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Journal articles on the topic 'Integrated science teaching'

Author: Grafiati

Published: 28 June 2021

Last updated: 17 February 2022

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1

Korozhneva, Liudmila. "NATURAL SCIENCE EDUCATION IN 21 CENTURE: A COMPETENCY-BASED AND INTEGRATIVE APPROACH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 3 (2010): 4–5. http://dx.doi.org/10.48127/gu-nse/10.7.04b.

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Nowadays we can see the decrease of interest of youth to natural sciences and, accordingly, the low level of natural science knowledge. The modern problem of the theory and the prac-tice of the learning in the schools is the problem of the formation of the competences. The investigators of this problem define various competences. According to the new approach to the content of the natural science education it is necessary to reconsider the process of teaching. One of possible ways is the teaching on the integrative base. The integrated teaching is based on interaction of aim, content, methods,

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Nezvalova, Danuse. "The Constructivist Perspective and Teaching Integrated Science." International Journal of Learning: Annual Review 12, no. 6 (2007): 133–40. http://dx.doi.org/10.18848/1447-9494/cgp/v14i06/45365.

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3

Poggi, Valeria, Cristina Miceli, and Italo Testa. "Teaching energy using an integrated science approach." Physics Education 52, no. 1 (2016): 015018. http://dx.doi.org/10.1088/1361-6552/52/1/015018.

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Hennessy, Sara, Jocelyn Wishart, Denise Whitelock, et al. "Pedagogical approaches for technology-integrated science teaching." Computers & Education 48, no. 1 (2007): 137–52. http://dx.doi.org/10.1016/j.compedu.2006.02.004.

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Souza, Vanessa Faria de, Edimar Manica, Roger Luis Hoff Lavarda, and Tiago Rios da Rocha. "Educational Robotics in Science Teaching." International Journal for Innovation Education and Research 9, no. 9 (2021): 262–73. http://dx.doi.org/10.31686/ijier.vol9.iss9.3337.

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The use of technologies such as educational software and robotics to support the teaching and learning process is increasing. Educational robotics has proven to arouse interest in students, as it allows physical handling and active participation in the learning process. In this sense, this manuscript aims to describe the Educational Robotics research project as an Incentive to the Study of Science approved in PROPPI EDITAL No. 77/2017 - INTERNAL SOURCE 2018/2019, which had as a proposal to integrate undergraduates of Licentiate Degree in Mathematics and Computer Science of IFRS - Campus Ibirub

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DODD, HOWARD. "An Integrated Approach to Teaching Mathematics and Science." Teaching Mathematics and its Applications 10, no. 4 (1991): 137–43. http://dx.doi.org/10.1093/teamat/10.4.137.

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7

Robinson, Michael G. "Teaching Integrated Science around Community and Global Problems." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 3 (1991): 171–72. http://dx.doi.org/10.1080/00098655.1991.9955838.

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8

Barak, Miri, Yael Nissim, and Dani Ben-Zvi. "Aptness between Teaching Roles and Teaching Strategies in ICT-Integrated Science Lessons." Interdisciplinary Journal of e-Skills and Lifelong Learning 7 (2011): 305–22. http://dx.doi.org/10.28945/1526.

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Chambers, David Wade, and David Turnbull. "Science Worlds: An Integrated Approach to Social Studies of Science Teaching." Social Studies of Science 19, no. 1 (1989): 155–79. http://dx.doi.org/10.1177/030631289019001008.

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Kibirige, Israel, and Asaph Romolus Mogofe. "Integrating language literacy in physical sciences in Riba Cross District, South Africa." Cypriot Journal of Educational Sciences 16, no. 2 (2021): 547–62. http://dx.doi.org/10.18844/cjes.v16i2.5635.

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments

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Sergeev, V. N., and M. A. Artemeva. "Teaching activity of Lev Kipriyanovich Khotzyanov." Russian Journal of Occupational Health and Industrial Ecology, no. 9 (March 19, 2020): 748. http://dx.doi.org/10.31089/1026-9428-2019-59-9-748-749.

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One of the activities of Academician of the USSR Academy of Medical Sciences Lev Kipriyanovich Khotsyanov was teaching to young professionals the basics and versatile developments in the science of worker's health preserving - aspects of occupational health, popularizing research on integrated occupational hygiene and medicine.

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ZASIEKINA, TETYANA ZASIEKINA. "INTEGRATION IN SCHOOL NATURAL SCIENCE EDUCATION: PROS AND CONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 8, 2021): 3–11. http://dx.doi.org/10.25128/2415-3605.20.2.1.

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The article considers the problem of pedagogical integration as a phenomenon that is ambiguously perceived in the educational circle. The processes of formation of the phenomenon of integration in the historical review, its manifestations and evaluation in the educational process, transformation in modern conditions has been studied in the article. The reasons for the negative attitude to integration in Natural Science and ways to eliminate them have been clarified. The advantages of applying integration to the processes of constructing the content of Natural Science Education and teaching Nat

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Root‐Bernstein, Robert S. "Teaching abstracting in an integrated art and science curriculum." Roeper Review 13, no. 2 (1991): 85–90. http://dx.doi.org/10.1080/02783199109553318.

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14

Paxton, John T., Rockford J. Ross, and J. Denbigh Starkey. "A methodology for teaching an integrated computer science curriculum." ACM SIGCSE Bulletin 26, no. 1 (1994): 1–5. http://dx.doi.org/10.1145/191033.191034.

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15

Rowell, J. A., and C. J. Dawson. "Towards an Integrated Theory and Practice for Science Teaching." Studies in Science Education 16, no. 1 (1989): 47–73. http://dx.doi.org/10.1080/03057268908559960.

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16

Widya, Widya, Ena Suma Indrawati, Desy Eka Muliani, and Mila Ridhatullah. "Design of Integrated Science Learning Materials Based on Creative Problem Solving Model Integrated with Anti-Corruption Characters." Kasuari: Physics Education Journal (KPEJ) 2, no. 2 (2019): 62–69. http://dx.doi.org/10.37891/kpej.v2i2.103.

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The 2013 curriculum requires student-centered learning. The teacher as a facilitator needs to prepare student-centered learning. The teacher prepares learning that emphasizes the thought process. Creative Problem Solving (CPS) models can develop students' thinking abilities. Teachers are expected to be able to develop teaching materials that are appropriate to the character of students. Teaching materials developed improve students' thinking skills. Teaching materials provided should also be able to increase student awareness of the nation's problems. One of Indonesia's big problems is corrupt

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Nguyen, Thanh Dac, and Van Dinh Pham. "The teacher's competence in integrated teaching at secondary schools: A case study in Vietnam." International Journal of ADVANCED AND APPLIED SCIENCES 8, no. 8 (2021): 113–17. http://dx.doi.org/10.21833/ijaas.2021.08.014.

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Integration of teaching is described as the systematic arrangement of knowledge in teaching to combine or unify matters of subject isolated in the academic curriculum. The purpose of this study is to investigate Vietnamese teachers, principals, and vice-principals in secondary schools' awareness and the implementation of integrated teaching in Natural Science subjects in secondary schools, Hoc Mon District, Ho Chi Minh City, Vietnam. Participants completed survey questionnaires about the awareness about objectives for fostering quality integrated teaching, the objectives’ importance in integra

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NIELSEN, KRISTIAN H. "Ideas, politics and practices of integrated science teaching in the global Cold War." BJHS Themes 3 (2018): 167–89. http://dx.doi.org/10.1017/bjt.2018.1.

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AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientis

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Belardo, Christy, Andrea C. Burrows, and Lydia Dambekalns. "PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS’ EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS." Problems of Education in the 21st Century 75, no. 3 (2017): 215–34. http://dx.doi.org/10.33225/pec/17.75.215.

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Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge,

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Mun, Jiyeong, Joo-Yeon Song, and Sung-Won Kim. "Perceptions of Elementary Teachers on Teaching Science-Arts Integrated Activities." Journal of The Korean Association For Research In Science Education 33, no. 5 (2013): 1007–20. http://dx.doi.org/10.14697/jkase.2013.33.5.1007.

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Hieu, Le Trung, and Nguyen Danh Nam. "The teacher’s competence of integrated teaching at primary school science." Journal of Physics: Conference Series 1340 (October 2019): 012023. http://dx.doi.org/10.1088/1742-6596/1340/1/012023.

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22

J., Etim, P., Udosen, I. N., and Wordu Nkasiobi Chinyeaka. "Use of Virtual Learning on Academic Performance of Js 1 Integrated Science Student in Secondary School in Port Harcourt Local Government Area." Modern Applied Science 10, no. 8 (2016): 256. http://dx.doi.org/10.5539/mas.v10n8p256.

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This paper examined the use of virtual learning on the academic performance of JS 1 Integrated Science Students in Secondary Schools in Port Harcourt Local Government Area of Rivers State, Nigeria. In discussing this, it examined the concept of virtual learning instruction, Synchronous and Asynchronous e-learning as compared to face-to-face traditional classroom learning and the advantages and disadvantages of virtual learning. Quasi experimental design was adopted. Population for the study comprised all JS 1 students in public secondary schools in Port Harcourt Local Government Area. Sample s

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Uswatun, Hasanah, Mufidatunnisa. "STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF ISLAMIC SCIENCE INTEGRATION IN ENGLISH TEACHING MATERIALS." JURNAL SCHEMATA : Pascasarjana UIN Mataram 7, no. 2 (2018): 152–71. http://dx.doi.org/10.20414/schemata.v7i2.516.

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Integration of Islamic science in English language learning for Muslim students is a necessity that should be realized by every teacher, especially in developing teaching materials that are applied in the classroom. This study aims at finding out the perception of STAIN Watampone students particularly Islamic Education program that have taught English by using integrated Islamic science material. Using interviews, it was revealed that the students give positive attitudes toward the implementation of Islamic science into teaching English material. The result shows that the use of integrated Eng

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G. Baybayon, Gilbert, Winnie Beth E. Clemente, Patricia Catherine Eco, Mary Rose P. Rosquita, Christian B. Zamora, and Levi E. Elipane. "Integrating Science Experimentation in Teaching Mathematics: A Lesson Study." International Journal of Engineering & Technology 7, no. 4.1 (2018): 63. http://dx.doi.org/10.14419/ijet.v7i4.1.28226.

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Integrated science and mathematics education provide meaningful learning to the students through different strategies such as the use of real-life activities in the classroom. This study focuses on how science experimentation can be integrated in mathematics through process integration approach. To determine how science integration in the teaching of mathematics lesson can be successful, the researchers conducted a lesson study that enables planning, observing, analyzing, and refining the ‘research lesson’ on integrating the two discipline. Themes on the implementation of the research lesson w

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Slavinec, Mitja, Boris Aberšek, Dino Gačević, and Andrej Flogie. "MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION." Journal of Baltic Science Education 18, no. 3 (2019): 435–49. http://dx.doi.org/10.33225/jbse/19.18.435.

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Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have t

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26

Jegede, Olugbemiro J. "Integrated Science Students’ Assessment of their Teachers for Characteristics of Effective Science Teaching." Research in Science & Technological Education 7, no. 2 (1989): 235–47. http://dx.doi.org/10.1080/0263514890070210.

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27

Kok, Lyn. "A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views." South African Journal of Childhood Education 4, no. 1 (2014): 16. http://dx.doi.org/10.4102/sajce.v4i1.180.

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<p>Teacher education for South African foundation phase education requires student<br />teachers to be prepared for teaching science concepts in an integrated programme in a<br />learning area known as life skills . This study examined the challenges faced by university<br />teachers of foundation phase student teachers in the development of science modules/<br />courses. The national curriculum for this subject aims to strengthen learner awareness<br />of social relationships, technological processes and elementary science (DBE 2011a). We<br />develop

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Sudarto, Sudarto, and Tawil Tawil. "Karakteristik Bahan Ajar IPA Terpadu Berbasis Kontroversi." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (2019): 211. http://dx.doi.org/10.26858/jkp.v3i3.10218.

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Integrated science learning is the latest science learning icon and is recommended in the national curriculum at all levels of education. Integrated learning is essentially a learning that allows students both individually and in groups to actively seek, explore / explore, and find concepts and principles holistically and authentically. Science as a subject should be taught in its entirety between the study of Physics, Chemistry, and Biology. Facts on the ground show that science learning so far in various levels of education is generally not integrated. The ongoing learning process still indi

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Khozin, Khozin, and Umiarso Umiarso. "The Philosophy and Methodology of Islam-Science Integration: Unravelling the Transformation of Indonesian Islamic Higher Institutions." Ulumuna 23, no. 1 (2019): 135–62. http://dx.doi.org/10.20414/ujis.v23i1.359.

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The transformation of Islamic higher education into State Islamic University (Universities Islam Negeri/UIN) necessitates the changing of scientific thoughts. Before this transformation, Islamic higher education 's core business is commonly concerned with the teaching of Islamic sciences, while UIN includes the instruction of general sciences, e.g., natural and social Sciences. In fact, the two (Islamic and natural-social science) should be integrated into the Islamic high education to establish a new integrated scientific paradigm. This study focuses mainly on the philosophy and the integrati

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Wrighting, Diedra M., Jamie Dombach, Mike Walker, et al. "Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture." CBE—Life Sciences Education 20, no. 3 (2021): ar31. http://dx.doi.org/10.1187/cbe.20-03-0052.

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To promote persistence in STEM, a course implemented for undergraduate researchers teaches in an integrated manner the skills for: 1) scientific communication; 2) maximizing the effectiveness of research mentoring relationships; and 3) navigating scientific culture and its interactions with multiple social identities.

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Amoako, Stephen Kwame, Kennedy Ameyaw Baah, Fidelis Kamaayi, Samuel Sylvester Dapaah, and Charles Amoah Agyei. "Using Cooperative Learning Model to Enhance Academic Performance of Teacher Trainees in Some Selected Topics in Integrated Science at Saint Monica’s College Of Education." International Journal of Scientific Research and Management 8, no. 04 (2020): 1276–81. http://dx.doi.org/10.18535/ijsrm/v8i04.el02.

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The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to par

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Glizburg, Vita I. "The training of masters of pedagogical education to the integrated teaching of the schoolchildren in mathematics and computer science." RUDN Journal of Informatization in Education 16, no. 4 (2019): 318–27. http://dx.doi.org/10.22363/2312-8631-2019-16-4-318-327.

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Problem and goal. The single subject area “Mathematics and Computer Science”, provided by existing standards, implies the need to introduce the integration of teaching these subjects in primary and secondary schools; the training for such teaching is one of the goals of the implementation of the master’s program “Mathematics in Primary Education”. Methodology. The implementation of the following factors improves the quality of training of the masters to the integrated teaching of the schoolchildren in mathematics and computer science: the training of the masters is based on the competencies th

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Vilkonienė, Margarita. "INTEGRATION OF NATURAL SCIENCE AND LINGUISTIC EDUCATION USING NATURAL SCIENCE INFORMATION SOURCES." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, no. 1 (2006): 43–49. http://dx.doi.org/10.48127/gu-nse/06.3.43.

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The requirements of Lithuanian Natural Science Education standards for a primary school are quite difficult to implement. The conducted research has demonstrated that natural science education of the primary school graduates in Šiauliai city and Šiauliai region did not correspond to national primary natural science education standards (Vilkonienė, Vilkonis ir Lamanauskas, 2005). Some researchers (Klimienė, 2001; Lamanauskas, 1996) maintain that the planned results can be achieved through integrated teaching. In their opinion the objectives and the tasks of natural science education can be impl

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Dill-McFarland, Kimberly A., Stephan G. König, Florent Mazel, et al. "An integrated, modular approach to data science education in microbiology." PLOS Computational Biology 17, no. 2 (2021): e1008661. http://dx.doi.org/10.1371/journal.pcbi.1008661.

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We live in an increasingly data-driven world, where high-throughput sequencing and mass spectrometry platforms are transforming biology into an information science. This has shifted major challenges in biological research from data generation and processing to interpretation and knowledge translation. However, postsecondary training in bioinformatics, or more generally data science for life scientists, lags behind current demand. In particular, development of accessible, undergraduate data science curricula has the potential to improve research and learning outcomes as well as better prepare s

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Carr, Vaughan J., Philip L. Hazell, and Michael Williamson. "Teaching Psychiatry in an Integrated Medical Curriculum." Australian & New Zealand Journal of Psychiatry 30, no. 2 (1996): 210–19. http://dx.doi.org/10.3109/00048679609076096.

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Objective: Efforts to improve the psychiatric competence of the general medical workforce must include an appraisal of how psychiatry is taught in medical schools. As a contribution to this appraisal a description is given of psychiatric education in the innovative undergraduate medical curriculum at the University of Newcastle. Method: An outline of the features which characterise medical education at Newcastle is provided and the way in which the teaching of psychiatry is organised within this framework is presented. Results: The characteristics of the Newcastle undergraduate program in psyc

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Zahrotin, Anis. "DEVELOPMENT OF INTEGRATED SCIENCE LEARNING INSTRUMENTS USING A HUMANISTIC APPROACH WITH ECONOMIC DRAWINGS." Jurnal Pena Sains 8, no. 1 (2021): 8–14. http://dx.doi.org/10.21107/jps.v8i1.10104.

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Research on the development of integrated science learning instruments helps students to develop their potential and character. The research involved the use of lesson plans, worksheets, syllabus, props and modules through four stages, namely the Four-D Model flow, namely definition, design, development, and dissemination. This research was conducted at MTsN 4 Bojonegoro. The research method is qualitative research by observing the field and collecting data based on the results of tests and questionnaires. The results of the study are as follows 1) students are more motivated to use teaching a

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Agussuryani, Qori, Sudarmin Sudarmin, and Woro Sumarni. "STEM Integrated Ethnoscience-Based Vocational School Science Teaching Materials in Improving Student’s HOTs." Berkala Ilmiah Pendidikan Fisika 9, no. 2 (2021): 185. http://dx.doi.org/10.20527/bipf.v9i2.10431.

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The research objective was to analyze the feasibility and practicality of Vocational School teaching materials based on STEM integrated ethnoscience. Research and Development of Borg and Gall (2003) with Methods Embedded Experimental were used in this research. The results showed that the STEM integrated ethnoscience-based Vocational School science teaching materials were feasible to be used in research trials based on the assessment of 4 experts judgment which were 2 expert lecturers (material and media), and 2 education practitioners. The teaching material components included Syllabus; Lesso

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38

Green, Rosemund Dienye. "Nigerian integrated science student teachers and the realities of teaching practice." Research in Education 54, no. 1 (1995): 85–91. http://dx.doi.org/10.1177/003452379505400107.

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Hacker, R. G., and M. J. Rowe. "A study of teaching and learning processes in integrated science classrooms." European Journal of Science Education 7, no. 2 (1985): 173–80. http://dx.doi.org/10.1080/0140528850070208.

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Khishfe, Rola, and Norman Lederman. "Teaching nature of science within a controversial topic: Integrated versus nonintegrated." Journal of Research in Science Teaching 43, no. 4 (2006): 395–418. http://dx.doi.org/10.1002/tea.20137.

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Suryanti, D., P. Sinaga, and W. Surakusumah. "Improvement of Students’ Environmental Literacy by Using Integrated Science Teaching Materials." IOP Conference Series: Materials Science and Engineering 306 (February 2018): 012031. http://dx.doi.org/10.1088/1757-899x/306/1/012031.

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TAKEFUTA, Junko, and Yukio TAKEFUTA. "An Integrated Course System for Teaching English for Science and Technology." Journal of JSEE 46, no. 5 (1998): 27–32. http://dx.doi.org/10.4307/jsee.46.5_27.

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You, Hye Sun. "Why Teach Science with an Interdisciplinary Approach: History, Trends, and Conceptual Frameworks." Journal of Education and Learning 6, no. 4 (2017): 66. http://dx.doi.org/10.5539/jel.v6n4p66.

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This study aims to describe the history of interdisciplinary education and the current trends and to elucidate the conceptual framework and values that support interdisciplinary science teaching. Many science educators have perceived the necessity for a crucial paradigm shift towards interdisciplinary learning as shown in science standards. Interdisciplinary learning in science is characterized as a perspective that integrates two or more disciplines into coherent connections to enable students to make relevant connections and generate meaningful associations. There is no question that the com

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Nasir, Muhammad, Hadma Yuliani, and Luvia Ranggi Nastiti. "The Development of Teaching Materials on Integrated Science, Technology, and Religion to Improve College Students’ Integrative Knowledge." Al-Ta lim Journal 26, no. 2 (2019): 121–30. http://dx.doi.org/10.15548/jt.v26i2.532.

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The purposes of this study were (1) to determine the specifications of teaching materials integrated STR; and (2) to analyze the results of expert validation to teaching materials integrated STR. The research method used in this study was Research and Development (R D) with a four-D procedure (Define, Design, Develop, and Disseminate). The data analysis technique used was descriptive analysis techniques. The results of the study show that (1) The profile of the teaching materials integrated STR are (a) teaching materials are integration between concepts of fundamental of physics and Islamic va

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Ellis, Edwin S. "Teaching Strategy Sameness Using Integrated Formats." Journal of Learning Disabilities 26, no. 7 (1993): 448–81. http://dx.doi.org/10.1177/002221949302600706.

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Fitriani, Eka Yulida, and Fidia Fibriana. "Analysis of Religious Characters and Logical Thinking Skills After Using Solar System Teaching Material Integrated with Islamic Science." Journal of Innovation in Educational and Cultural Research 1, no. 2 (2020): 69–76. http://dx.doi.org/10.46843/jiecr.v1i2.7.

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This study aims to analyze the religious character and logical thinking skills of students after using solar systems teaching materials integrated with Islamic Science. The type of research used is descriptive analysis with a Post-Test-Only with Non-equivalent Groups research design. The research data were obtained from observation sheets, questionnaire sheets, and posttest. The religious character and students’ logical thinking skills of the experiment class students are better than the control class. Students in the experiment class were superior to the control class. The effect of the corre

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McCoid, Scott, Jason Freeman, Brian Magerko, et al. "EarSketch: An integrated approach to teaching introductory computer music." Organised Sound 18, no. 2 (2013): 146–60. http://dx.doi.org/10.1017/s135577181300006x.

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EarSketch is an all-in-one approach to supporting a holistic introductory course to computer music as an artistic pursuit and a research practice. Targeted to the high school and undergraduate levels, EarSketch enables students to acquire a strong foundation in electroacoustic composition, computer music research and computer science. It integrates a Python programming environment with a commercial digital audio workstation program (Cockos’ Reaper) to provide a unified environment within which students can use programmatic techniques in tandem with more traditional music production strategies

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Bulunuz, Mizrap. "Teaching science through play in kindergarten: does integrated play and science instruction build understanding?" European Early Childhood Education Research Journal 21, no. 2 (2013): 226–49. http://dx.doi.org/10.1080/1350293x.2013.789195.

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Yusmanila, Yusmanila. "DEVELOPING TEACHING MATERIALS IN INTEGRATED NATURAL SCIENCE CLASS BASED ON INQUIRY LABS TO IMPROVE STUDENTS’ SCIENCE LITERACY." JURNAL TARBIYAH 28, no. 1 (2021): 124. http://dx.doi.org/10.30829/tar.v28i1.979.

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The low scientific literacy of Indonesian students indicates the low quality of science/science education. Reality on the ground in the science learning process is that teachers only use textbooks and have not developed inquiry labs-based teaching materials. The research objective is to develop an integrated science teaching material based on inquiry labs that is valid, practical, and effective. The type of research is research and development (r&amp;d). The test was conducted in class VIIB of MTsN 6 Sijunjung. The instruments used are expert validation sheets and student questionnaires. T

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Pourdavood, Roland G., and Meng Yan. "Preparing Pre-service and In-service Teachers to Teach Mathematics and Science Using an Integrated Approach: The Role of a Six-Week Summer Course." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 64–85. http://dx.doi.org/10.26803/ijlter.20.1.4.

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Many pre-service and in-service elementary teachers indicate that they have limited content knowledge, pedagogical knowledge, and experience regarding the integrated teaching of mathematics and science. Such limitation puts them in an uncertain and vulnerable situation in terms of planning and instruction. This qualitative, descriptive, and interpretative study examines the experiences of 28 pre-service and in-service teachers as they plan and teach during a six-week summer course on integration of mathematics and science instruction for 4th and 5th grades. The research question is: how may a

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