Dimitrios Theodorakis, science teacher

2021 ◽  
Vol 62 (6) ◽  
pp. 6.43-6.43
Keyword(s):  
Science Teacher

Abstract Teacher Dimitrios Theodorakis talks about inspiring children with astronomy and talking at two NAM meetings eight years apart.

Editor's Corner: Write for the Science Teacher (part 2)

2016 ◽  
Vol 083 (03) ◽  
Author(s):  
Steve Metz
Keyword(s):  
Science Teacher

Application of Programming Curriculum for Pre-service Science Teacher and Examination of their Perceptions about Programming

2016 ◽  
Vol 16 (10) ◽  
pp. 825-842
Author(s):  
Kongju Mun ◽  
◽  
Jiyeong Mun ◽  
Se mi Kim ◽  
Sung-Won Kim ◽  
...  
Keyword(s):  
Science Teacher ◽  
Service Science

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals PLC model for science teacher development at the basic educational level

2021 ◽  
Vol 1835 (1) ◽  
pp. 012064
Author(s):  
Phasarabet Wetwiriyasakul ◽  
Chachawee Kaeomani ◽  
Silchai Suwanmanee
Keyword(s):  
Science Teacher ◽  
Teacher Development ◽  
Educational Level

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

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