Data Explorations in Ecology: Salt Pollution as a Case Study for Teaching Data Literacy

2012 ◽  
Vol 74 (7) ◽  
pp. 479-484 ◽  
Author(s):  
Cornelia Harris ◽  
Alan R. Berkowitz ◽  
Angelita Alvarado
Keyword(s):  
New York ◽  
Science Teachers ◽  
New York State ◽  
School Science ◽  
Data Exploration ◽  
High School Science ◽  
Ecological Data ◽  
Science Data ◽  
Citizenship Skills

Does working with first- and second-hand ecological data improve students’ knowledge of ecological ideas, motivation and engagement in science, data exploration, and citizenship skills (students’ ability to make informed decisions)? We have been exploring this question with high school science teachers in New York State for the past year using a framework that targets key concepts and skills in data exploration. Here, we share one curriculum unit as a model for integrating quantitative reasoning skills into the ecology classroom.

scholarly journals A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship

2021 ◽  
Vol 5 ◽  
Author(s):  
Safwatun Nida ◽  
Novida Pratiwi ◽  
Ingo Eilks
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Junior High School ◽  
Teaching Practice ◽  
Daily Life ◽  
School Science ◽  
High School Science ◽  
State University ◽  
Science Content

This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were used. Additionally, eight of the PSTs who taught a unit on environmental pollution were interviewed to more deeply explore how deeply they referred to real-world contexts in their teaching practice and whether or not they presented the topics as socio-scientific issues (SSIs). Most of the PSTs stated that they had used daily life contexts quite often when teaching. The most frequent contexts the PSTs used were daily life objects and questions related to society and the environment. The contexts were mostly introduced at the beginning of the lesson, before the science content was taught. They suggested that the function of contexts was generally for motivational purposes and for student engagement with science concepts. The contexts were rarely used to provoke societal discussions, even though the PSTs acknowledged that many contexts can be used in the sense of socio-scientific issues and were considered to potentially provoke discussions beyond science.

MODEL PENDIDIKAN KARAKTER TERINTEGRASI PEMBELAJARAN SAINS

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Wayan Sadia
Keyword(s):  
High School ◽  
Character Education ◽  
Science Teachers ◽  
Science Learning ◽  
School Science ◽  
Lesson Plans ◽  
Assessment Model ◽  
High School Science ◽  
Learning Models ◽  
High School Science Teachers

Abstract This research was conducted with the main objective to develop a model of character education integrated with science learning in elementary, junior, and senior high schools. The research was focused on the needs analysis study involving 36 elementary school science teachers, 34 junior high school science teachers and 27 senior high school science teachers to collect information on science learning in relation to character education. Data were collected by questionnaires, observation and interviewing techniques. Data were analyzed by descriptive and qualitative meaning. The results showed that: 1) character education can be developed through selection of science learning model, assessment model, and teaching materials, 2) science learning models that contribute significantly to the development of the character of students are inquiry learning, problem-based learning, cooperative learning , science-technology-society, problem solving, and contextual learning models, 3) science teacher’s responses to the character education are generally very positive and seek to develop good character through a learning process, 4) some (55.3%) science teachers include indicators of character values that to be target of learning in the syllabus and lesson plans, and some (44.7%) do not explicitly specify its, but implicitly implied in the syllabus and lesson plans. Keywords: character education, integrated science learning

scholarly journals Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 148
Author(s):  
Xiaoshan Z. Gordy ◽  
Wesley Sparkmon ◽  
Hyllore Imeri ◽  
Andrew Notebaert ◽  
Marie Barnard ◽  
...  
Keyword(s):  
Distance Learning ◽  
Science Teaching ◽  
Science Teachers ◽  
Online Teaching ◽  
Structured Interview ◽  
School Science ◽  
Qualitative Inquiry ◽  
High School Science ◽  
Technology In Teaching ◽  
Medical Interest

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

Management of personal protective equipment during the COVID-19 pandemic in England and the state of New York: A comparative case study

2020 ◽  
Vol 18 (7) ◽  
pp. 71-89
Author(s):  
Amy Barber, BSc ◽  
Annaëlle Vinzent, BS ◽  
Imani Williams, BA
Keyword(s):  
New York ◽  
Supply Chain ◽  
Health Systems ◽  
Personal Protective Equipment ◽  
New York State ◽  
The United States ◽  
Mitigation Strategies ◽  
Comparative Case Study ◽  
Protective Equipment

Background: The COVID-19 crisis placed extraordinary demands on the supply of personal protective equipment (PPE) at the beginning of 2020. These were coupled with shocks to the supply chain resulting from the disease. Many typically well-resourced health systems faced subsequent shortages of equipment and had to implement new strategies to manage their stocks. Stockpiles of protective equipment were held in both the United States and United Kingdom intended to prevent shortages. Method: Cross-comparative case study approach by applying Pettigrew and Whipp’s framework for change management. Setting: The health systems of England and New York state from January 2020 to the end of April 2020. Results: Both cases reacted slowly to their outbreaks and faced problems with supplying enough PPE to their health systems. Their stockpiles were not enough to prevent shortages, with many distribution problems resulting from inadequate governance mechanisms. No sustainable responses to supply disruptions were implemented during the study period in either case. Health systems planned interventions along each part of the supply chain from production and importing, to usage guidelines. Conclusion: Global supply chains are vulnerable to disruptions caused by international crises, and existing mitigation strategies have not been wholly successful. The existence of stockpiles is insufficient to preventing shortages of necessary equipment in clinical settings. Both the governance and quality of stockpiles, as well as distribution channels are important for preventing shortages. At the time of writing, it is not possible to judge the strength of strategies adopted in these cases.

scholarly journals Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur

2021 ◽  
Vol 3 (4) ◽  
pp. 447
Author(s):  
Shelly Efwinda ◽  
Riskan Qadar ◽  
Nita Rananda ◽  
Fanzuruni Fauhatun Mabrurah ◽  
Rahman Setiyawan
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Positive Response ◽  
School Science ◽  
High School Science ◽  
East Kalimantan ◽  
Science Technology ◽  
Post Test ◽  
Training Activities

Tujuan Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur adalah agar guru dapat memiliki keterampilan membuat proyek pembelajaran IPA jenjang SMP dan sederajat dengan mengintegrasikan bidang Science, Technology, Engineering, Art. dan Mathematics. Pelatihan diselenggarakan selama lima hari, mulai tanggal 22 hingga 26 Juni 2021 dan diikuti oleh 10 guru IPA SMP dan sederajat di Kalimantan Timur. Indikator keberhasilan kegiatan dirumuskan: 1) 80% peserta atau sebanyak 8 peserta hadir dalam pelatihan, 2) terlaksananya seluruh kegiatan pelatihan, 3) 70% peserta atau sebanyak 7 peserta mampu membuat proyek STEAM dan menyusun laporan; serta 4) respon positif dari peserta kegiatan. Instrumen yang digunakan antara lain soal pre-test dan post-test pemahaman pembelajaran berbasis STEAM serta angket respon peserta. Adapun tahapan pelaksanaan kegiatan pelatihan meliputi: 1) Tahap persiapan; 2) Tahap pelaksanaan; 3) Tahap monitoring, evaluasi dan pelaporan. Hasil evaluasi menunjukkan kegiatan pelatihan mencapai seluruh indikator keberhasilan kegiatan yaitu: 1) seluruh peserta yang diundang hadir dalam pelatihan yaitu sebanyak 10 orang, 2) seluruh kegiatan pelatihan dapat terlaksana sesuai jadwal, 3) 80% peserta mampu membuat proyek dan menyusun laporan yaitu sebanyak 8 orang, serta 4) diperoleh respon positif dari peserta kegiatan, hasil angket respon berada pada kategori sangat baik dengan persentase sebesar 95%. The purpose of the STEAM Learning Training for Junior High School Science Teachers in East Kalimantan is to have the skills to create science learning projects by integrating the fields of Science, Technology, Engineering, Art. and Mathematics. The training was held for five days, from 22 to 26 June 2021 and was attended by ten junior high school science teachers in East Kalimantan. The indicators for the success of the activities were formulated: 1) 80% of participants or as many as 8 participants attended the training, 2) the implementation of all training activities, 3) 70% of participants or as many as 7 participants were able to do STEAM projects and compile reports, and 4) positive response from activity participants. The instruments used include pre-test and post-test questions on understanding STEAM-based learning and participant response questionnaires. Implementing the training activities includes 1) Preparation stage; 2) Implementation stage; 3) Monitoring, evaluation and reporting stages. The results of the evaluation show that the training activities achieved all indicators of activity success, namely: 1) all participants invited to attend the training were 10 participants, 2) all training activities were carried out according to schedule, 3) 80% of participants were able to do projects and compile reports, which amounted to 8 participants, and 4) a positive response was obtained from the activity participants, the results of the response questionnaire were in the very good category with a percentage of 95%. 

scholarly journals ANALYSIS OF THE PRODUCTION AND MARKETING OF ORGANIC VEGETABLES IN THE STATE OF NEW YORK: A CASE STUDY

2018 ◽  
Vol 4 (2) ◽  
pp. 1-20
Author(s):  
Humberto Davi Zen ◽  
Janaína Balk Brandão
Keyword(s):  
New York ◽  
Direct Marketing ◽  
New York State ◽  
Marketing Channel ◽  
Marketing Channels ◽  
Constant Attention ◽  
Organic Certification ◽  
Productive Activities ◽  
High Coordination

The aim of this paper is to analyze the production and marketing structure of a certified family establishment for organic food production in New York State and compare it with the scientific literature. In order to establish a high coordination between the production and commercialization processes, the farmer uses a productive and business planning supported by detailed records of previous seasons and sales and constant attention to the movements and trends of the markets and of the consumers of his products. Thus, it is verified that the productive activities are oriented by a schedule elaborated according to the expectations of demand for each moment of the productive season. On the marketing side, organic certification proves to be a competitive advantage and a way of adding value to the product, and it enables access to different marketing channels, what allows the farmer to reach different groups of consumers. In this case, the direct marketing, especially in the Farmer's Market, is the most relevant marketing channel for both amount of products and revenue share.

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