The Radio is an instrument of communication that has percolated to all the strata of the diverse Indian society. Its position has been consolidated through history as a regular companion and a source of information and entertainment. Its affordability, accessibility and non-reliance on costly resources have ensured its presence in almost all the households. It has become indispensable from kitchens, family rooms and even workspaces. It is one of the few or rather the only medium of communication after the print media wherein information dissemination still is primary and entertainment a
The purpose of this paper is to explore and discuss the role of practical work in the teaching and learning of science at school level. It emphasizes practical work as a means for students to learn about the nature of science.
Reports from the NSF, NRC, AAAS, and others urge over and over that we must teach "science as science is done," that "science is a way of knowing," that our goal should be to impart "scientific habits of mind," and that learning must be learner-centered and oriented toward process. Fine. But what does this really mean for science education, and especially laboratory education?
The purpose of this paper is to examine the role of laboratory-based science from a perspective that synthesizes developments in (1) science studies, e.g., history, philosophy and sociology of science and (2) the learning sciences, e.g., cognitive science, philosophy of mind, educational psychology, social psychology, computer sciences, linguistics, and (3) educational research focusing on the design of learning environments that promote dynamic assessments. Taken together these three domains have reshaped our thinking about the role inquiry, and in turn the laboratory, has in science
This paper explores the role of laboratory and field-based research experiences in secondary science education by summarizing research documenting how such activities promote science learning. Classroom and field-based "lab work" is conceptualized as central components of broader scientific investigations of the natural world conducted by students. Considerations are given to nature of professional scientific practice, the personal relevance of student's understanding of the nature of empirical scientific research, and the role of technology to support learning. Drawing upon classroom learning
This chapter explores natural history exhibits, particularly dioramas, with regard to both art and authenticity. Dioramas are treated as a novel form of scientific model.
The main objective of the CONNECT project is to develop an innovative pedagogical framework that attempts to blend formal and informal learning, proposing an educational reform to science teaching. The project will create a network of museums, science centres and schools across Europe, to develop, apply and evaluate learning schemes by pointing to a future hybrid classroom that builds on the strengths of formal and informal strategies. The proposed approach will impact upon the fields of instructional technology, educational systems design and museum education. It will explore the integration
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TEAM MEMBERS:
Sofoklis SotiriouEleni ChatzichristouStavros SavasNikolaos OuzounoglouLynn DierkingSalmi Hannu SakariAvi HoffsteinSherman Rosenfeld
This document was shared in the session “Math Phobia and Science Centers: Some International Perspectives” at the 2004 Association of Science-Technology Centers (ASTC) Conference in San Jose, California. It explores math phobia as a cultural (and specifically English-speaking) phenomenon, using examples from his experiences in France and working with the Tuyuka, an indigenous population in Brazil. He links math phobia to a disconnect between math as a part of everyday life and math as a formal process disconnected from one's experiences.