qualitative content analysis of written open-ended answers, we identified five types of justifications based on a fine-grained category system. The results suggest a topic-specificity of justifications referring to specific scientific data, while justifications appealing to authorities tend to be common across topics. Subjective, and therefore normative, justifications were slightly related to conspiracy ideation and a general rejection of the scientific consensus. The category system could be applied to other CSI topics to help clarify the relation between scientific and informal reasoning in science education and communication.

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