Littérature scientifique sur le sujet « Integrated science education »
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Articles de revues sur le sujet "Integrated science education"
Troncale, Len. "Integrated Science General Education Program (ISGE): Bioastronomy Connections." Symposium - International Astronomical Union 213 (2004): 567–71. http://dx.doi.org/10.1017/s0074180900193921.
Texte intégralDuxbury, John. "Integrated science." Physics Education 21, no. 3 (1986): 135–36. http://dx.doi.org/10.1088/0031-9120/21/3/102.
Texte intégralFrey, Karl. "Integrated Science Education: 20 years on." International Journal of Science Education 11, no. 1 (1989): 3–17. http://dx.doi.org/10.1080/0950069890110102.
Texte intégralBlackband, Melvyn. "Steps towards integrated science." Support for Learning 2, no. 1 (1987): 32–35. http://dx.doi.org/10.1111/j.1467-9604.1987.tb00292.x.
Texte intégralDill-McFarland, Kimberly A., Stephan G. König, Florent Mazel, et al. "An integrated, modular approach to data science education in microbiology." PLOS Computational Biology 17, no. 2 (2021): e1008661. http://dx.doi.org/10.1371/journal.pcbi.1008661.
Texte intégralStephenson, Robert. "Integrated science survey." Physics Education 20, no. 4 (1985): 152. http://dx.doi.org/10.1088/0031-9120/20/4/101.
Texte intégralForgionne, Guiseppi A. "Providing complete and integrated information science education." Systems Research 8, no. 1 (1991): 59–80. http://dx.doi.org/10.1002/sres.3850080106.
Texte intégralForgionne, Guisseppi A. "Providing complete and integrated information science education." Information Processing & Management 27, no. 5 (1991): 575–90. http://dx.doi.org/10.1016/0306-4573(91)90071-s.
Texte intégralAhn, Jungyong, Jiyeon Na, and Jinwoong Song. "The Cases of Integrated Science Education Practices in Schools -What are the ways to facilitate integrated science education?-." Journal of The Korean Association For Research In Science Education 33, no. 4 (2013): 763–77. http://dx.doi.org/10.14697/jkase.2013.33.4.763.
Texte intégralVázquez, José. "Integrated Science." American Biology Teacher 66, no. 3 (2004): 223–24. http://dx.doi.org/10.2307/4451659.
Texte intégralThèses sur le sujet "Integrated science education"
Åström, Maria. "Defining integrated science education and putting it to test." Doctoral thesis, Linköpings universitet.Institutionen för samhälls- och välfärdsstudier, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-44858.
Texte intégralÅström, Maria. "Defining integrated science education and putting it to test /." Norrköping : Swedish National Graduate School in Science and Technology Education, FontD : Department of Social and Welfare Studies, Linköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15345.
Texte intégralNg, Po-mo. "An evaluation of ETV teaching materials in the integrated science subject." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.
Texte intégralMerrill, Christopher P. "Effects of integrated technology, mathematics, and science education on secondary school technology education students." Connect to resource, 2000. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242752381.
Texte intégralProws, Lisbeth S. "Science and literature: An integrated model." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.
Texte intégralCobbs, Georgia Ann. "The evolution and implementation of an eighth-grade integrated mathematics science course /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429090981.
Texte intégralNg, Po-mo, and 吳寶武. "An evaluation of ETV teaching materials in the integrated science subject." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.
Texte intégralÅström, I. Maria. "Integrated and Subject-specific : An empirical exploration of Science education in Swedish compulsory school." Licentiate thesis, Linköping University, Linköping University, Department of Social and Welfare Studies, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15343.
Texte intégralThis thesis is an explorative experimental study in two parts of different ways of organising Science education in the Swedish context. The first study deals with the question if students attain higher scores on test results if they have been working with integrated Science compared to subject-specific Science i.e. Biology, Chemistry and Physics. The second study concerns the similarities and differences between integrated Science education and Science education in Biology, Chemistry and Physics, especially in the teaching organisation.
The introduction describes the nature of integrated curriculum, what integrated learning is, issues about integrated Science education, in what way integration is carried out, between subjects or within subjects, what the opposite to integrated Science is (here named as subjectspecific science education) in the Swedish context and what the Swedish curriculum has to say about integrated Science. Previous studies in integrated curriculum looking at students’ results are referred to, and it is argued for the use of the OECD’s PISA assessment instrument in this study.
The thesis consists of two studies, one quantitative and one qualitative, within the above framework. The quantitative study is an attempt to find differences in scores on students’ written results on a large-scale assessment in scientific literacy between students studying in different organisations of Science education. The qualitative study is an attempt to describe differences at classroom level between integrated Science and subject-specific Science. This gives a quite rich description of four schools (cases) in a small town and how they organise their teaching integrated or subject-specific.
No differences in students’ results between different Science organisations were found in the quantitative study in this thesis. Possible explanations for the lack of differences in students’ results are discussed in the article. An additional investigation that attempts to test the variable used in the quantitative study is carried out in the thesis, with an attempt to sharpen the teacher organisation variable. This is done to find out if it is possible that there can be found differences with the sharpened variable.
The qualitative study gives a glimpse of some differences in the implemented curriculum between schools working with integrated Science education and a school that works subjectspecifically. The teachers do the overall lesson plans in different ways according to which organisation according to integrated or subject-specific Science they work with. When asked in a survey what kind of Science organisation they have, students from the four schools studied answered differently between schools and also, sometimes, within the same school. A further analysis of this second study is carried out by defining a conceptual framework used as structure and a possible explanation for differences between students’ views and teachers’ views on the organisation of Science education. This latter analysis tries to give an enriched description in mainly the two levels of the implemented and attained curricula, and tries to discuss the difference in students’ attained curriculum.
A final discussion concludes the thesis and concerns an elaboration of the results of the thesis, problems with the main variable involved in the two studies and the possibility that the teacher actions effects also the magnitude of students’ achievement on tests.
Kochheiser, Karen Lynn. "An analysis of women's ways of knowing in a 10th grade integrated science classroom /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487946776021463.
Texte intégralJones, Shelly M. Meier Sherry Lynn Blosch. "Characterization of instruction in integrated middle school mathematics and science classrooms." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088024.
Texte intégralTitle from title page screen, viewed January 3, 2006. Dissertation Committee: Sherry L. Meier (chair), Beverly S. Rich, Jeffrey E. Barrett, Franzie L. Loepp. Includes bibliographical references (leaves 165-177) and abstract. Also available in print.
Livres sur le sujet "Integrated science education"
Ball, Russell. Integrated science assignments. Cambridge University Press, 1990.
Nova Scotia. Dept. of Education. Curriculum guide: Integrated science 10. Nova Scotia Dept. of Education, 1993.
Friedl, Alfred E. Teaching science to children: An integrated approach. 3rd ed. McGraw-Hill, 1995.
Friedl, Alfred E. Teaching science to children: An integrated approach. 2nd ed. McGraw-Hill, 1991.
Teaching science to children: An integrated approach. Random House, 1986.
1939-, Butzow John W., and Kennedy Rhett E, eds. More science through children's literature: An integrated approach. Teacher Ideas Press, 1998.
Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. U.S. Environmental Protection Agency, Office of Research and Development, 1993.
Henderson, Sandra. Global climates--past, present, and future: Activities for Integrated Science Education. U.S. Environmental Protection Agency, Office of Research and Development, 1993.
1939-, Butzow John W., ed. Science through children's literature: An integrated approach. 2nd ed. Teacher Ideas press, 2000.
1939-, Butzow John W., ed. Science through children's literature: An integrated approach. Teacher Ideas Press, 1989.
Chapitres de livres sur le sujet "Integrated science education"
Wei, Bing. "Integrated Science." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_164.
Texte intégralWei, Bing. "Integrated Science." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_164-1.
Texte intégralVenville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_193.
Texte intégralVenville, Grady. "Integrated Curricula." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_193-3.
Texte intégralBilyalova, A. A., D. A. Salimova, and T. I. Zelenina. "Digital Transformation in Education." In Integrated Science in Digital Age. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22493-6_24.
Texte intégralNiaz, Mansoor. "Nature of Science in Science Education: An Integrated View." In Chemistry Education and Contributions from History and Philosophy of Science. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26248-2_3.
Texte intégralDinov, Ivo D. "Integrated, Multidisciplinary, and Technology-Enhanced Science Education." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1704.
Texte intégralDebru, Claude. "Making Education More Inclusive and More Integrated." In Progress in Science, Progress in Society. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69974-5_4.
Texte intégralPaweska, Richard F. "A New Model for Integrated Computing Science Undergraduate Education." In Computers and Networks in the Age of Globalization. Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35400-2_5.
Texte intégralBerlin, Donna F., and Arthur L. White. "Integrated Science and Mathematics Education: Evolution and Implications of a Theoretical Model." In International Handbook of Science Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4940-2_29.
Texte intégralActes de conférences sur le sujet "Integrated science education"
Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.
Texte intégralRao, A. Ravishankar, Yashvi Desai, and Kavita Mishra. "Data science education through education data: an end-to-end perspective." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8881970.
Texte intégralDroppa, Marjorie, Wei Lu, Shari Bemis, Liette Ocker, and Mark Miller. "Integrated STEM learning within health science, mathematics and computer science." In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119932.
Texte intégralRubini, Bibin, Didit Ardianto, and Indarini Dwi Pursitasari. "Teachers’ Perception Regarding Integrated Science Learning and Science Literacy." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.82.
Texte intégralMagee, J. J., and Li Han. "Integrating a science perspective into an introductory computer science course." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525219.
Texte intégralRai, Sanish. "Improving computer science lab feedback methods." In 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9280738.
Texte intégralEastburn, Mark. "Science week: Our Student Investigative Projects." In 2014 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2014. http://dx.doi.org/10.1109/isecon.2014.6891018.
Texte intégralPrato, Anthony, Hunter Best, and Isaiah Scurry. "4th Family STEM program: Sports science." In 2016 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2016. http://dx.doi.org/10.1109/isecon.2016.7457471.
Texte intégralBuzydlowski, Jan W. "Hip, Hip, Array: Teaching Programming for Data Science is the same as Computer Science--Just Different." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882101.
Texte intégralLambrix, Patrick, and Mariam Kamkar. "Computer science as an integrated part of engineering education." In the 6th annual conference on the teaching of computing and the 3rd annual conference. ACM Press, 1998. http://dx.doi.org/10.1145/282991.283105.
Texte intégralRapports d'organisations sur le sujet "Integrated science education"
African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.
Texte intégralShaping the COVID decade: addressing the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726590.001.
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