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Journal articles on the topic 'Learning and teaching science'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Yeo, Jennifer, and Wendy Nielsen. "Multimodal science teaching and learning." Learning: Research and Practice 6, no. 1 (2020): 1–4. http://dx.doi.org/10.1080/23735082.2020.1752043.

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2

Rudge, David. "Teaching and learning about science." Science Education 95, no. 1 (2010): 186–88. http://dx.doi.org/10.1002/sce.20416.

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3

Kuhn, Deanna. "Teaching and learning science as argument." Science Education 94, no. 5 (2010): 810–24. http://dx.doi.org/10.1002/sce.20395.

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4

Baird, John R., and Chris Penna. "Challenge in learning and teaching science." Research in Science Education 26, no. 3 (1996): 257–69. http://dx.doi.org/10.1007/bf02356938.

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5

Fujita, Nobuko. "Transforming online teaching and learning: towards learning design informed by information science and learning sciences." Information and Learning Sciences 121, no. 7/8 (2020): 503–11. http://dx.doi.org/10.1108/ils-04-2020-0124.

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Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more

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6

Storksdieck, Martin. "Using Microscopy for Authentic Science Teaching: A Learning Sciences Perspective." Microscopy and Microanalysis 21, S3 (2015): 647–48. http://dx.doi.org/10.1017/s1431927615004031.

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7

Son, Eun-Joo. "The Effects of Action Learning Classes : Prospective Child Care Teachers’ Science Teaching Efficacy and Science Teaching Attitudes." Korea Journal of Child Care and Education 109 (March 31, 2018): 103–26. http://dx.doi.org/10.37918/kce.2018.03.109.103.

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8

Hoffmann, R., and S. Y. McGuire. "Teaching and Learning Strategies That Work." Science 325, no. 5945 (2009): 1203–4. http://dx.doi.org/10.1126/science.325_1203.

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9

박영신. "Graduate Teaching Fellows’ Involvement In Science Classrooms for Enhancing Science Teaching and Learning." Teacher Education Research 50, no. 1 (2011): 83–112. http://dx.doi.org/10.15812/ter.50.1.201104.83.

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10

Adetunji, Oludurotimi O., and Roger Levine. "Toward a New Model of Science Learning, Teaching, and Communication." MRS Advances 1, no. 56 (2016): 3709–14. http://dx.doi.org/10.1557/adv.2016.105.

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ABSTRACTSci-Toons is a new, experimental, teaching and learning approach that engages students in materials science research via interaction with experts, narrative, visual representations, iterative feedback and multimedia platforms. Based on a model (the Multimedia Theoretical Learning Framework) and multimedia design principles, Sci-Toon Creation Group (SCG) members, which include both science and non-science majors, work with faculty to produce video animations dealing with scientific topics. The creative process of producing scripts for two selected Sci-Toons videos dealing with materials

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11

Sowerbutts, Bill, and Dave Bryon. "Courseware for earth science teaching and learning." Episodes 19, no. 1-2 (1996): 7–10. http://dx.doi.org/10.18814/epiiugs/1996/v19i1.2/003.

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12

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 17, no. 3 (2018): fe7. http://dx.doi.org/10.1187/cbe.18-04-0056.

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13

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 18, no. 1 (2019): fe1. http://dx.doi.org/10.1187/cbe.18-12-0250.

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The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one addresses the relationships between active learning and teaching evaluations; one presents an observation tool for documenting metacognition in the classroom; and the last explores things teachers can say to encourage students to employ scientific reasoning during class discussions.

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14

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 18, no. 3 (2019): fe5. http://dx.doi.org/10.1187/cbe.19-07-0132.

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The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring what researchers actually mean when they talk about relevance; one describing the relationships between instructor mindset about intelligence and performance gaps in the classroom; and the last describing a novel short intervention to reduce student’s perceptions of costs.

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15

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 19, no. 1 (2020): fe2. http://dx.doi.org/10.1187/cbe.19-12-0277.

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The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring classroom talk and how it impacts conceptual learning; one identifying a unique influence on evolution acceptance: statistical understanding; and the last a genetics lesson that reduces racial bias.

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16

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 19, no. 3 (2020): fe4. http://dx.doi.org/10.1187/cbe.20-06-0127.

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This installment of Current Insights features three studies drawing on psychology and learning sciences that help us understand how to increase student motivation to engage in scientific writing, how drawing can enhance learning, and whether spacing, or distributed practice, matters in actual classes.

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17

Tamir, Pinchas, Ruth Stavy, and Niza Ratner. "Teaching science by inquiry: assessment and learning." Journal of Biological Education 33, no. 1 (1998): 27–32. http://dx.doi.org/10.1080/00219266.1998.9655633.

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18

Otterness, John. "Teaching and Learning — It's Not Rocket Science!" Phi Delta Kappan 91, no. 2 (2009): 86–88. http://dx.doi.org/10.1177/003172170909100222.

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19

Duschl, Richard A. "Teaching and learning science: A personalized approach." Science Education 86, no. 5 (2002): 727–30. http://dx.doi.org/10.1002/sce.1051.

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20

Greening, Tony. "Teaching and learning essential computer science skills." ACM SIGCSE Bulletin 28, no. 2 (1996): 21–24. http://dx.doi.org/10.1145/228296.228299.

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21

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 11, no. 3 (2012): 221–25. http://dx.doi.org/10.1187/cbe.12-06-0075.

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22

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 11, no. 4 (2012): 351–52. http://dx.doi.org/10.1187/cbe.12-09-0167.

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23

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 12, no. 1 (2013): 9–11. http://dx.doi.org/10.1187/cbe.12-12-0218.

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24

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 12, no. 3 (2013): 332–35. http://dx.doi.org/10.1187/cbe.13-06-0113.

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25

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 13, no. 1 (2014): 25–28. http://dx.doi.org/10.1187/cbe.13-12-0246.

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26

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 13, no. 4 (2014): 584–86. http://dx.doi.org/10.1187/cbe.14-09-0147.

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27

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 16, no. 4 (2017): fe6. http://dx.doi.org/10.1187/cbe.17-09-0205.

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28

McMurtry, Angus, and Giuliano Reis. "The Ecology of Teaching & Learning (Science)." revistamultidisciplinar.com 1, no. 1 (2019): 5–16. http://dx.doi.org/10.23882/mj1905.

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29

Slingsby, David. "Teaching, learning and examining ethics in science." Journal of Biological Education 42, no. 3 (2008): 103. http://dx.doi.org/10.1080/00219266.2008.9656121.

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30

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 6, no. 4 (2007): 259. http://dx.doi.org/10.1187/cbe.07-09-0090.

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31

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 7, no. 1 (2008): 25–26. http://dx.doi.org/10.1187/cbe.07-12-0105.

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32

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 7, no. 2 (2008): 171–72. http://dx.doi.org/10.1187/cbe.08-03-0010.

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33

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 7, no. 3 (2008): 288–89. http://dx.doi.org/10.1187/cbe.08-06-0028.

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34

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 7, no. 4 (2008): 353–54. http://dx.doi.org/10.1187/cbe.08-09-0057.

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35

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 8, no. 1 (2009): 9–10. http://dx.doi.org/10.1187/cbe.08-12-0075.

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36

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 8, no. 2 (2009): 108–10. http://dx.doi.org/10.1187/cbe.09-03-0020.

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37

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 8, no. 3 (2009): 162–64. http://dx.doi.org/10.1187/cbe.09-06-0041.

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38

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 8, no. 4 (2009): 274–75. http://dx.doi.org/10.1187/cbe.09-09-0069.

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39

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 9, no. 1 (2010): 17–18. http://dx.doi.org/10.1187/cbe.09-12-0097.

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40

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 9, no. 2 (2010): 76–77. http://dx.doi.org/10.1187/cbe.10-03-0048.

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41

Dolan, Erin. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 9, no. 3 (2010): 148–49. http://dx.doi.org/10.1187/cbe.10-06-0081.

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42

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 9, no. 4 (2010): 384–86. http://dx.doi.org/10.1187/cbe.10-09-0121.

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43

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 10, no. 1 (2011): 8–10. http://dx.doi.org/10.1187/cbe.10-12-0148.

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44

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 10, no. 2 (2011): 132–34. http://dx.doi.org/10.1187/cbe.11-03-0030.

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45

Allen, Deborah. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 10, no. 4 (2011): 334–37. http://dx.doi.org/10.1187/cbe.11-09-0086.

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46

Botting, Richard J. "Teaching and learning ethics in computer science." ACM SIGCSE Bulletin 37, no. 1 (2005): 342–46. http://dx.doi.org/10.1145/1047124.1047463.

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47

Eddy, Sarah L. "Recent Research in Science Teaching and Learning." CBE—Life Sciences Education 20, no. 2 (2021): fe4. http://dx.doi.org/10.1187/cbe.21-03-0066.

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In this installment of Current Insights, we feature three articles describing how different types of stress can produce different educational outcomes, how studying by writing questions can improve performance, and how faculty beliefs about intelligence can influence students' interest and evaluation of a course.

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48

Swithenby, Stephen J. "Formative assessment in science teaching." New Directions in the Teaching of Physical Sciences, no. 2 (December 1, 2006): 73–75. http://dx.doi.org/10.29311/ndtps.v0i2.439.

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The Formative Assessment in Science project was funded by HEFCE as part of the Fund for the Development of Teaching and Learning Programme. Its work was completed in March 2006. The project was centred on a strong collaboration between the Open University and Sheffield Hallam University, but also involved ~20 other universities in action learning activities aimed at improving formative assessment. The project partners used a conceptually and empirically based framework of conditions which, if met, lead to assessment that drives learning. The projects were diverse and the many positive assessme

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49

Withers, Michelle. "The College Science Learning Cycle: An Instructional Model for Reformed Teaching." CBE—Life Sciences Education 15, no. 4 (2016): es12. http://dx.doi.org/10.1187/cbe.15-04-0101.

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Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathe

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50

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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