Underserved Populations in Science Education: Enhancement Through Learning Community Participation A positive relationship between college anatomy students'' achievement and academic language proficiency in the context of a learning community was studied. For many students the barrier to learning science is language. It was determined that a relationship exists between low academic language proficiency and lack of success among students, in particular failure among at-risk minority and language- minority students. The study involved students of Anatomy classes at a community college in Central California having a high percentage of culturally and linguistically diverse students. Students from each semester participated in the academic language proficiency and science achievement studies. A number of students enrolled in a Learning Community (LC) that included instruction in academic language in the context of the anatomy course content. Other students also participated in Peer-led Support (PLS) sessions. Several participated in a textbook use study and in a Cooperative-Learning (CL) study.
Applying Cognitive Science to Education – Thinking and Learning in Scientific and other Complex Domains
Applying Cognitive Science to Education – Thinking and Learning in Scientific and Other Domains
Education grants true meanings to life to improve education of coming generations. Education, thus, deserves increasing attentions as time goes by. Motivation fuels progress in science and technology. Motivation creates and needs inspiration. Optimum education of science and technology bases progressive progresses in realizing quality life for all. Such an effective science education requires exellence in motivation and inspiration. Optimal mentorship skills considerably ease optimal science education. This book is a fundamental step through elite science education in the third millennium as the only means to provide quality life for humans worldwide.
Education is a powerful instrument of social, economic and cultural development and it provides the nation with qualified manpower. The present study highlights the history of Library & Information Science Education in India. The concept of curriculum prescribed by University Grant Commission in India is worth mentioning. It takes review of various teaching methods useful for Library & Information Science Teaching . The study reveals the role of Dr. S. R. Ranganathan in Library & Information Science Education. In short the present book can be used by students of Library & Information Science in general ans also by teachers in particular
In this era of science and technology, Science Education is an area of great debate at an international as well as National level, at government and school levels for many causes. Science is a core National Curriculum subject, training, recruiting and retaining the excellent science teachers is the challenge in front of many countries in the world. Teachers entering the world of science education must have through knowledge about science content, pedagogy and evaluation in science. They have also responsibility to develop interest and ability in science of their students. Science Education is a reference book for science teachers, science teacher educators, researchers in science education to be used for the evaluation of students’ interest and ability in science. The aim of this book is to help the science teachers to become more aware of how to evaluate the school students’ interest and ability in science and to impart the quality science education at school level. This book is also enabling the teachers and researcher to develop the science ability test, science achievement test and science interest inventory. This is the an output of the authors’ meticulous research work.
PROBLEMS OF SPACE SCIENCE EDUCATION AND THE ROLE OF TEACHERSPROCEEDINGS OF PSRDC1 COSPAR SYMP BIRMINGHAM 14-21 JULY 1996ADVANCES IN SPACE RESEARCH VOLUME 20 NO 7
This study strongly suggests that practical work has the capacity to enhance science education in Uganda. Despite practical works’ limitations as a pedagogical strategy, its merit bolsters the understanding of the nature of science. However, no stand-alone ‘method of instruction’can foster the understanding of the nature of science and by extension ensure a solid science education. Therefore, practical work needs to be complemented by other pedagogical methods such as ‘argumentation’, ‘science beyond the classroom’–out-door learning of science, study of the philosophy and history of science (among others). In brief, to realise the goal of science education in Uganda(i.e. science literacy)the use of practical work and other pedagogical strategies are important to help the learners understand the nature of science which would bring about fostering of science education.
Relevance is the ultimate aim of educational reforms worldwide.In Kenya, secondary school Home Science education has undergone several changes in recent years in search of relevance,which seems to be elusive . This book examines the policies and changes in Home Science education between the years 1981 and 2005. It also analyzes the teachers'' and students'' perceptions of the policies and changes. Views of teachers and students, as key players in the education process, are crucial in any attempts to attain the education relevance. The Book explores the impact of the policies and changes on objectives, content, time allocation and evaluation in the secondary school Home Science education .Contextual analysis shows that Home Science education in Kenya has evolved in terms of structure but very little in terms of the content itself. Gains made include localization of content and textbooks. However, the syllabus has increasingly become more theoretical despite the fact that this is a practical subject. Avenues for future review of the Home Science education are explored.
Learners are major stakeholders of any S&T discourse but are silent in all debates. Relevance of Science Education (ROSE) study gives a voice to the learners. These views enable judgement of the ability of science education to meet the needs, aspirations, interests and expectations of the learners. A questionnaire of 255items on a 4-point Likert scale was designed and piloted in Norway and administered in 28 countries including Zimbabwe. The study explored the views of Zimbabwean learners. Simple descriptive statistics and factor analysis was used to investigate responses from 784 Zimbabwe learners. Zimbabwe compared well with African countries but had striking differences in some items attributed to cultural and economic differences. Learners showed mature interests, real experiences and expectations for life after school. In conclusion, Zimbabwean learners found science education irrelevant. School qualifications could not guarantee tertiary education or jobs. Education should empower learners to create own jobs and participate in global issues. They were conscious of national issues and felt they could participate in HIV-AIDS and environmental problems.
This book takes stock of where we are in science education research, and considers where we ought now to be going. It explores how and whether the research effort in science education has contributed to improvements in the practice of teaching science and the science curriculum. It contains contributions from an international group of science educators. Each chapter explores a specific area of research in science education, considering why this research is worth doing, and its potential for development. Together they look candidly at important general issues such as the impact of research on classroom practice and the development of science education as a progressive field of research. The book was produced in celebration of the work of the late Rosalind Driver. All the principal contributors to the book had professional links with her, and the three sections of the book focus on issues that were of central importance in her work: research on teaching and learning in science; the role of science within the school curriculum and the nature of the science education we ought to be providing for young people; and the achievements of, and future agenda for, research in science education.
Science education is afield concerned with sharing science content and process,and the application of science have transformed the world through dramatic advances in almost all fields including medicine,engineering,computer science,agriculture,economics and the like. Secondary schools have to gear themselves to provide the required training in specific skills to meet the growing challenges of the world.Thus,this book tried to dress the way to go through major factors that affect General Secondary school students' academic achievement in science education,which is the fundamental one to the rapidly changing world.
Distinguishing the true science from pseudo-science and inherited confusions of livestock milk for optimal human nutrition and health is a growing must in all populations. Nutrition has always been integrated with human cultures and traditions. Thus, fitting education is mandatory for harmonic optimizations in public health worldwide. Research evidence embedded in specialized global insights should be provided to ease unbiased perceptions of milk nutritional values in ensuring optimal nutrition and metabolism of the modernizing world. Effective and persistent public education and insight dissemination will be future emphases and ultimate goals to be increasingly accomplished in efficiently utilizing continental natural resources.
This book investigates the distance education in Library and Information Science offered by Department of Library and Information Science at Allama Iqbal Open University (AIOU), Islamabad, Pakistan. It also explores experiences, perceptions and core competencies of alumni of Master of Library and Information Science program of the University. The study gives recommendations and provides different aspects for further research on the topic for improvement of distance education through AIOU.