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Descriptors:
Sciences; Museums; Foreign Countries; Science Instruction; Toys; Science Education; Science Curriculum; Hands on Science; Buddhism; Scientific and Technical Information

Abstract:
This article focuses on some of the intersections of two worldviews: Western modern science and a Buddhism-based way of life in Thailand. It enters the debate on the place and practice of Indigenous forms of knowledge and the clashes with formal science education curricula. Our goal is "balanced bi-gnosis": the possession of, and proficiency in, two distinct knowledge systems, rejecting syncretic forms or integration of these knowledge systems. The examples discussed are drawn from Thailand's National Science Museum and, in particular, from the museum's work in the traditional Thai technology gallery using visitors' hands-on activities with toys. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Hands on Science; Teacher Associations; Science Activities; Positive Attitudes; Educational Resources; Check Lists; Family Involvement; Science Education

Abstract:
At last! A practical, readable guide for teachers, school leaders, and parent/teacher associations that shows how to plan fun, hands-on science nights! Get easy-to-implement, content-rich tips and ideas that will cultivate positive attitudes toward science! Learn how to involve and actively engage families in their children's science education. Divided into two sections, this highly organized book provides the essential strategies needed to run a successful, fun, cost-effective Family Science Night--from beginning to end. (1) Getting Started: a step-by-step guide to organizing the event; and (2) Action Toolkit: ideas and instructions for a variety of hands-on activities for students to do with their families. You get a wealth of resources, including an organizer's checklist for each station, sources for supplies you'll need, reproducible "Family Fun Cards" to guide families at each station, setup instructions, and several stations that include take-home crafts families can work on together! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Physics; Interdisciplinary Approach; Relevance (Education); Student Motivation; Learner Engagement; Learning Motivation; Learning Modules; Daily Living Skills; Hands on Science; Molecular Structure; Technology; Science Education; Crime; Science Activities; Praxis; Curriculum Development

Abstract:
The question "how to improve the interest of students to study physics" has been discussed in the author's previous papers too. Within the framework of the project, the author prepared various new interdisciplinary projects to demonstrate how inventions in physics are used in everyday life. Now, about one year later, the author found out that students were most addressed with the modules physics and crime scene investigation physics in the kitchen, as usually with non-traditional simple experiments. The aim of this paper is to introduce the modules and discuss possible reasons of this situation. (Contains 3 figures.) [This article was prepared with the support of the European Community.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learner Engagement; After School Programs; Foreign Countries; Clubs; Junior High Schools; Secondary School Science; Case Studies; Competition; Student Motivation; Hands on Science; Parent Attitudes; Cooperative Learning; Peer Relationship; Creativity

Abstract:
A case study was undertaken in a junior high school that had won the highest award of the National PowerTech Contest in Taiwan. In the contest, students were required to create their own wooden robot (mechatronics project) in the morning and compete in the afternoon, in order to better avoid the intervention of parents and teachers in the process. The aim of the study was to realize how the after-school club operated to promote the motivation and skills in hands-on creation to win a national competition while advancing learning in science and technology. As a transition model of development, activity theory was used to examine how these developmental processes were structured. In particular, results showed that four major domain strategies were used in the science and technology club (STC): (1) to promote student engagement, (2) to transfer parents' attitudes, (3) to promote peer collaboration, and (4) to enhance expansive learning and creativity. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Elementary School Students; Elementary School Curriculum; Science Curriculum; Student Attitudes; Positive Attitudes; Goal Orientation; Student Surveys; Case Studies; Experiments; Teaching Methods; Conventional Instruction; Hands on Science

Abstract:
In Ireland, new science curricula were introduced at primary and early post-primary levels in 2003, in an effort to reverse declining interest and enrolment in science. This paper reports on a national study that explored first year post-primary students' experiences of and attitudes towards school science under these new curricula. Data were gathered from 366 pupils using survey and case study approaches. Findings revealed broadly positive attitudes towards post-primary school science, especially the experimental work that is at the heart of the new curriculum. However, it would appear that students were not conducting open-ended investigations or using information and communications technology [ICT] to any great extent; moreover, there was some evidence of traditional teaching methods being utilised. Pupils were highly critical of previous primary school science experiences, reporting a lack of "hands-on" activities, didactic methodologies and, for a significant minority, a paucity of any memorable primary science at all. Improvements in curricular implementation are proposed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Science Instruction; Educational Change; Biochemistry; Models; Animation; Web Based Instruction; Mixed Methods Research; Questionnaires; Observation; Secondary School Students; Grade 12; Hands on Science; Demonstrations (Educational); Conventional Instruction; Instructional Effectiveness; Thinking Skills; Secondary School Science

Abstract:
This paper describes a study conducted in the context of chemistry education reforms in Israel. The study examined a new biochemistry learning unit that was developed to promote in-depth understanding of 3D structures and functions of proteins and nucleic acids. Our goal was to examine whether, and to what extent teaching and learning via model-based learning and animations of biomolecules affect students' chemical understanding. Applying the mixed methods research paradigm, pre- and post-questionnaires as well as class-observations were employed in the collection, analysis, and interpretation of data. The research population included 175 grade twelve students, divided into three research groups: (a) hands-on exploration of animations, (b) teacher's demonstrations of animations, (c) traditional learning using textbooks. Findings indicated that the integration of model-based learning and 3D animations enhanced students' understanding of proteins' structure and function and their ability to transfer across different levels of chemistry understanding. Findings also indicated that teachers' demonstrations of animations may enhance students' "knowledge"--a low order thinking skill; however, in order to enhance higher levels of thinking, students should be able to explore 3D animations on their own. Applying constructivist and interpretative analysis of the data, three themes were raised, corresponding to cognitive, affective, and social aspects of learning while exploring web-based models and animations. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Technology Education; Elementary School Science; Hands on Science; Semi Structured Interviews; Drama; Teaching Methods; Scientific Concepts; Animation; Experiential Learning; Role Playing; Qualitative Research; Teacher Attitudes

Abstract:
The aim of this study is to identify the views of the teachers on the use of drama as a teaching method in the science and technology courses. In the current study, qualitative research method was used. The data were collected through semi-structured interviews. The participants of the study were selected via maximum variation sampling. The participants consisted of 25 primary school (classroom) teachers teaching in primary schools located in the city-center and county centers of Afyonkarahisar, Turkey. The reliability of the interviews was found to be 89%. The findings show that drama can sometimes be used for science and technology topics. Most of the participants reported that the material in science and technology course was easier to learn through drama. While some of the participants make preparations to use drama, others use it without any preparation whenever they feel that the use of drama is appropriate. The participants made several recommendations to improve the effectiveness of the drama method. These recommendations apply to school administrations, teachers, and the Ministry of National Education. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Learning Activities; Plants (Botany); Science Activities; Science Instruction; Elementary School Science; Hands on Science; Inquiry; Educational Technology; Integrated Curriculum; Cooperative Learning; Soil Science

Abstract:
"Soil, Seeds, and the Pumpkin Patch!" is an integrated unit designed to provide elementary school teachers with ideas for using hands-on activities, fostering inquiry and valuable discussion, and using technology as a learning tool. This unit integrates science with language arts, mathematics, literature, and technology. During this unit, students will work cooperatively as they involve themselves in engaging activities designed to help them understand the processes of erosion, soil composition, and healthy plant growth. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Science; Electronic Learning; Science Instruction; Science Laboratories; Science Activities; Learning Experience; Secondary School Teachers; Hands on Science; Simulation; Scientific Principles; Teacher Student Relationship; Learner Engagement; Nonverbal Communication; Barriers

Abstract:
Teaching science to secondary students in an online environment is a growing international trend. Despite this trend, reports of empirical studies of this phenomenon are noticeably missing. With a survey concerning the nature of laboratory activities, this study describes the perspective of 35-secondary teachers from 15-different U.S. states who are teaching science online. The type and frequency of reported laboratory activities are consistent with the tradition of face-to-face instruction, using hands-on and simulated experiments. While provided examples were student-centered and required the collection of data, they failed to illustrate key components of the nature of science. The features of student-teacher interactions, student engagement, and nonverbal communications were found to be lacking and likely constitute barriers to the enactment of inquiry. These results serve as a call for research and development focused on using existing communication tools to better align with the activity of science such that the nature of science is more clearly addressed, the work of students becomes more collaborative and authentic, and the formative elements of a scientific inquiry are more accessible to all participants. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Tutoring; Instructional Effectiveness; Genetics; Laboratories; Biotechnology; Difficulty Level; Cognitive Processes; Grade 12; Secondary School Students; Secondary School Science; Science Instruction; Hands on Science; Cooperation; Student Motivation

Abstract:
Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module "Genetic Fingerprinting." In a quasi-experimental design, the control group (n = 121) followed the non-tutoring approach previously used, while the treatment group (n = 148) followed the newly developed tutoring approach. Each tutor was in charge of two student work groups and recorded the tutoring activities requested by the tutees throughout the day. We measured the students' invested mental effort (as an index of CL), cognitive achievement (in a pre-post-follow-up design), and the students' cooperation in their work groups as well as calculated the student instructional involvement (as a motivational variable). Additionally, we examined which aspects of the hands-on phases were of particular relevance to the students' invested mental effort. Unexpectedly, the combined mental effort and cognitive achievement data indicated that our implemented tutoring approach resulted in a lower instructional efficiency despite the relevance of tutoring for students' mental effort invested during the experimental phases. Most of the tutor assistance was unnecessarily requested for performing the procedural steps and using the equipment. Our results indicate an assistance dilemma and consequently underscore the necessity for effective tutor preparation in outreach laboratories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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