scholarly journals Science Communication Versus Science Education: The Graduate Student Scientist As A K-12 Classroom Resource

2011 ◽  
Vol 2 (6) ◽  
Author(s):  
Jeff Strauss ◽  
Richard E. Shope III ◽  
Susan Terebey
Keyword(s):  
Science Education ◽  
No Child Left Behind ◽  
Los Angeles ◽  
Science Teachers ◽  
Graduate Student ◽  
Science Communication ◽  
Common Ground ◽  
Science Literacy ◽  
Science Classroom ◽  
K 12

Science literacy is a major goal of science educational reform (NRC, 1996; AAAS, 1998; NCLB Act, 2001). Some believe that teaching science only requires pedagogical content knowledge (PCK) (Shulman, 1987). Others believe doing science requires knowledge of the methodologies of scientific inquiry (NRC, 1996). With these two mindsets, the challenge for science educators is to create models that bring the two together. The common ground between those who teach science and those who do science is science communication, an interactive process that galvanizes dialogue among scientists, teachers, and learners in a rich ambience of mutual respect and a common, inclusive language of discourse (Stocklmayer, 2001). The dialogue between science and non-science is reflected in the polarization that separates those who do science and those who teach science, especially as it plays out everyday in the science classroom. You may be thinking, why is this important? It is vital because, although not all science learners become scientists, all K-12 students are expected to acquire science literacy, especially with the implementation of the No Child Left Behind Act of 2001 (NCLB). Students are expected to acquire the ability to follow the discourse of science as well as connect the world of science to the context of their everyday life if they plan on moving to the next grade level, and in some states, to graduate from high school. This paper posits that science communication is highly effective in providing the missing link for K-12 students’ cognition in science and their attainment of science literacy. This paper will focus on the “Science For Our Schools” (SFOS) model implemented at California State University, Los Angeles (CSULA) as a project of the National Science Foundation’s GK-12 program, (NSF 2001) which has been a huge success in bridging the gap between those who “know” science and those who “teach” science. The SFOS model makes clear the distinctions that identify science, science communication, science education, and science literacy in the midst of science learning by bringing together graduate student scientists and science teachers to engage students in the two world’s dialogue in the midst of the school science classroom. The graduate student scientists and the science teachers worked as a team throughout the school year and became effective science communicators as they narrowed the gulf between the two worlds.

Afterword

2019 ◽  
pp. 295-324
Author(s):  
Adrian Bardon
Keyword(s):  
Science Education ◽  
Fresh Water ◽  
Saltwater Intrusion ◽  
Science Communication ◽  
Common Ground ◽  
Water Supplies

In this chapter, the author looks at suggestions about making science communication more effective. Proposals divide roughly into those that focus on information and science education and those that focus on framing issues more effectively. Each type of approach has some promise, but neither education nor messaging has been shown to be able to significantly counteract denialism. This chapter also examines the modest progress shown in local remediation efforts, where coalitions of persons with different views about politics and environmentalism nevertheless find common ground in collaborating on issues of mutual, local interest (such as saltwater intrusion into fresh water supplies).

Bridging the Gap: Bringing Professionals into the Classroom to Effectively Teach Environmental Science Concepts

2019 ◽  
Vol 81 (9) ◽  
pp. 618-624
Author(s):  
Mallory Ware ◽  
Christie Sampson ◽  
Delaney Lann ◽  
Erica Linard ◽  
Lauren Garcia Chance
Keyword(s):  
Science Teachers ◽  
Real World ◽  
Science Communication ◽  
Environmental Science ◽  
Teaching Method ◽  
Thinking Skills ◽  
Hands On ◽  
Community Science ◽  
K 12

Hands-on learning is a highly effective teaching method for topics in STEM disciplines. Unfortunately, environmental science teachers sometimes lack the tools to engage their students in hands-on experimentation in real-world research outside of the classroom. Partnerships between science professionals and teachers can help address this disparity, and operating within an established community science program is an excellent way for teachers and professionals to provide K–12 students opportunities for involvement in real-world research. We developed a four-stage program that maximizes the benefits of bringing together members of the professional and academic sectors; the stages include Learn, Collect, Report, and Communicate (LCRC). The goal of this program is to bring science professionals into a K–12 classroom to emphasize the importance of conducting research using the scientific method, to promote responsible community science, improve students' data literacy and critical thinking skills, and highlight the relevance of science communication. We demonstrate this program with a case study using water quality research in high school AP classes. Evaluations of the case study indicate this framework, and the engagement with science professionals alters students' perceptions of science and scientists while giving them the skills, knowledge, and confidence to pursue scientific endeavors.

Projects The Eisenhower National Clearinghouse for Mathematics and Science Education

1995 ◽  
Vol 88 (9) ◽  
pp. 781
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Free Access ◽  
Library Media ◽  
Electronic Catalog ◽  
Exciting Source ◽  
Mathematics And Science Education ◽  
K 12 ◽  
Mathematics And Science Teachers ◽  
Mathematics And Science

Everj’ teacher is pressed for time and plagued by the problem of finding information about new resources quickly and efficiently. K—12 mathematics and science teachers and library media spe�cialists now have a new and exciting source of information about curriculum and professional development materials. The Eisenhower National Clearing-house for Mathematics and Science Education (ENC) allows free access to its comprehensive electronic catalog of K-12 curriculum resources.

scholarly journals Rosa Navarro-Haydon: Struggling for Locally Relevant Science Education in Puerto Rico. 1926-1966

2019 ◽  
pp. 31
Author(s):  
Wilson Javier Gonzalez-Espada
Keyword(s):  
Science Education ◽  
Puerto Rico ◽  
Public Schools ◽  
Science Teachers ◽  
Science Communication ◽  
Eminent Scholar ◽  
History Of ◽  
Magazine Articles ◽  
Writing Science ◽  
Science Magazine

Rosa Navarro-Haydon played a fundamental role during a critical turning point in the history of science education in Puerto Rico. This eminent scholar developed and implemented elementary-level science curricula for public schools, wrote and published science booklets, articles and textbooks and trained thousands of science teachers. Rosa Navarro-Haydon was one of the first scholars to engage in science communication activities in Puerto Rico, such as writing science magazine articles for the general public. Unfortunately, education and scientific communities are unaware of the countless professional contributions made by Rosa Navarro-Haydon and her life as a science educator pioneer in Puerto Rico.

A cross-cultural comparison of concepts in computer science education

2015 ◽  
Vol 32 (4) ◽  
pp. 235-256 ◽  
Author(s):  
Andreas Zendler ◽  
O. William McClung ◽  
Dieter Klaudt
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Science Teachers ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Methodological Approach ◽  
Cross Cultural ◽  
Content Type ◽  
The Us ◽  
K 12

Purpose – The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue. Design/methodology/approach – Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context. Findings – First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts. Practical implications – The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre- and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA. Originality/value – Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

Atmospheric Science Education Program at Purdue University: Summer Program for Teachers (Grades 5–9)1

1988 ◽  
Vol 69 (6) ◽  
pp. 628-635
Author(s):  
David R. Smith ◽  
Gerald H. Krockover ◽  
John T. Snow ◽  
Michelle E. Abridge ◽  
Shawn B. Harley ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Education Program ◽  
Science Classroom ◽  
Atmospheric Science ◽  
Summer Program ◽  
Educational Materials ◽  
Service Training ◽  
Purdue University ◽  
The Impact

The Atmospheric Science Education Program (ASEP) established in 1986 at Purdue University had two components: (1) To conduct a summer program for teachers on topics in atmospheric science; and (2) To develop educational materials for teaching atmospheric science to grades five through nine. The ASEP Summer Program for Teachers was conducted at Purdue University in July 1987 for selected Indiana teachers. Its purpose was to help teachers that teach science in grades five through nine to incorporate atmospheric science topics into their school curricula. The teachers participated in a four-week program that included lectures, laboratory sessions, educational applications seminars, field trips, and guest speakers. The ASEP staff also developed a series of videotapes and an accompanying set of instructional booklets for students and teachers. These materials were designed to reach a nationwide audience of students and teachers of science so they could incorporate atmospheric-related activities into the general science classroom. The participating teachers in the summer program provided input on the suitability (for the targeted school grades) of these materials, which will become available in late 1988. Follow-up visitations were made by ASEP staff to the schools of the summer participants to determine the impact of the summer program and to assist the teachers with implementation of atmospheric science into their science classrooms. These visitations and other correspondence with the participating teachers have revealed that the teachers are actively adapting the educational materials and components of the summer program instruction into their science curricula, as well as conducting in-service training for other teachers in their own school districts and at state science-teachers' meetings.

scholarly journals Sciences Teacher Education Curriculum Re-alignment: Science Education Lecturers’ Perspectives of Knowledge Integration at South African Universities

2018 ◽  
Vol 7 (1) ◽  
pp. 52 ◽  
Author(s):  
Kwanele Booi ◽  
Mamsie Ethel Khuzwayo
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Curriculum Design ◽  
Knowledge Integration ◽  
Common Ground ◽  
Science Curriculum ◽  
Resistance To Change ◽  
Sampling Strategy ◽  
Academic Knowledge ◽  
Minimum Requirements

A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately23 universities. This sampling strategy was based on selecting some universities that became Universities ofTechnology during the process of merging Higher Education Institutions (HEIs) while other universities kept theiridentity; currently being referred to as Traditional Universities. In-depth interviews and analysis of curriculumdocuments were used as sources of data acquisition to address the aim and questions explored by this study explored;necessitated by the need to implement Minimum Requirements for Teaching Education Qualification (MRTEQ)policy guidelines. The sampled universities’ identities were concealed and pseudonyms were assigned to participantsfor ethical reasons. Qualitative methods were applied for data analysis. Findings revealed that for some institutions’integration of sub-disciples of science curriculum led to contestations and debates resulting from differentphilosophical perceptions held by subject specialists in the curriculum design process. Knowledge integrationcontinues to be a contested field in universities that typifies resistance to change. Some participants demonstrated apositive disposition towards knowledge integration models which they used in curriculum development. This studyconcludes that a collaborative and collegial deliberation among science education lecturers and experts in variousknowledge domains could be a way to find common ground on issues highlighted in this study. Re-thinking andre-conceptualising knowledge organisation for science academic knowledge are appropriate to the needs of schoolcurriculum and benefit science teachers with knowledge and competences for knowledge impartation, skills andvalues in the subject.

scholarly journals En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen A Delphi study of teachers views on engagement in the science classroom

2019 ◽  
Vol 15 (2) ◽  
pp. 128-144
Author(s):  
Cristian Abrahamsson ◽  
Claes Malmberg ◽  
Ann-Marie Pendrill
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Delphi Study ◽  
Science Classroom ◽  
Emotional Expressions ◽  
Direct Connection ◽  
Academic Behavior ◽  
Scientific Content ◽  
Expert Science ◽  
High Level

What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different perspectives and that most teachers do not perceive any direct connection between specific science topics and the students’ engagement. The survey also shows that teachers to a high level interpret students’ emotional expressions and academic behavior as engagement rather than their cognitive behavior. 

scholarly journals Comparative study of scientific literacy: Indonesian and Thai pre-service science teachers report

2020 ◽  
Vol 9 (2) ◽  
pp. 261
Author(s):  
R. Ahmad Zaky El Islami ◽  
Prasart Nuangchalerm
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Education Programme ◽  
Statistical Testing ◽  
Scientific Attitude ◽  
Teacher Students ◽  
Novice Science Teacher

The changing world needs literate citizens to live with creative society. This study aimed to compare science literacy of novice science teacher students from Thailand and Indonesia. Panel participants were 95 of Thai and 71 of Indonesian novice science teacher students who have been studying in the 1st and 2nd year of study in bachelor degree of science education programme. Data were collected by employed science literacy inventory; it was used for asking four components: content of science, context of science, science process, and scientific attitude based on local wisdom of Baduy’s society. Participants are freely considered in their perception. Results showed that Thai novice science teacher students had slightly better score than those Indonesian novice science teacher students, but statistical testing is not showed the differences. The future study is required to more investigation of how they promote science literacy in their school practicum.

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