Relevant bibliographies by topics / Scientific teaching

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

Academic literature on the topic 'Scientific teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Scientific teaching"

1

Hanauer, David I., Deborah Jacobs-Sera, Marisa L. Pedulla, Steven G. Cresawn, Roger W. Hendrix, and Graham F. Hatfull. "Teaching Scientific Inquiry." Science 314, no. 5807 (2006): 1880–81. http://dx.doi.org/10.1126/science.1136796.

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Handelsman, J. "EDUCATION: Scientific Teaching." Science 304, no. 5670 (2004): 521–22. http://dx.doi.org/10.1126/science.1096022.

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Bardapurkar, Abhijeet. "Teaching Scientific Temper." Resonance 25, no. 10 (2020): 1399–405. http://dx.doi.org/10.1007/s12045-020-1059-y.

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Ebert-May, Diane, Jan Hodder, Kathy Williams, and Doug Luckie. "Pathways to scientific teaching." Frontiers in Ecology and the Environment 2, no. 6 (2004): 323. http://dx.doi.org/10.1890/1540-9295(2004)002[0323:ptst]2.0.co;2.

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Bono de, Stephanie. "Teaching the scientific thrill." Trends in Biochemical Sciences 26, no. 11 (2001): 647. http://dx.doi.org/10.1016/s0968-0004(01)02018-7.

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Hobson, Art. "Teaching the Scientific Process." Physics Teacher 48, no. 2 (2010): 84. http://dx.doi.org/10.1119/1.3293649.

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Sobel, Michael. "Teaching the Scientific Process?" Physics Teacher 48, no. L1 (2010): L1. http://dx.doi.org/10.1119/1.3458905.

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Turner, Peter R. "Teaching Scientific Computing Through Projects*." Journal of Engineering Education 90, no. 1 (2001): 79–83. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00571.x.

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Cheeptham (Ann), Naowarat. "A Review of Scientific Teaching." Journal of Microbiology & Biology Education 12, no. 1 (2011): 79. http://dx.doi.org/10.1128/jmbe.v12i1.287.

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Jones, Rebecca M. "Teaching scientific communication using infographics." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8bc8j.

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Undergraduate students need to develop the ability to communicate scientific ideas to both their peers and the public. Often senior level chemistry classes focus on written and sometimes oral communication methods, such as reports and presentations. These traditional methods of dissemination are valuable, but often inaccessible to non-scientists. Information graphics or infographics are examples of visual communication and have become increasingly common in recent years. In a senior-level inorganic chemistry course at George Mason University, students created information graphics or infographi
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Dissertations / Theses on the topic "Scientific teaching"

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Veiga, M. L. F. C. S. "A study of the scientific and everyday versions of some fundemental scientific concepts." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384597.

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An attempt was made to investigate two aspects of the learning and teaching context. One deals with how the sets of beliefs or expectations pupils hold about some phenomena affect the sense they make of experiences given to them in science classes. The other deals with the potential effect of the inevitable use of "scientific" and "everyday" language by both teachers and pupils in instruction. A sample of thirty Portuguese students from grade five to grade nine (10-15 years old) were given laboratory experiences and "parallel" everyday phenomena to discuss individually with the interviewer and
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Brock, Orion D. "Using Scientific Teaching Principles to Teach Genetic Modification." Capital University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=caphonors1581601024384515.

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Leornard, Samantha Lee. "Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010069.

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The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the derived sense of science, which is dependent on the development of a sound fundamental sense of science, aims at promoting scientifically literate societies who are able to make informed decisions concerning the natural environment and the promotion of sustainable livelihoods. In turn, response to increasing recognition of environmental degradation, the United Nations’ Decade of Education for Sustainable Development advocated
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Swanson, David. "Vygotsky's theory of scientific concepts and connectionist teaching in mathematics." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html.

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This thesis can be described in various terms. It is a translation of Vygotsky's theory of scientific concepts, in reality a theory of development, into a theory of mathematics teaching and learning. It is a theorisation, and development, of connectionist pedagogy in mathematics (a relatively underdeveloped, yet exemplary, amalgam of various reform/progressive /meaningful approaches to teaching). And, it is an investigation of the elements and processes involved in mathematical concept development, and the mediating role which classroom tasks can play. Alongside this, these understandings are
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Sahin, Safiullah. "Teaching Socio-Scientific Issues (SSI) in Takhar Province, Afghanistan : Methods of Teaching SSI inUpper Secondary Schools." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32348.

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Teaching Socio-scientific issues (SSI) has been identified as an important factor for improving students’ scientific literacy, argumentation, critical thinking, students learning interests and achievement. However, to what extent SSI is included in science teaching, how it is taught (by which methods) and if it is perceived important by teachers is unknown in an Afghan context. Hence, the general aim of this study was to investigate what methods of teaching SSI upper secondary school science teachers’ use, and if there are any methods they perceive as appropriate to use. A second aim was to in
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Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.

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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data in
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Wojnowski, David. "Traditional and Scientific Conceptions of Snakes in Kenya: Alternative Perspectives for Teaching." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207830544.

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Villanueva, Mary Grace Flores. "Integrated teaching strategies model for improved scientific literacy in second-language learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.

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The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing
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Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.

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South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impac
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Wababa, Zola. "How scientific terms are taught and learnt in the Intermediate Phase." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2189.

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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science conc
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Books on the topic "Scientific teaching"

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Ebert-May, Diane. Pathways to scientific teaching. Sinauer Associates, 2008.

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1970-, Corts Daniel Paul, ed. Psychological Science: Modelling Scientific Literacy. Prentice Hall, 2012.

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The myth of scientific literacy. Rutgers University Press, 1995.

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Thier, Robert D. Scientific theories: Teacher's guide. Delta Education, 1993.

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Veith, Ann. Santa's scientific Christmas. Terrific Science Press, 1993.

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1967-, Bruxvoort Crystal, ed. Learning and teaching scientific inquiry research and applications. National Science Teachers Association, 2011.

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Sizmur, Steve. Introducing scientific concepts to children. NFER, 1997.

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Giere, Ronald N. Understanding scientific reasoning. 3rd ed. Holt, Rinehart, and Winston, 1991.

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Giere, Ronald N. Understanding scientific reasoning. 5th ed. Thomson/Wadsworth, 2006.

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Giere, Ronald N. Understanding scientific reasoning. 3rd ed. Harcourt, Brace, Jovanovich, 1991.

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Book chapters on the topic "Scientific teaching"

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Shadwick, B. A. "Teaching Scientific Computing." In Computational Science - ICCS 2004. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-25944-2_160.

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Yarden, Anat, Stephen P. Norris, and Linda M. Phillips. "Teaching Scientific Reading." In Adapted Primary Literature. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_6.

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Roberts, Adam. "Teaching the Scientific Romance." In Teaching Science Fiction. Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230300392_5.

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Martínez-Maza, Clelia. "Hypatia’s heterodox scientific teaching." In Overarching Greek Trends in European Philosophy. John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/ivitra.30.c10mar.

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Lederman, Norman G. "Nature of Scientific Knowledge and Scientific Inquiry in Biology Teaching." In Teaching Biology in Schools. Routledge, 2018. http://dx.doi.org/10.4324/9781315110158-18.

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Villani, Alberto, and Jesuina L. A. Pacca. "Scientific Knowledge and Teaching Ability." In Thinking Physics for Teaching. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_36.

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Cussen, Rosemary. "Unboxing My Science Teaching." In Scientific Literacy Under the Microscope. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-528-4_13.

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Fitt, A. D. "Symbolic algebra systems in teaching and research." In Scientific Software Systems. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-0841-3_10.

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Planinic, Maja, Ana Susac, Lana Ivanjek, Katarina Jelicic, and Karolina Matejak Cvenic. "Measuring Scientific Reasoning Using the LCTSR." In Teaching-Learning Contemporary Physics. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78720-2_11.

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Tytler, Russell, and Peta White. "Framing and Assessing Scientific Inquiry Practices." In Asia-Pacific STEM Teaching Practices. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0768-7_11.

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Conference papers on the topic "Scientific teaching"

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"Scientific committee." In 2012 Third International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2012. http://dx.doi.org/10.1109/icelet.2012.6333370.

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Mazur, Eric. "The scientific approach to teaching." In the seventh international workshop. ACM Press, 2011. http://dx.doi.org/10.1145/2016911.2016913.

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"Scientific Committee." In 2014 8th National and 5th International Conference on e-Learning and e-Teaching (ICeLeT). IEEE, 2014. http://dx.doi.org/10.1109/icelet.2014.7040618.

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Sisti, Flora. "Online Scientific Language Teaching and Web 2.0." In EUROCALL 2012. Research-publishing.net, 2012. http://dx.doi.org/10.14705/rpnet.2012.000065.

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Apanovich, Zinaida Vladimirovna. "Teaching Methods of Semantic Web to Software Developers." In 19th Scientific Conference “Scientific Services & Internet – 2017”. Keldysh Institute of Applied Mathematics, 2017. http://dx.doi.org/10.20948/abrau-2017-37.

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Zhang, Xiaoyun, Chengwen Jin, Jianying Wang, Min Cheng, Wei Gao, and Xiaodong Cui. "Application of Scientific Papers in Experimental Teaching of Pathophysiology-The effect of scientific papers on the experimental teaching." In Proceedings of the 2018 2nd International Conference on Economic Development and Education Management (ICEDEM 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icedem-18.2018.74.

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Horodyskyj, Lev, Chris Mead, Carol Oliver, and Ariel D. Anbar. "TEACHING REAL SCIENCE: A NOVEL APPROACH TO TEACHING STUDENTS THE SCIENTIFIC PROCESS." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-337016.

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Lohr, Manfred. "Scientific teaching with tablet PCs: Incorporating Tablet PCs into scientific workflows at schools." In 2015 3rd Experiment International Conference (exp.at'15). IEEE, 2015. http://dx.doi.org/10.1109/expat.2015.7463249.

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Purba, Andiopenta. "The Development of Teaching Materials for Scientific Report Writing Based on Scientific Learning." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.32.

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Proença, José Luiz. "THE SCIENTIFIC INFORMATION AND THE TEACHING OF JOURNALISM." In Annual International Conference on Journalism & Mass Communications. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2301-3729_jmcomm12.66.

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Reports on the topic "Scientific teaching"

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research o
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the
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Wright, Kirsten. Collecting Plant Phenology Data In Imperiled Oregon White Oak Ecosystems: Analysis and Recommendations for Metro. Portland State University, 2020. http://dx.doi.org/10.15760/mem.64.

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Highly imperiled Oregon white oak ecosystems are a regional conservation priority of numerous organizations, including Oregon Metro, a regional government serving over one million people in the Portland area. Previously dominant systems in the Pacific Northwest, upland prairie and oak woodlands are now experiencing significant threat, with only 2% remaining in the Willamette Valley in small fragments (Hulse et al. 2002). These fragments are of high conservation value because of the rich biodiversity they support, including rare and endemic species, such as Delphinium leucophaeum (Oregon Depart
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