Опубликована Апрель 10, 2012

This is a longitudinal study aimed at revealing the beliefs of prospective science teachers in the College of Education at Sultan Qaboos University/Sultanate of Oman about science teaching. To achieve this aim a Draw-A-Science-Teacher-Test Checklist (DASTT-C) tool was used. The study sample consisted of (45) prospective science teachers in the College of Education at Sultan Qaboos University. The instrument was applied to the sample three times: before the Science Method I course, after finishing this course and after finishing the Science Method II course and the Practicum. The results revealed that after completing the Science Methods I course, prospective science …

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Опубликована Апрель 10, 2012

Student attitudes toward science and content achievements were examined in three secondary Biology I classrooms using an environmentally place-based curriculum as well as a traditional curriculum. Student attitudes were measured using Likert-scale science attitude surveys administered at the beginning of the school year and once again following completion of weeklong ecology curricula. Content achievements were assessed on a pre- and post-test as well as an end-of-unit test. The quantitative results show some attitude measures are correlated with ability-group tracking, and that little change in science attitudes occurred during the course of the study for the three groups. Results also indicate …

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Опубликована Апрель 10, 2012

This research studied the development of preservice teachers’ understandings and attitudes about teaching science through playful experiences. Subjects were 94 senior preservice teachers in two sections of a science methods class on teaching preschool children. Data sources were semi-structured interviews and open-ended questionnaire at the beginning and end of the semester, students’ reflections on their field placement implementation, and a Playful Science Survey. At the beginning of the course, preservice teachers perceived teaching science through play primarily as drama and puppetry and saw it as an instrument for teaching, demonstrating, having fun, making competition, and making learning easier. At the …

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Опубликована Апрель 10, 2012

Book review Metacognition in Science Education

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Опубликована Апрель 10, 2012

Book review The Inclusion of Environmental Education in Science Teacher Education

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Опубликована Апрель 10, 2012

Creative thinking in Environmental Education (EE) remains greatly under researched topic. Research on teachers’ conceptions of creative thinking within EE context is also limited, although their role in facilitating creative thinking in students is well documented. The small-scale qualitative study presented here investigates Greek secondary teachers’ conceptions of creative thinking in EE. Empirical data were collected based on nonstructured interviews with 20 secondary teachers with diverse backgrounds and subject expertise. Among the findings of the study is that participants view creative thinking as a thinking process that can or should be enhanced within the context of EE. All four key …

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Опубликована Янв. 10, 2012

Research design and methods in educational neuroscience involve using neuroscientific tools such as brain image technologies to investigate cognitive functions and inform educational practices. The ethical challenges raised by research in social neuroscience have become the focus of neuroethics, a sub-discipline of bioethics. More specifically here, we give an overview of neuroethical issues arising from brain imaging studies and neuropharmacology in education, from neuromyths to potential stigmatization of learners, and discuss the relevance of establishing the field of educational neuroethics. We argue that by integrating ethical positions to research design and methods in educational neuroscience, it would become possible to …

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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 …

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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. …

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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 …

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