Harkirat S Dhindsa
Sharizal-Emran
Опубликована Окт. 11, 2011
In Brunei, more girls are enrolled at the institutions of higher education than boys. The aim of this study was to evaluate if a constructivist teaching approach, enriched with interactive whiteboard technology could empower males to minimize gender differences in achievement in Chemistry. Two groups of students were taught for six weeks: one group using the constructivist teaching approach enriched with interactive whiteboard technology and the other group using a traditional teaching approach. The results of the study demonstrated statistically significant gender differences in pre-test mean achievement scores of both the groups. There were statistically significant gender differences in post-test …
Oduola O Abiola
Harkirat S Dhindsa
Опубликована Янв. 10, 2012
During the last decade of the 20th century (the decade of the brain) large sums of money were spent in researching how the brain works in relation to our day-to-day activities. As a result, we now know to a much greater extent the roles played by various regions of the brain when we are carrying out various activities including learning. We also know that different types of rewards and instruments can stimulate specific parts of the brain which enable individuals to carry out their daily chores efficiently. These findings when applied to a classroom learning situation, which is a step …
Salmiza Saleh
Опубликована Янв. 10, 2012
The aim of this study was to assess the effectiveness of Brain Based Teaching Approach in enhancing students’ scientific understanding of Newtonian Physics in the context of Form Four Physics instruction. The technique was implemented based on the Brain Based Learning Principles developed by Caine & Caine (1991, 2003). This brain compatible strategy involves specific attention and consideration towards seven main steps; (i) Activation, (ii) Clarify the outcome and paint big picture of the lesson, (iii) Making connection, (iv) Doing the learning activity, (v) Demonstrate student understanding, (vi) Review for student recall and retention and (vii) Preview the new topic. …
Dr. Vasilia Christidou
Опубликована Апрель 10, 2011
During the last decades students‟ science-related interests, attitudes, and images of science and scientists, and their differentiations according to gender, culture, and socio-economic status have been investigated by a multitude of research studies. These aspects of students‟ voices seem to be interrelated and to also affect students‟ achievement in science and their relevant study and career aspirations. Moreover, school science and teachers, as well as popular science are considered as factors determining students‟ voices. This paper attempts a mapping of relevant literature in order to highlight crucial outcomes and draw educational and research implications. It is suggested that a comprehensive …
Dr. Ron Wagler
Dr. Amy Wagler
Опубликована Июль 10, 2011
Invertebrates perform many beneficial and essential ecological services for humans. Despite this, the general public tends to view them negatively. Preservice elementary teachers often find themselves in a tenuous position because they possess the same negativity toward invertebrates as the general public but have been commissioned by United States of America national and state standards to teach their future students about the very invertebrates they distain. This study investigated the effect frequent direct contact with Madagascar hissing cockroaches (Gromphadorhina portentosa) in an educational setting had on preservice elementary teacher‟s arthropod (i.e., a subset of invertebrates) attitude and likelihood of arthropod …
Christoph Randler
Philipp Mayring
Eberhard Hummel
Michaela Gläser-Zikuda
Franz X. Bogner
Опубликована Окт. 10, 2011
Research has shown that emotions play a significant role in the learning process and academic achievement. However, the fact that measurement of emotions during or after instruction usually requires written responses on lengthy research instruments has been given as a reason why researchers have tended to avoid research on this topic in classrooms. Consequently, we developed a short Likert-scale instrument which used only three items within the three factors of interest, well-being and boredom to measure adolescent emotions during instruction in science education. We present four different studies in four populations to assess the validity of the scale. In order …
Ingrid Glowinski
Horst Bayrhuber
Опубликована Окт. 10, 2011
Student labs are out-of-school learning environments that are assumed to promote students‟ interest in science. They are characterised by aspects of situated and authentic learning, a prominence of application contexts presented by scientists, and a high amount of practical work. Research has shown the potential for promoting students‟ interest in science for each of these aspects when implemented separately as a teaching approach in science education. This study aims to explore, whether (i) these aspects can be shown to be separately effective on students‟ interest even when realised jointly in the learning environment and, if so, (ii) which reciprocal effects …
Haluk Özmen
Опубликована Янв. 10, 2011
This study was conducted to determine 4th, 5th, and 6th grade primary students‟ conceptions about the particulate nature of matter in daily-life events. Five questions were asked of students and interviews were used to collect data. The interviews were conducted with 12 students, four students from each grade, after they finished the formal courses related to the particulate nature of matter. The results show that the understanding level of students in all grades about the microscopic properties of matter was quite low. They have little knowledge of or alternative conceptions about the microscopic properties of the particles such as the …
Dr. Astrid Steele
Опубликована Янв. 10, 2011
Traditional secondary science education draws on markedly different pedagogies than those made use of in contemporary environmental education, therefore, embedding environmental education within secondary science curriculum presents both epistemological and practical difficulties for teachers. This ethnographic study examines the work of six secondary science teachers in Northern Ontario, Canada, as they engage in an action research project focused on merging environmental education in their science lessons. Over the course of five months the teachers examine and discuss their views and their professional development related to the project. In the place of definitive conclusions, six propositions relating the work of secondary …
Georgia Liarakou
Ilias Athanasiadis
Costas Gavrilakis
Опубликована Янв. 10, 2011
The purpose of this study was to investigate what Greek secondary school students (grades 8 and 11) believe about the greenhouse effect and climate change. A total of 626 students completed a closed-form questionnaire consisting of statements regarding the causes, impacts and solutions for this global environmental issue. The possible influence of three factors – i.e. educational level, gender and previous participation in Environmental Education extracurricular programs – on students‟ ideas was examined. The results suggest that eleventh graders were much better informed than eighth graders although some of the misconceptions reported in the literature (such as the cause-effect relationship …