Relevant bibliographies by topics / Educational sciences, Educational sciences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational sciences, Educational sciences'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Educational sciences, Educational sciences"

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Stansfield, William D. "Educational Curriculum Standards & Standardized Educational Tests: Comparing Apples & Oranges?" American Biology Teacher 73, no. 7 (September 1, 2011): 389–93. http://dx.doi.org/10.1525/abt.2011.73.7.4.

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Mandated biology curriculum standards and standardized tests may vary widely from one state to another, making academic-performance comparisons among the states problematic. This report outlines the effects of the "No Child Left Behind" law and uses California as a test case against which teachers in other states may make comparisons of their own biology curriculum standards and tests. Several sources are cited that offer sample multiple-choice questions that have appeared on previous California standardized tests for sciences/life sciences/biology. These examples, and critique thereof, may help teachers better prepare their own tests to improve student performance in meeting the state's curriculum standards in individual science classes and in mandated statewide tests.
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Butucea, Maria. "Philosophy of Science and Educational Sciences–Models of Explanation." Procedia - Social and Behavioral Sciences 76 (April 2013): 156–61. http://dx.doi.org/10.1016/j.sbspro.2013.04.091.

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DRĂGHICESCU, Luminița-Mihaela. "Preface. Pro Edu. International Journal of Educational Sciences." Pro Edu. International Journal of Educational Sciences 1, no. 1 (June 21, 2019): 4. http://dx.doi.org/10.26520/peijes.2019.1.1.4-4.

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Hiraka, Haruhiro, Kazuaki Iwasa, and Kenji Ohoyama. "Educational Activities for Neutron Sciences." hamon 21, no. 1 (2011): 37–41. http://dx.doi.org/10.5611/hamon.21.1_37.

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Mbagwu, Smart I., Izuchukwu A. Okafor, Chinyere E. Eze, and Osmond Anokwulu. "Anatomical Sciences Educational Outreach: A tool for boosting science education." FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.07179.

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Aberšek, Boris. "CHANGING EDUCATIONAL THEORY AND PRACTICE." Problems of Education in the 21st Century 66, no. 1 (August 25, 2015): 4–6. http://dx.doi.org/10.33225/pec/15.66.04.

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How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way – by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.
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CHINN, Clark, Jun OSHIMA, and Miki SAKAMOTO. "Educational Psychology and the Learning Sciences :." Annual Report of Educational Psychology in Japan 54 (2015): 187–90. http://dx.doi.org/10.5926/arepj.54.187.

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Index, Referees. "Cypriot Journal of Educational Sciences (CJES)." Cypriot Journal of Educational Sciences 10, no. 4 (December 30, 2015): 2. http://dx.doi.org/10.18844/cjes.v10i4.154.

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<p align="center"><strong>Referees Index</strong></p>The academicians listed below have acted as referees since December 2015 for manuscripts in which the review process of which have been completed, as well as for those paper submissions which have been cancelled by the authors for some reason and for those that have been rejected. The editorial board members are grateful to all referees who have contributed to Cypriot Journal of Educational
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Kelly, Julia A., and Ellen Nagle. "Educational Initiatives in Health Sciences Libraries." Science & Technology Libraries 14, no. 2 (May 2, 1994): 23–34. http://dx.doi.org/10.1300/j122v14n02_03.

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Mircheff, Joan. "Resources for Health Sciences Educational Software." Medical Reference Services Quarterly 12, no. 4 (December 22, 1993): 45–50. http://dx.doi.org/10.1300/j115v12n04_05.

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Dissertations / Theses on the topic "Educational sciences, Educational sciences"

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Sweet, Christopher Pennington. "Science and educational research." Thesis, University College London (University of London), 1990. http://discovery.ucl.ac.uk/10018495/.

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At present the most powerful and influential groups in education see the solution to matters of educational concern as mainly falling within the province of an educational research which is fundamentally scientific. This thesis sets out to examine whether this assumption can be substantiated and, in the possible scenario that it cannot, to look at an alternative form of educational research. It begins with the philosophical arguments which support the view that educational research, where it is empirical, should be mainly scientific and continues by looking at what contemporary educational researchers have said about the nature of educational research. The role philosophy of education might take in this context is also examined. The thesis continues by looking at the prescribed methodology of educational research and examines the philosophical assumptions of such a methodology. It continues by looking at the major assumption of scientific endeavour which is that it is nomological. The conclusions drawn from the aforegoing are that, for various philosophical reasons, the notion that educational research can be founded on scientific method and applied through a process parallel to engineering is fallacious and needs to be reviewed. A review of the philosophical situation with regard to understanding human beings as would be necessary to understanding them in an educational context is undertaken in the fourth chapter. This marks the beginnings of an alternative, non-scientific, framework for educational research. A case is made for the thesis that individual actions are understood properly against a background of information which includes beliefs, intentions and historical circumstances. Consideration is then given as to how this might be put in such a way as to be of practical use in the deliberation of how to tackle educational issues. The final chapter outlines how a possible substantive piece of educational research might look.
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Neeley, Alexander B. "Obstacles Facing Veterans in Applied Sciences Programs at the Community College Level." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10682417.

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The purpose of this study was to determine the presence (or absence) of barriers that hindered the ability of veteran student populations in completing degrees in the applied sciences field. Furthermore, in this study, the researcher sought to identify and to understand any detected barriers. The researcher examined the academic performances of veterans and non-veterans in the environmental science program at a Missouri community college. This study focused on collecting supplemental sources and gathering additional research on veterans pursuing applied science degrees. The researcher analyzed quantitative metrics and qualitative data, as well as compared personal responses from students to determine the leading perceived barriers and, conversely, the strategies most commonly employed to assist veterans in completion of the degree program. Additionally, the researcher compared academic performances of veteran and non-veteran students across multiple categories. The data indicated veteran students performed as well as non-veteran students, overall. However, some factors, such as educational background and military occupational specialties, had a favorable effect on veteran student retention and achievement rates. Based on the data presented, the researcher recommended a future longitudinal study investigating veteran resource center services and the academic performances of the veteran students who utilized them. Findings from such a study would provide valuable information regarding the effectiveness of the veteran resource centers and their ability to help veteran students transition to higher education.

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Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.

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Lipscomb, Skyler A. "Creating AlphaBoodle: A Children's Educational iOS Application." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/172.

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As smart devices become more prevalent, children have increasing access to them - and at younger ages than ever before. This presents the opportunity to harness this time they spend on the devices by creating educational applications that can both entertain and teach. Our goal was to create an application that would introduce young children to the alphabet and begin to teach them how to write letters. The result, AlphaBoodle, is an iOS application aimed at children ages two through four who have not yet begun to read. It was designed using general iOS application principles, educational research about how children use technology, and methods that teachers utilize to introduce children to the alphabet. The current version of AlphaBoodle is a proof-of- concept of the feasibility of such a project; testing has shown that it appears to be a worthwhile endeavor. In the future we hope to complete the application and release it to the public.
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Saquib, Nazmus Ph D. Massachusetts Institute of Technology. "Sensei : sensing educational interaction." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107553.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 63-65).
We present Sensei, the first system designed to understand social interaction and learning in an early-childhood classroom using a distributed sensor network. Our unobtrusive sensors measure proximity between each node in a dynamic range-based mesh network. The sensors can be worn in the shoes, attached to selected landmarks in the classroom, and placed on lessons. This data, accessible to teachers in a web dashboard, enables teachers to derive deeper insights from their classrooms. Further, the anonymized data can be used in large-scale research in early childhood. Sensei is currently deployed in three Montessori schools and we have evaluated the effectiveness of the system with teachers. Our user evaluations have shown that Sensei helps discover insights that would have otherwise been lost.
by Nazmus Saquib.
S.M.
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Hunt, Ronald Myers. "An exploratory study of entrepreneurial arts and sciences faculty in the context of their work environments." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1550154096.

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Smith, Martha Anne. "The organizational culture of the academic department: A case study of a Department of Biological Sciences." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618811.

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The purpose of this study was to examine theories of organizational culture typically applied to the university level of organization and their applicability to the academic department. Chaffee and Tierney's (1988) theory of organizational culture, dimensions of culture, and leadership strategies became the basis for a qualitative case study of a Department of Biological Sciences in a metropolitan university.;Interviews of current faculty members, current and former deans, and other administrators were conducted. Observations were made of faculty meetings and retreats and of departmental governance committee meetings. Extensive review of documents and correspondence covering more that twenty years provided additional data.;Interview and observation transcripts and documents were analyzed in terms of Chaffee and Tierney's (1988) concepts of the structural, environmental, and values dimensions of the department. Linear, adaptive, and interpretive strategies of faculty members and the department chair were identified.;The department was found to have what Clark (1972) refers to as strong organizational saga, or a sense of unique accomplishment which serves to maintain and perpetuate the integrity of the culture. Central to the value system of the Department of Biological Sciences is the shared sense that the department is unique in the degree to which faculty members work together cooperatively for the good of the department. These strong values were rooted in an earlier era when the department was experiencing growth and development of its research programs under adverse circumstances.;The primary usefulness of the results of this study go far beyond the particular findings for this individual academic department. Most important is the demonstration of the value of using this method of organizational analysis to understand the role of culture in shaping and perpetuating the organization. Administrators, department chairs, and faculty members can enhance their understanding of the departmental organization by applying concepts of organizational culture.;Further study and analysis are needed to evaluate disciplinary and institutional similarities and differences in departmental culture and to expand the existing theory to accommodate the variety of academic departments in colleges and universities.
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Tucker, Claire. "The Impact of Transfer Shock in a Dental Hygiene Program at a Four-Year Health-Sciences University." Thesis, University of Arkansas, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979111.

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In order for a student to be successful in dental hygiene education, the student must gain the required knowledge and skills necessary to perform as a hygienist and possess the ability to utilize critical thinking to apply these attributes while in the program and on the National Board of Dental Hygiene Examination (NBDHE) (Alzahrani, Thompson, & Bauman, 2007; Fried, Maxey, Battani, Gurenlian, Byrd, & Brunick, 2017). Dental hygiene students who attend a medical university have the option to take required pre-requisite courses at a community college or a four-year university. All dental hygiene students transfer from another institution and all have the potential to exhibit transfer shock, which may contribute to a drop in GPA following the transfer to another institution. Transfer shock typically occurs for students who transfer from a community college to a university (Hills 1965; Ivins, Copenhaver, & Koclanes, 2016). This study investigates the impact of transfer shock on students who transfer into a dental hygiene program from a two-year community college as opposed to a four-year university. This study examined whether the type of institution, two-year community college versus a four-year university, attended prior to dental hygiene school is a predictor of success in a dental hygiene program in terms of ending program GPA and NBDHE first-attempt pass rates. After data analysis, results suggested that transfer shock did occur with both community college and four-year university students,. However, the four-year university group experienced less transfer shock than those who attended a community college during the first semester. Neither group increased their GPAs from the first to second semesters in the program. When comparing the entering GPAs with the end of program GPAs, both groups showed a significant drop. However, the community college group’s decrease in GPA was greater. Only five students in the total population (two from the four-year university group and three from the community college group) failed the NBDHE on the first attempt. Students who were unsuccessful in passing the NBDHE had final program GPAs that ranged from 2.2 to 2.45.

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Cooper, Pete. "An Examination of Reported Motivation and Time Allocation across Five Teaching Tasks amongst Online and Onsite University Level Social Science Faculty." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842215.

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The objective of this examination was to determine if there were significant differences in reported levels of motivation across five teaching tasks, as well as time allocated to each teaching task, among online and onsite university-level social science faculty. One hundred thirty-six social science faculty members were allocated into two groups that reported teaching in either online or onsite settings. Each participant completed the WTMST measuring various types of motivation across various types of teaching tasks. A measure of estimated time spent on each of the five teaching tasks was also obtained. The two groups showed several similarities in amount of motivation across teaching tasks and types of motivation with greater motivation for teaching, class preparation and evaluation of students than administrative and complementary tasks and greater motivation for teaching than class preparation. Both groups showed greater identified regulation than intrinsic motivation and greater intrinsic motivation and identified and external regulation than introjected regulation and amotivation. However, the onsite group reported greater motivation for teaching and class preparation than evaluation of students that was not shown for the online group and the onsite group reporting greater external regulation than intrinsic motivation and greater introjected regulation than amotivation that was not shown for the online group. The onsite group reported more time teaching than evaluation of students while the opposite finding was shown for the online group. The onsite group reported more time on class preparation than the other tasks except teaching while the online group reported less time, or no difference in time, spent on class preparation compared to other tasks. Reported time estimates and motivation scores were shown to be positively correlated across teaching tasks. The patterns of motivation scores across teaching tasks and types of motivation are described relative to self-determination theory. Differences within groups in motivation scores, and reported allocation of time, across teaching tasks, and corresponding positive correlation between motivation scores and reported time estimates suggests a relationship between the distribution of required duties of faculty and their motivational experiences. The findings are discussed relative to potential future qualitative and quantitative research of college faculty motivation and time allocated to various tasks, and relative to benefits to college level faculty, administrators and faculty services, and to students, toward facilitating quality of the academic experience.

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Perin, Jodi R. "Educational travel for societal change: An exploration of popular education along the Mexico-United States border." Thesis, The University of Arizona, 2003. http://hdl.handle.net/10150/278807.

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During the past few decades, anthropologists have become increasingly interested in how different cultural frameworks come together. One opportunity to view such interactions is presented by travel seminars based on a transformative education model, which aim to educate middle-class people about conditions in economically depressed areas through travel. The task of this thesis is to examine the experiences of U.S. participant groups in one transformative education program, paying particular attention to interpersonal contact, both within groups and between them and local people, and to how participants experience the location of poverty. I argue that multiple factors play a role in terms of whether, how, and why trip participants appear to form new meanings based on their experiences. These factors include the individual's ability to empathize with the 'Other' (i.e. local people) met on the trip and previous experience in and knowledge of economically depressed areas, especially the Third World.
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Books on the topic "Educational sciences, Educational sciences"

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Plaisance, Eric. Les sciences de l'éducation. Paris: La Découverte, 1993.

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Bridges, Susan, Lap Ki Chan, and Cindy E. Hmelo-Silver, eds. Educational Technologies in Medical and Health Sciences Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08275-2.

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Le nouvel esprit scientifique et les sciences de l'éducation: Essai pour établir un pont entre les sciences de la nature et les sciences de l'homme. Paris: Presses universitaires de France, 2010.

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Bronckart, Jean-Paul. The language sciences: An educational challenge? Paris, France: Unesco, 1985.

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US GOVERNMENT. Education sciences reform. [Washington, D.C: U.S. G.P.O., 2002.

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Barnett, Raymond A. College mathematics: For business, economics, life sciences and social sciences. Boston, MA: Pearson Custom Pub., 2006.

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Patrick, Rosopa, and Minium Edward W. 1917-, eds. Statistical reasoning in the behavioral sciences. 6th ed. New York: Wiley, 2010.

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1917-, Minium Edward W., and King Bruce M, eds. Statistical reasoning in the behavioral sciences. 5th ed. Hoboken, NJ: John Wiley & Sons, Inc., 2008.

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Discourse in educational and social research. Buckingham: Open University, 2003.

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William, Dawson John. Natural history in its educational aspects. [S.l: s.n., 1985.

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Book chapters on the topic "Educational sciences, Educational sciences"

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García, Ofelia. "58. Educational sciences." In Handbücher zur Sprach- und Kommunikationswissenschaft / Handbooks of Linguistics and Communication Science (HSK), edited by Jeroen Darquennes, Joseph C. Salmons, and Wim Vandenbussche, 719–30. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110435351-058.

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Eacott, Scott. "The Relational Turn in Social Sciences." In Educational Leadership Theory, 25–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6568-2_2.

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Bruno-Jofré, Rosa. "Teacher Education at the intersection of educational sciences." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_10-1.

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Bruno-Jofré, Rosa. "Teacher Education at the Intersection of Educational Sciences." In Encyclopedia of Educational Philosophy and Theory, 2223–28. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_10.

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Packer, Martin J. "Mapping the Learning Sciences." In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_668-1.

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Scheuer, Oliver, and Bruce M. McLaren. "Educational Data Mining." In Encyclopedia of the Sciences of Learning, 1075–79. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_618.

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Boschi, N. "Defining an Educational Framework for Indoor Air Sciences Education." In Education and Training in Indoor Air Sciences, 3–6. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4511-4_1.

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Zielińska, Teresa, Andrzej Chmielniak, and Lukasz Jańczyk. "Educational Walking Robots." In Lecture Notes in Control and Information Sciences, 321–28. London: Springer London, 2007. http://dx.doi.org/10.1007/978-1-84628-974-3_29.

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Sripian, Peeraya, Ratchadawan Nimnual, Thammarat Hemathugsin, and Kanokporn Fongranon. "HalluciFear: Educational Game About Drug Addiction." In Translational Systems Sciences, 23–33. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8039-6_3.

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Hallström, Jonas. "Exploring the Relationship Between Technology Education and Educational Sloyd." In Encyclopedia of Earth Sciences Series, 1–13. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38889-2_13-1.

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Conference papers on the topic "Educational sciences, Educational sciences"

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Piety, Philip J., Daniel T. Hickey, and M. J. Bishop. "Educational data sciences." In Proceedins of the Fourth International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2567574.2567582.

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Troskova, Marina, and Irena Katane. "Theoretical substantiation of the competitiveness of academic staff from the perspective of educational sciences." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.040.

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The socio-economic changes brought about by globalisation, the internationalisation and digitalisation of higher education, as well as the current demographic situation in Europe and Latvia, raise the issue of the competitiveness of academic staff in the context of multicultural higher education. The aim of the study is to provide a theoretical basis for the competitiveness of academic staff in the view of educational sciences, respecting the different trends and based on the conceptual approaches in personal/specialist competitiveness research. The following research methods were used: study, analysis and evaluation of scientific literature (theoretical research method); reflection of personal experience (empirical research method). As a result of the theoretical research, two trends for the substantiation of the concept of competitiveness in the educational sciences were identified. The first trend: the competitiveness of a person is substantiated through transfers from economic and management science, with a particular emphasis on specialist marketability and employability as a significant manifestation of competitiveness. The second trend: according to the new paradigm of competitiveness in educational sciences, the competitiveness of a human as a person and as a specialist is based on the perspective of pedagogy and psychology. The research results led to the conclusion that there are three conceptual approaches in the methodology of competitiveness research: 1) qualitative approach: identifies and lists competitive personality traits and qualities; 2) functional approach: describes the competitive behaviour of a person or specialist; 3) structural approach: competitiveness is substantiated as a complex combination of personal/specialist qualities, identifying several structural components. All of these approaches are also characteristic to the research of competitiveness of academic staff. The following taxonomy should be respected in the substantiation of academic staff competitiveness: 1) substantiation of personal competitiveness; 2) substantiation of specialist competitiveness in the context of different industries; 3) the substantiation of the competitiveness of specifically academic staff in the context of the specifics of higher education.
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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.

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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Wang, Zulin, and Yiwu Huang. "The educational value of cooperative education." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543611.

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Semiz, Marina. "JOURNALS OF SOCIAL SCIENCES IN SERBIA BETWEEN GLOBAL AND NATIONAL INTERESTS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.181s.

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The paper problematizes the current situation and development perspectives of social science journals in Serbia in the context of global (international) and national interests. Scientific articles in national social science journals are commonly the most prevalent form of dissemination and production of scientific knowledge, standpoints and views, a clear indicator of research excellence of university teachers, as well as the indicator of the quality of scientific journals, and the quality of scientific research in general. Therefore, it is not surprising that national and global interests and values intertwine in the domain of national journals. The reference framework for the analysis of selected issues is placed within the range of existing scientometric and bibliometric research, as well as the legislation referring to scientific research, manner and procedures for the evaluation of research results, and election to academic titles. The analysis we conducted led to the general conclusion that national social science journals are in a gap between the national and global context. Although their significance is beyond question, by promoting national and cultural values and interests, they exist as insufficiently competitive and globally invisible media for transfer and valorization of scientific knowledge in the academic community. In addition to analyzing the implications of the current education policies, editorial policies of the journals and strategic solutions aimed at raising and evaluating the quality of national social science journals, and integrating them into global information system trends, the paper also proposes potential directions for further development of national social science journals as a prerequisite for raising scientific productivity in the domain of social sciences.
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Carmo, Shirlene, Luís Souto, and Carlos Silva. "THE INTERDISCIPLINARITY OF FORENSIC SCIENCES IN THE EDUCATIONAL SPHERE: AN ANALYSIS OF THIS CONTEXT IN SECONDARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end041.

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Many students when entering higher education, mainly in courses of exact or natural sciences and engineering, have difficulties in following the initial contents taught, due in part to the lack of knowledge arising from unique traditional methodology applied during their training. Some graduations even promote leveling courses in order to try reducing the deficits brought from previous education. Subjects such as Differential and Integral Calculus that are on the curricular basis of these courses, show high failure rates, strongly linked to gaps in previously acquired knowledge in mathematics. These factors directly contribute to the increase in retention rates and school dropout. So, there is a relentless search for improvement in the teaching-learning of these sciences, in order to motivate students, still in required education to knowledge building. It is commonly observed that young people are very attracted to the scientific disclosures broadcast by the media, as can be seen in the investigative series, which use forensic expertise for solving cases of a judiciary nature. In this sense, this work aimed to summarize studies that have been developed and implemented about the use of forensic sciences in the promotion of teaching-learning in secondary schools. The methodology was based on exploratory qualitative research. The results are based on experiences that occurred in the school context in USA, Brazil and Portugal, where it appears that students are more involved in the development of educational activities when integrated in a forensic like context, benefiting from collaborative work when trying to arrive to a common goal, similar to the assignment of a true forensic scientist. This allows them to recognize the importance of these contents, facilitates the presentation before the classroom, while improving the interaction with the social environment in which they are inserted. Teacher’s feedback confirms the beneficial implementation of these activities in the educational context and considers it with potential to attract attention and awaken the interest of these students in the sciences, thus improving the comprehension of theoretical concepts of the contents integrated in the school curriculum. The interdisciplinarity implemented on the production and socialization of knowledge is necessary and decisive to promote effective teaching and learning. The Forensic Sciences contemplate this interdisciplinarity and contribute that students feel more involved and motivated in learning, reducing retention rates and school dropout and increasing the search for science and technological careers.
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Kerekes, Jeno. "Sciences In The Non Formal Educational System." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.57.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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"Education and Power: Republican Ideology and its Educational Policy." In International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815042.

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Tarasyev, Alexandr A., Gavriil Agarkov, and Aleksandr Medvedev. "Optimization of educational paths for higher education." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF COMPUTATIONAL METHODS IN SCIENCES AND ENGINEERING 2017 (ICCMSE-2017). Author(s), 2017. http://dx.doi.org/10.1063/1.5012334.

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Reports on the topic "Educational sciences, Educational sciences"

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Appoev, R. K., and Zh V. Ignatenko. Electronic educational and methodical complex of discipline "Operations research and optimization methods" (in areas of training 38.00.00 Economics and Management, 09.00.00 Computer Science and Engineering, 44.00.00 Education and pedagogical sciences). North-Caucasian Social Institute, June 2016. http://dx.doi.org/10.12731/appoevignatenko.01062016.21898.

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Iwatani, Emi, Barbara Means, Maria R. Romero, and Mai Chou Vang. Deepening Science Engagement With Challenge Based Learning: Research Report. Digital Promise, February 2020. http://dx.doi.org/10.51388/20.500.12265/93.

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Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?
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Bronson, Scott, and Michael Furey. Educational Science Kits. Office of Scientific and Technical Information (OSTI), August 2009. http://dx.doi.org/10.2172/990630.

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Snyder, F., S. Poston, and J. Engle. Oak Ridge Institute for Science and Education, Medical Sciences Division report for 1994. Office of Scientific and Technical Information (OSTI), August 1995. http://dx.doi.org/10.2172/90174.

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Yarincik, Kristen. National Ocean Sciences Bowl in 2013: A National Competition for High School Ocean Science Education. Fort Belvoir, VA: Defense Technical Information Center, September 2013. http://dx.doi.org/10.21236/ada605142.

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Yarincik, Kristen, and Melissa Brodeur. National Ocean Sciences Bowl in 2014: A National Competition for High School Ocean Science Education. Fort Belvoir, VA: Defense Technical Information Center, March 2015. http://dx.doi.org/10.21236/ada616554.

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Metzger, Cheryn E., Samuel Rashkin, and Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), November 2015. http://dx.doi.org/10.2172/1173025.

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Metzger, Cheryn E., Pat Huelman, Samuel Rashkin, and Anne W. Wagner. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), August 2017. http://dx.doi.org/10.2172/1398230.

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Nicole Rourke and Jason Marcks. Nevada Underserved Science Education Program. Office of Scientific and Technical Information (OSTI), July 2004. http://dx.doi.org/10.2172/825601.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), October 1994. http://dx.doi.org/10.2172/448055.

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