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Journal articles on the topic 'Scientific teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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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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2

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

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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Komilovich, Komilov Dilshodbek. "Methodology, Importance And Scientific Approach To Teaching Programming At School." American Journal of Social Science and Education Innovations 02, no. 10 (2020): 381–84. http://dx.doi.org/10.37547/tajssei/volume02issue10-61.

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This article provides information about teaching programming at school, the importance of teaching programming from school age, teaching methods and scientific approaches of specialists in this area, the innovations made.

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12

Kusrini, Nurul Azizah Ria. "Scientific Approach." ALSUNA: JOURNAL OF ARABIC AND ENGLISH LANGUAGE 1, no. 1 (2018): 17–25. http://dx.doi.org/10.31538/alsuna.v1i1.48.

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Curriculum 2013 is the latest curriculum created by the government to make the education in Indonesia better. Scientific approach offered in this curriculum is very remarkable to discuss, since almost all educators are talking about this approach. However, most of the educators get trouble and feel confused to apply this approach in teaching English, since it is usually applied in science class. Therefore, this study was written to show the steps of applying this approach in teaching English. This study, used library research, tried to offer new alternative vision to emerge the students’ criti

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13

Frank, Michael C., and Rebecca Saxe. "Teaching Replication." Perspectives on Psychological Science 7, no. 6 (2012): 600–604. http://dx.doi.org/10.1177/1745691612460686.

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Replication is held as the gold standard for ensuring the reliability of published scientific literature. But conducting direct replications is expensive, time-consuming, and unrewarded under current publication practices. So who will do them? The authors argue that students in laboratory classes should replicate recent findings as part of their training in experimental methods. In their own courses, the authors have found that replicating cutting-edge results is exciting and fun; it gives students the opportunity to make real scientific contributions (provided supervision is appropriate); and

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14

Skufina, T., and S. Baranov. "Socioeconomic Forecasting: Scientific and Teaching Problems." Voprosy Ekonomiki, no. 3 (March 20, 2005): 41–47. http://dx.doi.org/10.32609/0042-8736-2005-3-41-47.

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The authors discuss some problems of socioeconomic forecasting and analyze the specifics of teaching this discipline at higher school. Attention is focused on peculiarities and typical mistakes in Russian forecasting. The factors that restrict the scope of prognostic methods are considered. Some improvements for teaching are proposed.

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15

Gibson, Michael Allen. "Teaching Scientific Integrity to Geology Majors." Journal of Geological Education 42, no. 4 (1994): 345–50. http://dx.doi.org/10.5408/0022-1368-42.4.345.

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16

Skorokhod, G. "Common Scientific Concepts In Teaching Mathematics." Physical and Mathematical Education 15, no. 1 (2018): 302–4. http://dx.doi.org/10.31110/2413-1571-2018-015-1-058.

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17

Cline, Kelly S. "Teaching Scientific Logic: Theories and Observations." Astronomy Education Review 6, no. 2 (2007): 111–14. http://dx.doi.org/10.3847/aer2007022.

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18

McPherson, Guy R. "Teaching & Learning the Scientific Method." American Biology Teacher 63, no. 4 (2001): 242–45. http://dx.doi.org/10.2307/4451093.

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19

Sponholz, Gerlinde. "Teaching scientific integrity and research ethics." Forensic Science International 113, no. 1-3 (2000): 511–14. http://dx.doi.org/10.1016/s0379-0738(00)00267-x.

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20

Root-Bernstein, R. "Teaching, Not Testing, for Scientific Vision." Science 326, no. 5951 (2009): 365–66. http://dx.doi.org/10.1126/science.326_365c.

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21

Maarschalk, Jan. "Scientific literacy through informal science teaching." European Journal of Science Education 8, no. 4 (1986): 353–60. http://dx.doi.org/10.1080/0140528860080402.

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22

de Espíndola, Marina Bazzo, Tatiana El-Bacha, Taís Rabetti Giannella, Miriam Struchiner, Wagner S. da Silva, and Andrea T. Da Poian. "Teaching energy metabolism using scientific articles." Biochemistry and Molecular Biology Education 38, no. 2 (2010): 97–103. http://dx.doi.org/10.1002/bmb.20386.

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23

Kinchin, Ian M. "A scientific approach to teaching science." Journal of Biological Education 52, no. 3 (2018): 235. http://dx.doi.org/10.1080/00219266.2018.1477563.

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24

Miller, S., C. Pfund, C. M. Pribbenow, and J. Handelsman. "THE PIPELINE: Scientific Teaching in Practice." Science 322, no. 5906 (2008): 1329–30. http://dx.doi.org/10.1126/science.1166032.

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25

Slater, Stephanie J., Timothy F. Slater, and Daniel J. Lyons. "Teaching Scientific Inquiry with Galaxy Zoo." Physics Teacher 49, no. 2 (2011): 94–96. http://dx.doi.org/10.1119/1.3543583.

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26

Littleton, Danette. "Good Teaching: Aesthetic and Scientific Perspectives." Kappa Delta Pi Record 26, no. 2 (1990): 51–52. http://dx.doi.org/10.1080/00228958.1990.10518582.

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27

Eflin, Juli T., and Mary E. Kite. "Teaching Scientific Reasoning through Attribution Theory." Teaching of Psychology 23, no. 2 (1996): 87–91. http://dx.doi.org/10.1207/s15328023top2302_3.

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A teaching activity improves students' scientific reasoning by focusing attention on the causal, explanatory nature of psychological theories, The instructor's initial lecture emphasizes the argument form called Inference to the Best Explanation (IBE). Students construct IBE arguments by sorting a series of premises and conclusions based on correspondent inference theory (Jones & Davis, 1965), Discussion of argument strength follows, using the concepts presented in the lecture. Fifty-two introductory social psychology students evaluated the activity favorably, and results of a nonequivalen

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28

Maarschalk, Jan. "Scientific literacy and informal science teaching." Journal of Research in Science Teaching 25, no. 2 (1988): 135–46. http://dx.doi.org/10.1002/tea.3660250205.

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29

Hancock, Tamara S., Patricia J. Friedrichsen, Andrew T. Kinslow, and Troy D. Sadler. "Selecting Socio-scientific Issues for Teaching." Science & Education 28, no. 6-7 (2019): 639–67. http://dx.doi.org/10.1007/s11191-019-00065-x.

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30

Barat Oglu, Rakhimov Adham. "Scientific Project For Humanities Students." American Journal of Social Science and Education Innovations 03, no. 05 (2021): 346–49. http://dx.doi.org/10.37547/tajssei/volume03issue05-63.

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This article covers issues such as "project", "project work" and the content of the research project for students of the social sphere, the importance of the research project in the teaching of foreign languages.

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31

Sihotang, Dian Clara Natalia. "EFFECT SCIENTIFIC INQUIRY TEACHING MODELS AND SCIENTIFIC ATTITUDE TO PHYSICS STUDENT OUTCOMES." Jurnal Pendidikan Fisika 3, no. 2 (2014): 22. http://dx.doi.org/10.22611/jpf.v3i2.3170.

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The objectives of this study were to determine whether: (1) the student’s achievement taught by using Scientific Inquiry Teaching Models is better than that of taught by using Direct Instruction; (2) the student’s achievement who have a high scientific attitude is better than student who have low scientific attitude; and (3) there is interaction between Scientific Inquiry Teaching Models and scientific attitude for the student’s achievement. The results of research are: (1) the student’s achievement given learning through Scientific Inquiry Teaching Models better than Direct Instruction; (2) t

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32

Tang, Xiaowei, Janet E. Coffey, Andy Elby, and Daniel M. Levin. "The scientific method and scientific inquiry: Tensions in teaching and learning." Science Education 94, no. 1 (2009): 29–47. http://dx.doi.org/10.1002/sce.20366.

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33

Chen, Zhi Qin, Ling Yun Bai, Ze Hua Zhou, and Jun Huai Xiang. "Study of Benign Interaction between Teaching and Scientific Research in the Teaching-Oriented Local University." Advanced Materials Research 971-973 (June 2014): 2641–44. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2641.

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The benign interaction of teaching and scientific research is analyzed in the teaching-oriented local university. It clarifies that the benign interaction of teaching and scientific research can enhance the overall university level. The article proposes the opinions of constructing a benign interaction of scientific research and teaching, such as formation of teaching and research team effect, design scientific research and teaching experimental items, development characteristic scientific research by relying on the geographical advantages, improvement the integrative evaluation system of scie

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34

Reddy, BL. "Computational Challenges in Statistical Outcome of Teaching Learning Practice: A Scientific Review." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 2603–6. http://dx.doi.org/10.5373/jardcs/v12sp7/20202395.

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35

Masithoh, Dewi. "Teachers’ scientific approach implementation in inculcating the students’ scientific attitudes." Jurnal Prima Edukasia 6, no. 1 (2018): 32. http://dx.doi.org/10.21831/jpe.v6i1.14282.

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The study aimed at attaining an overview on teaching experiences by means of guided inquiry model of the scientific approach in order to inculcate the scientific attitudes among the students of Luqman Al Hakim International Integrated Islamic Primary School Yogyakarta. The study was a qualitative research using the ethnographic classroom approach. The subjects in this study were the headmaster, the homeroom teachers of Grade 4A students, and the Grade 4A students. In collecting the data, the researchers conducted interview, observation, and documentation. Then, the instruments that the researc

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36

Brenner, Michael J. "More About the Teaching of Scientific Writing." Academic Medicine 85, no. 1 (2010): 4. http://dx.doi.org/10.1097/acm.0b013e3181c40912.

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37

DAI, Ke, Hua LIANG, Heyan HUANG, Hailong HU, and Jichuan HUO. "Integration of Scientific Research into Classroom Teaching." University Chemistry 34, no. 4 (2019): 6–11. http://dx.doi.org/10.3866/pku.dxhx201809014.

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38

Berezova, Liudmyla. "METHODOLOGICAL BASES OF SCIENTIFIC DIALOGICAL LANGUAGE TEACHING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 5(73) (2019): 280–83. http://dx.doi.org/10.25264/2519-2558-2019-5(73)-280-283.

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39

LoPresto, Michael C. "Teaching the Scientific Method in Introductory Astronomy." Astronomy Education Review 2, no. 2 (2003): 138–45. http://dx.doi.org/10.3847/aer2003020.

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40

Barden, Laura M., Priscilla A. Frase, and Jeffrey Kovac. "Teaching Scientific Ethics: A Case Studies Approach." American Biology Teacher 59, no. 1 (1997): 12–14. http://dx.doi.org/10.2307/4450233.

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41

Buračienė, R. "Methods of Teaching Philosophy and Scientific Communism." Problemos 13 (September 29, 2014): 138–39. http://dx.doi.org/10.15388/problemos.1974.13.5549.

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1973 m. gegužės 19 d. Vilniaus universiteto Filosofijos ir Mokslinio komunizmo katedros surengė respublikinę metodinę konferenciją, skirtą filosofijos ir mokslinio komunizmo dėstymo metodikos klausimams aptarti. Svarstyta apie metodus, kurie padėtų prieinamiau, giliau ir sistemingiau išdėstyti filosofijos ir mokslinio komunizmo kursus bei atskiras šių mokslų problemas, kurie padėtų ugdyti studentų mokslinę galvoseną, skatintų domėtis studijuojamomis disciplinomis, objektyviau formuotų marksistinę pasaulėžiūrą. Pranešimus skaitė I. Lempertas, J. V. Vinciūnas, I. Zaksas, A. Gaižutis, L. Petkevič

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42

WORTHY, WARD. "SCIENTIFIC LITERACY: Sweeping changes in teaching urged." Chemical & Engineering News 67, no. 9 (1989): 4. http://dx.doi.org/10.1021/cen-v067n009.p004.

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43

Salehjee, Saima. "Teaching science through stories: mounting scientific enquiry." Early Child Development and Care 190, no. 1 (2019): 79–90. http://dx.doi.org/10.1080/03004430.2019.1653554.

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44

Meyer, Stephen C. "Teaching about scientific dissent from neo-darwinism." Trends in Ecology & Evolution 19, no. 3 (2004): 115–16. http://dx.doi.org/10.1016/j.tree.2003.12.007.

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45

Macrina, F. L., and C. L. Munro. "Graduate teaching in principles of scientific integrity." Academic Medicine 68, no. 12 (1993): 879–86. http://dx.doi.org/10.1097/00001888-199312000-00003.

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46

Olney, David. "Using scientific calculators in teaching half-life." Journal of Chemical Education 63, no. 10 (1986): 849. http://dx.doi.org/10.1021/ed063p849.

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47

Gregg, Christopher S., Jo Dale Ales, Steven M. Pomarico, E. William Wischusen, and Joseph F. Siebenaller. "Scientific Teaching Targeting Faculty from Diverse Institutions." CBE—Life Sciences Education 12, no. 3 (2013): 383–93. http://dx.doi.org/10.1187/cbe.12-05-0061.

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We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader

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48

Aikenhead, Glen S. "A Module for Teaching Scientific Decision Making." Bulletin of Science, Technology & Society 7, no. 1-2 (1987): 137–45. http://dx.doi.org/10.1177/027046768700700125.

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49

PARK, Jongwon. "Understanding and Teaching Scientific Creativity in Schools." New Physics: Sae Mulli 61, no. 10 (2011): 947–61. http://dx.doi.org/10.3938/npsm.61.947.

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50

GAGE, N. L. "THE SCIENTIFIC STATUS OF RESEARCH ON TEACHING." Educational Theory 44, no. 4 (1994): 371–83. http://dx.doi.org/10.1111/j.1741-5446.1994.00371.x.

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