This interpretive study of learning environments involved two groups of Israeli science teachers who participated in courses and implemented field trips as part of science‐technology‐society (STS) education and under the framework of general system theory. The different groups of preservice and experienced teachers were selected in order to provide diverse perspectives on learning environments associated with the enactment of field trips as enrichment for the science classroom. The article describes the field trip programs and provides examples of how teachers in different stages of their
This article presents a contextual model of learning that examines visitor learning in museums. It explores features of the model, factors that can influence learning in a museum setting, and challenges associated with teaching in a museum context.
This article is the culmination of an extensive inquiry-focused interactive experience involving female middle school students and five university scientists, which demonstrated that middle school girls 'perception of science and scientists can be successfully improved. The study exposed students to adult professional scientists over a period of a few days in laboratory and field exercises. Based on student journal entries and pictorial illustrations, as well as attitude surveys, the experience resulted in a keen appreciation of the sciences among the majority of participants and both a
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Donna Farland-Smith
resourceresearchProfessional Development, Conferences, and Networks
We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future
This article describes a course on the representations of HIV/AIDS in the visual arts, concluding that discipline-based art education may be applied to medical humanities courses in a medical curriculum.
This article takes an anti-essentialist approach to the gendered construction of the science curriculum and its exclusivity. Drawing on post-structuralist theory, it examines the student subject positions that are generated within the dominant discourses and practices of curriculum science. A critical discourse analysis of student interview talk demonstrates the importance of both gender and ethnicity in the production of, or rejection of, scientist identities. While hegemonic masculinity can provide comfortable scientist identities for some males, femininity is less compatible with physical
Investigates home influence on science education by referring to a project in which very simple science activities were given out by the teacher at school to be performed at home by the primary pupils with their families.
The authors of this article discuss three pedagogical approaches, learning community, community of practice and community learning, and analyse their significance for knowledge acquisition and construction in higher education. The authors also explore the roles of technology in creating adequate environments for educators to implement teaching practices supported by these approaches and explain, through an illustrative course example, how technology and teaching methods can be used together to promote interaction among learners and help them achieve course goals.
Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science
Women in the United States are underrepresented in science, mathematics, and engineering (SME) educational programs and careers. One cause is the dramatic and disproportionate loss of women who intended in high school to pursue science-related careers. This article uses the longitudinal survey responses of 320 male and female SME summer program students to assess the ways in which their social relationships and experiences affect their involvement in science and technology. The issues are framed in terms of identity theory. Structural equation models support the identity framework; emotionally
Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of
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Kerry KnoxJan MoynihanDina Markowitz
Two important content areas associated with informal environmental science programs are ecology/natural science topics and awareness of environmental problems/issues. This study attempted to evaluate which of these content areas may provide a more optimum learning experience. A quantitative analysis was conducted on two field trips to a science center that represented an ecological oriented program and an environmental issue presentation. Two variables that were chosen as indicators of program success—knowledge retention and attitude change—are outcomes that have been found prevalent in