Download or read book A Survey of Laboratory Experiences for Teaching written by Association for Student Teaching and published by . This book was released on 1957* with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Laboratory Experiences for Teaching written by Association for Student Teaching and published by . This book was released on 1957 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book America s Lab Report written by National Research Council and published by National Academies Press. This book was released on 2006-01-20 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum-and how that can be accomplished.

Download or read book School and Community Laboratory Experiences in Teacher Education written by American Association of Teachers Colleges. Committee on Standards and Surveys and published by . This book was released on 1950 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Laboratory Experiences in Teacher Education written by Margaret Lindsey and published by . This book was released on 1959 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Professional Laboratory Experiences Provided in the Teacher education Program of the Colleges and Universities of North Carolina written by Melicent Huneycutt and published by . This book was released on 1953 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Student Teaching Practices and Laboratory Experiences in the Teacher Training Institutions of Kentucky written by Dero G. Downing and published by . This book was released on 1958 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Experiences of Teaching Science with Limited Laboratory Resources written by Mohamed Mbarouk Suleiman and published by . This book was released on 2014-10-15 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Master's Thesis from the year 2013 in the subject Pedagogy - Miscellaneous Topics, grade: B+, course: Master of Education, language: English, abstract: Laboratory resources play a vital role in the teaching-learning process of science subjects. However, in Tanzanian public secondary schools, there is inequality in the provision of these resources such that the community secondary schools have very few laboratory resources. Yet, these schools sit for the same national examination with better resources' schools. This study focused on exploring teachers' experiences of teaching science subjects with limited laboratory resources in community secondary schools in Lindi region in Tanzania. The study employed qualitative case study design. The research participants of the study were four science teachers from two community secondary schools. Data was collected through qualitative semi-structured interviews, classroom observation, focus group discussion and informal conversations. The study identified that there is a great deficiency in the availability of science laboratories resources. Whereas one school has a laboratory with limited resources, in the other school, uses movable laboratory to perform science experiments since the school has no laboratory. The findings of the study indicated that science teachers experience difficulties in teaching and learning science because of inadequate laboratory resources. This limits them to teach according to their belief, that for effective teaching and learning science, students should be involved in hands-on activities. The shortage of these resources forces teachers to conduct science experiments in order of priority; they organized experiments for those classes that were preparing for national examinations.

Download or read book A Comprehensive Survey Concerning Professional Laboratory Experiences in Teacher Education in Kansas written by Donald R. Barber and published by . This book was released on 1967 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Student Perspective of High School Laboratory Experiences written by R. Mitch Lambert and published by . This book was released on 2009 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school science laboratory experiences are an accepted teaching practice across the nation despite a lack of research evidence to support them. The purpose of this study was to examine the perspective of students--stakeholders often ignored--on these experiences. Insight into the students' perspective was explored progressively using a grounded theory methodology. Field observations of science classrooms led to an open-ended survey of high school science students, garnering 665 responses. Twelve student interviews then focused on the data and questions evolving from the survey. The student perspective on laboratory experiences revealed varied information based on individual experience. Concurrent analysis of the data revealed that although most students like (348/665) or sometimes like (270/665) these experiences, some consistent factors yielded negative experiences and prompted suggestions for improvement. The category of responses that emerged as the core idea focused on student understanding of the experience. Students desire to understand the why do, the how to, and the what it means of laboratory experiences. Lacking any one of these, the experience loses educational value for them. This single recurring theme crossed the boundaries of age, level in school, gender, and even the student view of lab experiences as positive or negative. This study suggests reflection on the current laboratory activities in which science teachers engage their students. Is the activity appropriate (as opposed to being merely a favorite), does it encourage learning, does it fit, does it operate at the appropriate level of inquiry, and finally what can science teachers do to integrate these activities into the classroom curriculum more effectively? Simply stated, what can teachers do so that students understand what to do, what's the point, and how that point fits into what they are learning outside the laboratory?

Download or read book A Critical Review of the Role of the Laboratory in Science Teaching written by Patricia E. Blosser and published by . This book was released on 1980 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Encyclopedia of the Sciences of Learning written by Norbert M. Seel and published by Springer Science & Business Media. This book was released on 2011-10-05 with total page 3643 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

Download or read book Laboratory Experiences in Teacher Education Via Our Laboratory School written by Albert Raymond Mead and published by . This book was released on 1950 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey and Evaluation of Professional Laboratory Experiences in Physical Education written by Mary-Ann Lee Myrant and published by . This book was released on 1970 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching in Laboratories written by David Boud and published by . This book was released on 1986 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book New Developments Research and Experimentation in Professional Laboratory Experiences written by Association for Student Teaching and published by . This book was released on 1964 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Language of Science Education written by William F. McComas and published by Springer Science & Business Media. This book was released on 2013-12-30 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Language of Science Education: An Expanded Glossary of Key Terms and Concepts in Science Teaching and Learning is written expressly for science education professionals and students of science education to provide the foundation for a shared vocabulary of the field of science teaching and learning. Science education is a part of education studies but has developed a unique vocabulary that is occasionally at odds with the ways some terms are commonly used both in the field of education and in general conversation. Therefore, understanding the specific way that terms are used within science education is vital for those who wish to understand the existing literature or make contributions to it. The Language of Science Education provides definitions for 100 unique terms, but when considering the related terms that are also defined as they relate to the targeted words, almost 150 words are represented in the book. For instance, “laboratory instruction” is accompanied by definitions for openness, wet lab, dry lab, virtual lab and cookbook lab. Each key term is defined both with a short entry designed to provide immediate access following by a more extensive discussion, with extensive references and examples where appropriate. Experienced readers will recognize the majority of terms included, but the developing discipline of science education demands the consideration of new words. For example, the term blended science is offered as a better descriptor for interdisciplinary science and make a distinction between project-based and problem-based instruction. Even a definition for science education is included. The Language of Science Education is designed as a reference book but many readers may find it useful and enlightening to read it as if it were a series of very short stories.