The Experts below are selected from a list of 586806 Experts worldwide ranked by ideXlab platform
Jonathan Osborne - One of the best experts on this subject based on the ideXlab platform.
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evidence based practice in Science Education the researcher user interface
Research Papers in Education, 2005Co-Authors: Mary Ratcliffe, Hannah Bartholomew, Vicky Hames, Andy Hind, John Leach, Robin Millar, Jonathan OsborneAbstract:One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in Science Education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary Science teachers (including a subset with direct experience of research), curriculum policy‐makers, in‐service trainers and authors of Science textbooks and teaching materials. Questions explored perceptions of the nature, actual use and potential of research in Science Education. At a general level, teachers and other practitioners characterised Educational research, variously, as: purposeful; carried out in a systematic manner; useful in informing action; and large scale. To be viewed as convincing, research evidence had to be seen as transferable, to have resonance with teachers’ experien...
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supporting and promoting argumentation discourse in Science Education
Studies in Science Education, 2002Co-Authors: Richard A Duschl, Jonathan OsborneAbstract:(2002). Supporting and Promoting Argumentation Discourse in Science Education. Studies in Science Education: Vol. 38, No. 1, pp. 39-72.
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language and literacy in Science Education
2001Co-Authors: Jerry Wellington, Jonathan OsborneAbstract:Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in Science Education have been neglected. But learning the language of Science is a major part of Science Education: every Science lesson is a language lesson, and language is a major barrier to most school students in learning Science. This accessible book explores the main difficulties in the language of Science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language. Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of Science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in Science lessons. The authors argue that paying more attention to language in Science classrooms is one of the most important acts in improving the quality of Science Education. This is a significant and very readable book for all student and practising secondary school Science teachers, for Science advisers and school mentors. Table of contents Acknowledgements Introduction the importance of language in Science Education Looking at the language of Science Talk of the classroom language interactions between teachers and pupils Learning from reading Writing for learning in Science Discussion in school Science learning Science through talking Writing text for learning Science Practical ploys for the classroom Last thoughts... References Appendix Index.
Angela Calabrese Barton - One of the best experts on this subject based on the ideXlab platform.
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urban Science Education studies a commitment to equity social justice and a sense of place
Studies in Science Education, 2002Co-Authors: Angela Calabrese BartonAbstract:(2002). Urban Science Education Studies: A Commitment to Equity, Social Justice and a Sense of Place. Studies in Science Education: Vol. 38, No. 1, pp. 1-37.
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the culture of power and Science Education learning from miguel
Journal of Research in Science Teaching, 2000Co-Authors: Angela Calabrese Barton, Kimberley YangAbstract:In this paper we begin a discussion around the need for Science educators to understand the relationship between cultural and socioeconomic issues and the Science Education of inner-city students. We refer to the works of critical scholars in Science, Education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in Science Education for students from lower socioeconomic inner-city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of Science through culture, socioeconomic status, and ''culture capital.'' We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the ''culture of power'' in Science Education. fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871-889, 2000
Martin Mulder - One of the best experts on this subject based on the ideXlab platform.
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inquiry based Science Education competencies of primary school teachers a literature study and critical review of the american national Science Education standards
International Journal of Science Education, 2012Co-Authors: Ester Alaketuenter, H J A Biemans, Hilde Tobi, A E J Wals, I E Oosterheert, Martin MulderAbstract:Inquiry-based Science Education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based Science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based Science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based Science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Reso...
Agnes Tiwari - One of the best experts on this subject based on the ideXlab platform.
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social media in health Science Education an international survey
JMIR Medical Education, 2017Co-Authors: Elizabeth J Osullivan, Emily Cutts, S Kavikondala, Alejandra Salcedo, Karan Dsouza, Martin Hernandeztorre, Claire Anderson, Agnes TiwariAbstract:Background: Social media is an asset that higher Education students can use for an array of purposes. Studies have shown the merits of social media use in Educational settings; however, its adoption in health Science Education has been slow, and the contributing reasons remain unclear. Objective: This multidisciplinary study aimed to examine health Science students’ opinions on the use of social media in health Science Education and identify factors that may discourage its use. Methods: Data were collected from the Universitas 21 “Use of social media in health Education” survey, distributed electronically among the health Science staff and students from 8 universities in 7 countries. The 1640 student respondents were grouped as users or nonusers based on their reported frequency of social media use in their Education. Results: Of the 1640 respondents, 1343 (81.89%) use social media in their Education. Only 462 of the 1320 (35.00%) respondents have received specific social media training, and of those who have not, the majority (64.9%, 608/936) would like the opportunity. Users and nonusers reported the same 3 factors as the top barriers to their use of social media: uncertainty on policies, concerns about professionalism, and lack of support from the department. Nonusers reported all the barriers more frequently and almost half of nonusers reported not knowing how to incorporate social media into their learning. Among users, more than one fifth (20.5%, 50/243) of students who use social media “almost always” reported sharing clinical images without explicit permission. Conclusions: Our global, interdisciplinary study demonstrates that a significant number of students across all health Science disciplines self-reported sharing clinical images inappropriately, and thus request the need for policies and training specific to social media use in health Science Education.
Glen S Aikenhead - One of the best experts on this subject based on the ideXlab platform.
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Science Education for everyday life evidence based practice
2006Co-Authors: Glen S AikenheadAbstract:Summarising worldwide historical findings, Glen Aikenhead, an expert in the field of culturally sensitive Science Education, offers evidence in support of classroom practice.
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Science Education border crossing into the subculture of Science
Studies in Science Education, 1996Co-Authors: Glen S AikenheadAbstract:(1996). Science Education: Border Crossing into the Subculture of Science. Studies in Science Education: Vol. 27, No. 1, pp. 1-52.
