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Journal articles on the topic 'Teaching of biology and geology'

Author: Grafiati

Published: 7 September 2021

Last updated: 29 July 2025

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1

Moliner Miravet, Lidón, Odet Moliner García, and Auxiliadora Sales Ciges. "Teaching and learning Biology and Geology through peer tutoring." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 31, no. 3 (2013): 189. http://dx.doi.org/10.5565/rev/ec/v31n3.826.

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Brígido, María, Digna Couso, Ciro Gutiérrez, and Vicente Mellado. "THE EMOTIONS ABOUT TEACHING AND LEARNING SCIENCE: A STUDY OF PROSPECTIVE PRIMARY TEACHERS IN THREE SPANISH UNIVERSITIES." Journal of Baltic Science Education 12, no. 3 (2013): 299–311. http://dx.doi.org/10.33225/jbse/13.12.299.

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A descriptive and comparative study is made of the emotions that prospective primary teachers in three Spanish universities have about teaching and learning the natural sciences, differentiating between approaches to the content of Biology/Geology and Physics/Chemistry. The study was carried out using a closed-response questionnaire which was completed by 315 primary education bachelor's degree students in the Universities of Extremadura, Las Palmas de Gran Canaria, and the Autónoma of Barcelona (UAB). The results showed that in their recall of their secondary education, most of the prospectiv

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Arkhipov, Sergey G., Tatyana B. Bekker, Anna A. Gaydamaka, Anna Y. Likhacheva, Evgeniy A. Losev, and Elena V. Boldyreva. "From geology to biology: an interdisciplinary course in crystal growth." Journal of Applied Crystallography 55, no. 5 (2022): 1368–76. http://dx.doi.org/10.1107/s1600576722008032.

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This contribution shares experience of teaching an interdisciplinary university course in crystal growth with examples ranging from geology to biology. This is an attempt to combine teaching the basics of the classical and non-classical theories of crystallization with impressive examples of crystals growing around us and in the human body, as well as demonstration of the common phenomena in the growth of minerals in nature, crystalline materials in industry and the laboratory, and biomimetic and stimulus-responsive crystals. Lectures are supported by laboratory exercises. Students can also pe

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Stearns, Richard. "James Merrill Safford." Earth Sciences History 4, no. 1 (1985): 38–48. http://dx.doi.org/10.17704/eshi.4.1.c187426518w0327l.

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James Merrill Safford (1822-1907), famous for geological investigations of Tennessee, taught chemistry and biology, as well as geology, for 52 years. He held administrative posts in medicine, and his teaching, even of geology, was mostly to would-be physicians, engineers and pharmacists. His education in Silliman's laboratory at Yale, during 1847, probably was the key to his success. From 1848 to 1873 he taught full-time at Cumberland University in Lebanon, Tennessee, except for leave in 1854-56 to work for the geological survey of Tennessee. During the Civil War hiatus, 1862-1866, he taught p

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Borrachero Cortés, Ana Belén, Mª Antonia Dávila Acedo, María Brígido Mero, Rosa Gómez del Amo, and Lucía Mellado Bermejo. "LAS EMOCIONES QUE EXPERIMENTABAN LOS FUTUROS PROFESORES DE SECUNDARIA EN EL APRENDIZAJE DE LAS CIENCIAS." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (2016): 271. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.612.

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Abstract.EMOTIONS EXPERIENCED BY FUTURE SECONDARY TEACHERS IN SCIENCE LEARNINGAlthough Science Teaching studies are increasingly taking emotions into account, few have dealt with prospective teachers. The present work analyses the emotions aroused in the science of 83 prospective secondary teachers enrolled in the Master’s Course in Teacher Education in Secondary Education at the University of Extremadura, in three specialities: Biology/Geology, Mathematics, and Physics/Chemistry. In general, prospective teachers experienced positive emotions in learning Biology, Geology and Chemistry, and mos

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Vergnolle-Mainar, Christine, and Catherine Bruguiere. "Conception et usages de ressources didactiques : des ressources disciplinaires classiques à des ressources a-disciplinaires à construire." Annales de didactique et de sciences cognitives Thématique 2 | 29 (2024): 53–78. http://dx.doi.org/10.4000/11sg7.

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Resources for teaching biology, geology and geography are questioned using innovative approaches supported by collaborative research. The interest of resources not referenced to a discipline is highlighted, into a perspective of disciplinary didactics, an interdisciplinary approach and the training of students as future citizens. This use of a-disciplinary resources is an issue for teacher training.

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S., Chimedtsogzol. "Мэргэжлийн англи хэлний хөтөлбөрийн харьцуулсан судалгаа". Mongolian Journal of Foreign Languages and Culture 20, № 450 (2023): 134–38. http://dx.doi.org/10.22353/mjflc.v20i450.2880.

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From the early 1960's, English for Specific Purposes (ESP) has grown to become one of the most prominent areas of EFL teaching today. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting, business management, law, biology, geology, history, and chemistry. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.

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Bozkurt, Zeynep. "4-year Astrobiology Teaching Experience in an Astronomy Department." EPJ Web of Conferences 200 (2019): 02012. http://dx.doi.org/10.1051/epjconf/201920002012.

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Astrobiology is a multidisciplinary field related to the sciences of Astronomy, Chemistry, Biology and Geology. An optional Astrobiology course has been taught in the Astronomy department of Ege University (Turkey) since 2013. The main objectives of this introductory course are to introduce and familiarize the astronomy students to the fundamentals of astrobiology. In this study, 4-year teaching experience of Astrobiology course has been examined. Course objectives, teaching methods, learning activities and evaluation methods were discussed. To evaluate the students’ learning experiences and k

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Pereira, Gerlany de Fátima dos Santos. "J.R.R. TOLKIEN "THE FALL OF GONDOLIN": FORAYS INTO THE TEACHING OF SCIENCE AND MATHEMATICS." Journal of Media Critiques 10, no. 26 (2024): e139. https://doi.org/10.17349/jmcv10n26-049.

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How can the narrative and thematic elements in "The Fall of Gondolin" by J.R.R. Tolkien be utilized as innovative pedagogical tools for teaching Natural Sciences and Mathematics? This was the guiding question for this text. The general objective was to analyze how the narrative and thematic elements in "The Fall of Gondolin" by J.R.R. Tolkien can be utilized as innovative pedagogical tools for teaching Natural Sciences and Mathematics. The specific objectives were to identify scientific and mathematical concepts present in "The Fall of Gondolin," investigate the descriptions of natural phenome

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Meléndez, G., G. Fermeli, and An Koutsouveli. "Analyzing Geology textbooks for secondary school curricula in Greece and Spain: Educational use of geological heritage." Bulletin of the Geological Society of Greece 40, no. 4 (2007): 1819. http://dx.doi.org/10.12681/bgsg.17143.

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The teaching of geology as a separate discipline in secondary school curricula has been progressively reduced during the last 20 years in European countries. In the case of Greece and Spain, National Education laws have set geology as a supplementary matter of biology, geography and environmental sciences. However, geology and Earth sciences are not subsidiary items of these "natural science" disciplines. This secondary role assigned to geology is creating serious concern among geologist community due to the substantial drop of geology contents in Secondary school curricula, which will presuma

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Duffy, Eve. "Badger, Ed., Ideas That Work In College Teaching." Teaching History: A Journal of Methods 34, no. 1 (2009): 41–42. http://dx.doi.org/10.33043/th.34.1.41-42.

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This book of articles by professors from a wide range of disciplines at SUNY Potsdam is a pleasure and a great source of practical guidance and information . The scholars who came together to write the book are engaged-teaching twelve hours each semester, working on freshman seminars, and actively involved in a reflective practice . It was out of this practice that the book emerged: Professors from thirteen different disciplines- art, biology, computer science, education, geology, history, math, modern languages, philosophy, physics, politics, psychology, and sociology-had been reading books o

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Ding, Jizhao, and Yan Gao. "Geography Education and Earth Science: Bridging Concepts in Chinese High School Teaching." Journal of Contemporary Educational Research 9, no. 2 (2025): 123–30. https://doi.org/10.26689/jcer.v9i2.9752.

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The teaching of earth science in Chinese senior high school geography has faced significant challenges, particularly in the compulsory module “The History of the Earth.” Despite being part of the 2019 curriculum reform, current teaching practices often fail to emphasize the geographical nature of the subject, instead treating it as a mix of geology, biology, and historical facts. This paper addresses this challenge by proposing a framework that maintains a geographical focus while teaching earth science concepts. The framework consists of three integrated approaches. First, it introduces a str

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Peng, Bo, Zhuanqing Yang, and Quanxiu Wang, et. al. "The Application Status, Principles and Strategies of Situation Creation in High School Biology." Research Journal of Education, no. 93 (August 23, 2023): 23–40. http://dx.doi.org/10.32861/rje.23.40.

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The "General High School Biology Curriculum Standards (2017 Edition, 2020 Revision)" requires teachers to learn to use real-life materials for teaching, to present the curriculum content in a situational manner, and to lay a solid foundation for students’ lifelong development. By investigating the current application of scenario creation in high school biology classroom teaching, it was found that teachers have a one-sided understanding of scenario creation and there are misconceptions in their teaching use. Students’ learning methods are not flexible enough, their autonomous learning ability

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Harris, Victor William, and Heidi Harris. "Toward a Start-to-Finish Cross-Disciplinary Instructional Model for National and International Higher Education." World Journal of Education 10, no. 2 (2020): 141. http://dx.doi.org/10.5430/wje.v10n2p141.

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Using their cross-disciplinary review of Ideas that Work in College Teaching, the authors explore the pedagogical commonalities of fifteen higher education instructors from SUNY Potsdam (State University of New York at Potsdam) in an attempt to reveal the secrets of teaching success across thirteen academic disciplines—math, computer science, geology, modern languages, political science, philosophy, history, biology, psychology, sociology, physics, and art. While the specific instructional disciplines varied considerably in the content that was both studied and presented, the authors found tha

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Nord, Julia Ann, Anastasia Samaras, Rebecca Ericson, et al. "Teaching as a creative and learning process." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8002c.

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The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teachi

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Vieira, Rui Marques, Celina C. Tenreiro-Vieira, Pedro Bem-Haja, and Margarida Lucas. "STEM Teachers’ Digital Competence: Different Subjects, Different Proficiencies." Education Sciences 13, no. 11 (2023): 1133. http://dx.doi.org/10.3390/educsci13111133.

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STEM—science, technology, engineering, and mathematics—and STEM literacy have emerged as one (of many) concerted efforts aiming to provide the different competences required for future generations to adapt to an evolving world. Despite lacking a comprehensive framework for STEM, this concept has been studied under different perspectives, one of which is the digital competences of teachers. This study focuses on the digital competence and proficiency of 20,935 teachers, distributed across the following subjects: mathematics and natural sciences, physics and chemistry, biology and geology, and m

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DEFORZH, Hanna. "THE THEORY OF EVOLUTIONARY DOCTRINE AND ITS ROLE IN THE FORMATION OF THE SCIENTIFIC OUTLOOK OF STUDENTS IN THE TRAINING SYSTEM FOR TEACHERS OF NATURAL EDUCATION." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 13 (2023): 26–33. http://dx.doi.org/10.33251/2522-1477-2023-13-26-33.

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The article examines the importance of the educational discipline ″Theory of Evolutionary Teaching″ in the system of training future teachers of natural sciences. The role of this discipline in the formation of students’ scientific outlook is highlighted. The main part of the scientific worldview contains the views and beliefs that were formed on the basis of knowledge about nature and society and became the internal position of the individual. The theory of evolution forms scientific views and beliefs about the structure of the universe, the origin of life on Earth, the origin of man, and oth

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Aguilera, David, and Francisco Javier Perales-Palacios. "Learning biology and geology through a participative teaching approach: the effect on student attitudes towards science and academic performance." Journal of Biological Education 54, no. 3 (2019): 245–61. http://dx.doi.org/10.1080/00219266.2019.1569084.

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Sellés-Martínez, José. "Development of didactic materials and activities on interdisciplinary bases: an example for oil an." Terrae Didatica 14, no. 3 (2018): 256–62. http://dx.doi.org/10.20396/td.v14i3.8653523.

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Although the subject “Oil and Gas” is not usually present in the Secondary School Curriculum, it is of interest to students due to its obvious relationships with everyday life, and has been selected to design a series of teaching resources. Not only natural sciences such as Geology, Biology and Chemistry are embedded in the formation and accumulation of petroleum, but also con-stant references to History, Geography and Technology are present when linking together its discovery, exploitation, industrial-ization and use. The materials being produced cover three categories: a reference text to be

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Sara Awwad Alhusaini, Sara Awwad Alhusaini. "Teaching problems related to the blackboard learning management system in teaching practical courses at the College of Science at Taibah University: المشكلات التدريسية المتعلقة بنظام البلاك بورد في تدريس المقررات العملية في كليات العلوم بجامعة طيبة". مجلة المناهج وطرق التدريس 1, № 2 (2022): 21–46. http://dx.doi.org/10.26389/ajsrp.d160122.

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The research aims to identify the teaching problems related to the blackboard learning management system in the teaching of practical courses in the Colleges of Science at Taibah University from the point of view of faculty. The researcher used the descriptive method (survey), and to achieve the research objectives prepared the resolution tool consisting of (7) domains, and applied to (160) faculty members in the colleges of science departments (physics, chemistry, biology, geology) Cronbach's alpha coefficient was used to measure internal coherent. Frequencies, percentages, arithmetic average

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Botoucharov, Nikola. "GEOLOGICAL EDUCATION IN SOFIA UNIVERSITY – INTEGRATION OF TRADITIONS AND KNOWLEDGE IN PRACTICE." Knowledge International Journal 28, no. 3 (2018): 1093–98. http://dx.doi.org/10.35120/kij28031093n.

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Sofia University “St. Kliment Ohridski” is the first Bulgarian and the highest academic institution with more than a century long educational and scientific traditions. Geology is part of the university from the very beginning in the area of Natural sciences. It is an example of the effective interaction between the educational processes and implementation of science, technology and innovation. The scientific activities of Sofia University have been developing along with the research priorities, lecture courses, field work and their implementation into practice.The degree programs in Geology w

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MARMAGAS, ATHANASIOS, and DIMITRIOS KORAKAS. "Perceptions of Greek Science Teachers about the Nature of Science." INTERNATIONAL JOURNAL OF EDUCATIONAL INNOVATION 6, no. 4 (2024): 32–43. https://doi.org/10.69685/ywhd5032.

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Sciences include important subjects in secondary education, such as Physics, Chemistry, Biology and Geology – Geography. Understanding the Nature of Science has been established as one of the desirable features of scientific literacy for teachers and students, who generally need to understand the concepts, principles, theories and processes of science and to be aware of the complex relationships between science, technology and society. The current study attempts to explore the perceptions of 58 Greek teachers regarding scientific theories and laws, science as cumulative knowledge, theory-laden

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Soldado, Emerson Barão Rodrigues, Jairo José Matozinho Cubas, and Ana Maria Alfonso-Goldfarb. "Alfred Russel Wallace na Amazônia e a Construção de uma Ideia: seus estudos na distribuição dos animais como uma ferramenta no ensino de biologia." História da Ciência e Ensino: construindo interfaces 21 (July 6, 2020): 144–57. http://dx.doi.org/10.23925/2178-2911.2020v21p144-157.

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ResumoAlfred Russel Wallace (1823-1913), naturalista inglês conhecido por seus estudos sobre a seleção natural, teve sua primeira expedição na Amazônia. De 1848 a 1852, observou e descreveu fauna, flora, geologia e grupos humanos que ali habitavam e abordou a temática da distribuição dos animais, apontando os limites de alcance das espécies e sua relação com o meio. O objetivo deste trabalho foi analisar, a partir de livros e artigos relativos ao período, como essa noção do limite de alcance das espécies foi abordado por Wallace e sua importância para a formulação de conceitos biogeográficos e

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Araújo Júnior, Hermínio Ismael de, and Kleberson De Oliveira Porpino. "Análise da abordagem do tema paleontologia nos livros didáticos de biologia." Anuário do Instituto de Geociências 33, no. 1 (2010): 63–72. http://dx.doi.org/10.11137/2010_1_63-72.

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The textbook is currently one of the main instruments in the process of education and learning. Analyses of the Biology content in these books are essential in order to show problems contained in these publications and allow a more informed choice of books for the teaching of specific contents. In this work, an analysis of the Paleontology content in Biology textbooks was carried out, aiming to evaluate the reability of the presentation of paleontological topics in secondary school books and to provide crucial information for the choice of better texts for use in biology classes regarding the

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Senger, Kim, Grace Shephard, Fenna Ammerlaan, et al. "Arctic Tectonics and Volcanism: a multi-scale, multi-disciplinary educational approach." Geoscience Communication 7, no. 4 (2024): 267–95. https://doi.org/10.5194/gc-7-267-2024.

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Abstract. Geologically, the Arctic is one of the least-explored regions of Earth. Obtaining data in the high Arctic is logistically, economically, and environmentally expensive, but the township of Longyearbyen (population of 2617 as of 2024) at 78° N represents a relatively easily accessible gateway to Arctic geology and is home to The University Centre in Svalbard (UNIS). These unique factors provide a foundation from which to teach and explore Arctic geology via the classroom, the laboratory, and the field. UNIS was founded in 1993 as the Norwegian “field university”, offering field-based c

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Koskei, Julius Kiprono, Ezekiel Nyambega Omwenga, and Enock Obuba. "Influence of Coaching Teaching Style on Biology Examinations in Public Secondary Schools in Molo Sub-County, Kenya." Open Journal of Social Sciences 11, no. 12 (2023): 1–16. http://dx.doi.org/10.4236/jss.2023.1112001.

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Blöschl, G., G. Carr, C. Bucher, et al. "Promoting interdisciplinary education − the Vienna Doctoral Programme on Water Resource Systems." Hydrology and Earth System Sciences 16, no. 2 (2012): 457–72. http://dx.doi.org/10.5194/hess-16-457-2012.

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Abstract. The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student

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Blöschl, G., G. Carr, C. Bucher, et al. "Promoting interdisciplinary education – the Vienna Doctoral Programme on Water Resource Systems." Hydrology and Earth System Sciences Discussions 8, no. 6 (2011): 9843–87. http://dx.doi.org/10.5194/hessd-8-9843-2011.

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Abstract. The Vienna Doctoral Programme on Water Resource Systems (DK-WRS) is a programme that aims to educate students in interdisciplinary water science through cutting edge research at an international level. It is funded by the Austrian Science Fund and designed to run over a period of 12 yr during which 80 doctoral students are anticipated to graduate. This paper reports on our experiences of setting up and implementing the Programme. We identify three challenges: integrating the disciplines, maintaining depth in an interdisciplinary programme, and teaching subjects remote to each student

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Shahab, Sara, Nasser Rashidi, Firooz Sadighi, and Mortaza Yamini. "A Textual Discourse Analysis of Introductions in Textbooks of Humanities and Basic Sciences." Canadian Journal of Applied Linguistics 23, no. 1 (2020): 137–68. http://dx.doi.org/10.37213/cjal.2020.28750.

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This study attempted to scrutinize the disciplinary and cross-disciplinary generic variations of textbook introductions in humanities and basic sciences with reference to the onion model. The data included a sample of 60 introductions (i.e. ten each from applied linguistics, sociology, and psychology within humanities, and ten each from biology, agriculture, and geology within basic sciences). Humphrey and Economou’s (2015) onion model of discourse analysis was adopted, and MAXQDA 10 software of qualitative analysis was used for coding. The findings revealed similarities and differences not on

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Sebastián-López, María, and Rafael de Miguel González. "Mobile Learning for Sustainable Development and Environmental Teacher Education." Sustainability 12, no. 22 (2020): 9757. http://dx.doi.org/10.3390/su12229757.

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Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable

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Araújo, Bruno de Lima, Alexia Satie Augusto, André Prates, et al. "“PATAGOTITAN – O MAIOR DO MUNDO”: CIÊNCIA, EDUCAÇÃO E DECOLONIALIDADE EM UMA EXPOSIÇÃO DE DINOSSAUROS." PALEONTOLOGIA EM DESTAQUE - Boletim Informativo da Sociedade Brasileira de Paleontologia 38, no. 79 (2024): 32–44. http://dx.doi.org/10.4072/paleodest.2023.38.79.03.

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“Patagotitan - World’s Largest Dinosaur”: Science, Education and Decoloniality in a Dinosaur Exhibition. During three months, a dinosaur exhibition was held in the Central-South Zone of the city of São Paulo, Brazil. There were 21 educators serving tens of thousands of visitors from the general public, including 157 schools and 6528 students. The exhibition featured replicas of 14 species of dinosaurs found in Argentina and one dinosaur that inhabited southern Brazil, as well as six original fossils, originally from the Egidio Feruglio Paleontological Museum, located in Chubut, Argentina. Amon

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Albero-Posac, Sofía. "Uso de recursos digitales para el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras: propuesta para el enriquecimiento de un curso de Biología y Geología mediante tecnologías educativas." Research in Education and Learning Innovation Archives, no. 22 (June 24, 2019): 1. http://dx.doi.org/10.7203/realia.22.14112.

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Nowadays a wide range of digital tools are used to support the teaching and learning of languages. Their potential positive effects in the learning process can be particularly useful to address the challenges that may arise in approaches such as Content and Language Integrated Learning (CLIL), where students are expected not only to gain mastery in the content of the subject, but also the foreign language that is used as a vehicle of communication. This paper aims to offer a proposal for the ICT-enrichment of CLIL subjects which has beenimplemented in a course of Biology and Geology in English

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Gabler, Jay, and David John Frank. "The Natural Sciences in the University: Change and Variation over the 20th Century." Sociology of Education 78, no. 3 (2005): 183–206. http://dx.doi.org/10.1177/003804070507800301.

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The changing academic priorities of universities are often discussed but little investigated by social scientists: What accounts for the striking expansions and contractions in disciplinary fields over time? Focusing specifically on the natural sciences, this article articulates a global-institutional argument that holds that deep shifts in ontological conceptions of action and structure over the course of the 20th century fomented shifts in the teaching and research emphases of universities worldwide. Specifically, it hypothesizes that scientific fields that are premised on fixed categories a

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Martínez-Borreguero, Guadalupe, Jesús Maestre-Jiménez, Milagros Mateos-Núñez, and Francisco Luis Naranjo-Correa. "Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste." Sustainability 11, no. 4 (2019): 1173. http://dx.doi.org/10.3390/su11041173.

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The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school t

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Pham Thanh, Nga, Thu Do, Lan Phung Thi, and Giang Nguyen Thi Kim. "DESIGNING AND ORGANIZING EXPERIENTIAL LEARNING ACTIVITIES TO DEVELOP STUDENTS' ENVIRONMENTAL PROTECTION COMPETENCE THROUGH THE OPTIONAL TOPIC OF CHEMICAL FERTILIZERS OF CHEMISTRY 11." Journal of Science Educational Science 68, no. 2A (2023): 189–201. http://dx.doi.org/10.18173/2354-1075.2023-0031.

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Chemistry is a close combination of theory and experiment which is a bridge of the Natural Sciences such as Physics, Biology, Medicine, and Geology. Experiential learning activities using experiments in teaching chemistry play a very important role in the new general education curriculum. Through these activities, students have more opportunities to apply their acquired knowledge and skills in real life to form and develop general and specific competencies and enhance their creativity and passion. Within the scope of this article, we have studied the theoretical basis of experiential learning

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Martínez, Borreguero Guadalupe, Jiménez Jesús Maestre, Núñez Milagros Mateos, and Correa Francisco Luis Naranjo. "Knowledge Analysis of the Prospective Secondary School Teacher on a Key Concept in Sustainability: Waste." Sustainability 11, no. 4 (2019): 1173. https://doi.org/10.3390/su11041173.

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The framework of sustainable development encompasses a series of behaviours which include the proper management of the waste we produce. This concept should be addressed in classrooms to ensure proper waste management. The amount of knowledge of the teachers and the inclusion of these concepts in the education curricula are essential factors when providing proper teaching about waste and waste management. The general objective was to analyse the amount of knowledge about waste of teachers in training within the framework of sustainable development. The sample consisted of 72 secondary school t

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Ma, Xin, Xian Wu, Jing Yuan, and Xingkai Luo. "Students, Classrooms, Teachers, and Schools: Competing Effects on Science Achievement." Teachers College Record: The Voice of Scholarship in Education 120, no. 11 (2018): 1–48. http://dx.doi.org/10.1177/016146811812001106.

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Background/Context Students, classrooms, teachers, and schools form hierarchical units of any schooling system that compete for, say, educational resources and sometimes blame one another for the failure to meet a certain societal goal. Little educational research exists that separates competing effects on schooling outcomes across these educational levels. Purpose/Objective/Research Question/Focus of Study We aimed to fill in this gap in the literature by simultaneously examining in one model students, classrooms, teachers, and schools for competing effects on science achievement and identify

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O.O., Olabode, Awolola O.I., and Awusah I.B. "Influence of Some Teachers' Variables on Academic Achievement in Biology among Secondary School Girls in Ibadan North Local Government Area of Oyo State, Nigeria." British Journal of Education, Learning and Development Psychology 6, no. 3 (2023): 25–36. http://dx.doi.org/10.52589/bjeldp-rdtemipy.

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Introduction: Education is an aspect among a few that instills an essential expertise, capabilities as well as knowledge between persons; this then leads to total evolution and advancement of the entities, community and the entire country as a whole. An individual who is formally instructed is not only simply capable of achieving sought after goals and intents; on the other hand, it is also able to give a proficient support towards the comfort of the community. This study assessed the influence of teachers' variable on academic achievement in biology among secondary school girls in Ibadan Nort

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Jeffery, Adam J., Steven L. Rogers, Kelly L. A. Jeffery, and Luke Hobson. "A flexible, open, and interactive digital platform to support online and blended experiential learning environments: Thinglink and thin sections." Geoscience Communication 4, no. 1 (2021): 95–110. http://dx.doi.org/10.5194/gc-4-95-2021.

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Abstract. This study investigates the potential value of, and provides a method for, the creation of flexible, digital, and asynchronous platforms to create student-centred materials for use in an online and/or blended learning environment. We made use of Thinglink to create a “virtual microscope” resource for geology and associated courses in higher education. This is achieved through the dissemination of a simple learning resource comprising interactive imagery and audio. The visual analysis of rocks under the microscope, termed thin-section petrography, is a fundamental component in geology

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La, Phuc, Tuat Luong, Bùi Thom, et al. "THE ON-SITE VOLCANIC CAVE CONSERVATION MUSEUM AT THE DAK NONG UNESCOGLOBAL GEOPARK." LIFE OF THE EARTH 44, no. 1 (2022): 51–64. http://dx.doi.org/10.29003/m2621.0514-7468.2022_44_1/51-64.

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The Krong No volcanic caves at the Dak Nong UNESCO Global Geopark (Dak Nong UGGp) were discovered in 2007. Between 2017 and the present, they were comprehensively studied and evaluated for heritage value from the perspectives of geology, biology and cultural studies. These primitive, endogenic caves are characterized by rich and diverse interior formations, representing seven types of geological heritage as classified by the UNESCO and its GILGES classification system. The applicable types are A (Paleontology), B (Geomorphology), C (Paleo-Environment), D (Rock), E (Stratigraphy), F (Minerals),

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Costillo Borrego, Emilio, Ana Belén Borrachero Cortés, Mª Antonia Dávila Acedo, and María Brígido Mero. "VALORACIÓN POR LOS PROFESORES EN FORMACIÓN DEL DOMINIO AFECTIVO EN LAS SALIDAS AL MEDIO NATURAL COMO ACTIVIDADES DE ENSEÑANZA-APRENDIZAJE." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 7, no. 1 (2017): 213. http://dx.doi.org/10.17060/ijodaep.2014.n1.v7.793.

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Abstract.ASSESSMENT OF PROSPECTIVE TEACHERS ABOUT AFFECTIVE DOMAIN IN NATURE FIELD TRIPS AS TEACHING AND LEARNING ACTIVITIESScience field trips of students have a positive impact about learning-teaching of Biology and Geology area. Nevertheless, few teachers carry out such activities in the right way. One reason could be the lack of studies concerning to activities focusing in the cognitive and affective teacher domains, especially in the first step of teacher education. Preliminary studies of our research group have shown that future teachers have wrong pedagogical concepts about these activi

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Фролов, Дмитро. "Розвиток STEM-освіти природничих дисциплін в умовах дистанційної освіти". Viae Educationis. Studies of Education and Didactics 1, № 3 (2022): 79–87. http://dx.doi.org/10.15804/ve.2022.03.08.

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The article provides a practical overview of the use of STEM-learning technology, which aims to establish interdisciplinary links that contribute to the formation of students’ holistic, systematic worldview, modern personal attitudes to the issues. Such lessons or classes can be conducted by combining the subjects of several subjects or the formation of integrated courses or separate special courses for students during distance education. In the conditions of distance education, the use of dynamic web-services in the professional activity of a teacher acquires practical significance, with the

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Naýryzbaeva, R. F. "Issues Related to Science in the Quran." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (2020): 64–73. http://dx.doi.org/10.47526/2020/2664-0686.036.

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There is no doubt that a person and a people with a strong spiritual support have a great future. Therefore, the scientific study of the Quran is of great importance. The theoretical foundations of this problem are relevant both in the history of religious studies and the philosophy of religion, as well as in the scientific field of natural science and the humanities. Considering the Islamic worldview from the point of view of the humanities, natural (physical) and other sciences allows young people to delve into all areas of science without understanding religion, the Koran as a dogmatic Secr

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Naýryzbaeva, R. F. "Issues Related to Science in the Quran." Iasaýı ýnıversıtetіnіń habarshysy 4, no. 118 (2020): 64–73. http://dx.doi.org/10.47526/2020/2664-0686.036.

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There is no doubt that a person and a people with a strong spiritual support have a great future. Therefore, the scientific study of the Quran is of great importance. The theoretical foundations of this problem are relevant both in the history of religious studies and the philosophy of religion, as well as in the scientific field of natural science and the humanities. Considering the Islamic worldview from the point of view of the humanities, natural (physical) and other sciences allows young people to delve into all areas of science without understanding religion, the Koran as a dogmatic Secr

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Rios-Velazquez, Carlos, Lilliam Casillas-Martinez, and Pieter T. Visscher. "Learning Geomicrobiology as a Team Using Microbial Mats, a Multidisciplinary Approach." Journal of Microbiology & Biology Education 8, no. 1 (2007): 28–35. http://dx.doi.org/10.1128/jmbe.8.1.28-35.2007.

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Microbial mats are one of the best suited laminar organo-sedimentary ecosystems for students from different educational backgrounds to visualize the direct relationship between microbes and minerals. We have used tropical hypersaline microbial mats from Puerto Rico as educational tools to promote active learning of geomicrobiology introductory concepts for undergraduate students organized in multidisciplinary teams with biological and geological backgrounds. Besides field trips and independent research projects focused on microbial mats, four intensive workshops and one capstone activity were

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Referowska-Chodak, Ewa. "Geocaching in education – a review of international experiences Part 2. Recipient, location and subject matter of education." Forest Research Papers 81, no. 2 (2020): 81–90. http://dx.doi.org/10.2478/frp-2020-0009.

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Abstract This article discusses the recipient, locations and subject matter of education using geocaching, based on a literature review. The aim is to aid the implementation of similar methods of education in Poland, including forest education, by providing practical information and guidelines. In the literature, the most frequently mentioned recipients of geocaching education are pupils, especially between 10–18 years of age, and university students. This is due to the fact that the authors of the publications were mostly school and academic teachers, as well as students and doctoral students

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Ewa, Referowska-Chodak. "Geocaching in education – a review of international experiences Part 2. Recipient, location and subject matter of education." Lesne Prace Badawcze / Forest Research Papers 81, no. 2 (2020): 81–90. https://doi.org/10.2478/frp-2020-0009.

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This article discusses the recipient, locations and subject matter of education using geocaching, based on a literature review. The aim is to aid the implementation of similar methods of education in Poland, including forest education, by providing practical information and guidelines. In the literature, the most frequently mentioned recipients of geocaching education are pupils, especially between 10–18 years of age, and university students. This is due to the fact that the authors of the publications were mostly school and academic teachers, as well as students and doctoral students of

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Revenko, A. G. "Book review for a book by M. Haschke, J. Flock, M. Haller “Laboratory Applications of X-ray Fluorescence”, Wiley. 2021, 464 pp., 263 illustrations." Аналитика и контроль 26, no. 1 (2022): 75–81. http://dx.doi.org/10.15826/analitika.2022.26.1.008.

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The use of X-ray fluorescence analysis (XRF) has been constantly expanding in recent years. The number of users without special training is increasing. This paper provides information on the monograph by M. Haschke, J. Flock, and M. Haller “Laboratory Applications of X-ray Fluorescence”. The book was published by Wiley-VCH. The book under review was written by experts with extensive experience in XRF. The authors made a significant contribution to the development of X-ray fluorescence analysis. The book consists of a Preface, a List of abbreviations and symbols, Information about authors, an I

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Rodríguez-Martín, Manuel, Diego Vergara, and Pablo Rodríguez-Gonzálvez. "Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates." Sustainability 12, no. 18 (2020): 7431. http://dx.doi.org/10.3390/su12187431.

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In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master’s Degree in Secondary Education, specifically, the 3 European Credit Transfer and Acc

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Ryltsev, E. V. "MY IMAGE OF THE UNIFIED KNOWLEDGE." Intellect. Innovations. Investments, no. 6 (2024): 160–69. https://doi.org/10.25198/2077-7175-2024-6-160.

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The knowledge acquired by Mankind does not represent a single whole. Contradictions between religious and philosophical teachings and scientific theories exacerbate the already tense relations that, as a rule, develop between peoples, states and powerful organizations. The elimination of these contradictions is not a sufficient, but a necessary condition for building a just society on Earth, which will include all the peoples of the Earth. This task is very relevant for all progressive Mankind, has great practical significance. The purpose of the article is to contribute to the elimination of

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