المؤلفون: Yüzbasioglu, Mustafa Kemal, Kurnaz, Mehmtan

المصدر: Acta Didactica Napocensia. 2022 15(1):187-199.

Peer Reviewed: Y

Page Count: 13

Descriptors: Foreign Countries, Science Curriculum, Curriculum Evaluation, Science Education, Sustainable Development, Outcomes of Education, Elementary School Science, Secondary School Science, Instructional Program Divisions

مصطلحات جغرافية: Turkey

مستخلص: The aim of this research is to determine whether or not there is a consistent approach to science education with the correlation of sustainable development goals (SDG). Document review method is used in this study. In this study, 2018 curriculums learning outcomes are used as a resource. 58 of 302 learning outcomes in the curriculum are found to be related to SDGs. SDG related learning outcomes are reviewed by their distribution according to grade levels, curriculum's learning fields, lecture duration, related goals, and goal groups. As a summary science course curriculum have a deficiency in containing sufficient SDGs. Learning outcomes related to the low number of goals suggest that students are directed to specific goals. In order to achieve sustainable development, it can be recommended that these learning outcomes should be revised to fill the deficiencies of the curriculum. Studies can be conducted to determine whether the goals that are not included in the science course are found in other courses.

Abstractor: As Provided

المؤلفون: Ozkan, Gulbin, Umdu Topsakal, Unsal

المصدر: Elementary School Forum (Mimbar Sekolah Dasar). Dec 2021 8(3):295-306.

Peer Reviewed: Y

Page Count: 12

Descriptors: Foreign Countries, Science Education, Science Curriculum, Outcomes of Education, Science Process Skills, Curriculum Evaluation, Elementary School Science, Secondary School Science, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8

مصطلحات جغرافية: Turkey

مستخلص: This study aims at analyzing the learning outcomes of the 2018 science education curricula in Turkey according to science process skills. Learning outcomes are statements that describe what a learner will know, understand, and/or be able to do after completing a learning process. Learning outcomes were evaluated using document analysis which is a qualitative research method. There were 269 learning outcomes analyzed from the curricula . The science learning outcomes in the curricula which are prepared by the Turkey Ministry of National Education, were examined, starting from fourth-grade to eighth-grade levels. The results show that the least common science process skills are "measuring" and "hypothesizing" dimensions, while the most common are "data interpreting" and "inferring" dimensions. The highest science learning outcomes are at the seventh-grade level, and the least science learning outcomes are at the fifth-grade level. As the grade level increases, it is seen that more learning outcomes represent higher-level skills. The number of basic science process skills of the fourth-grade level learning outcomes is higher than the number of integrated science process skills, and the number of integrated science process skills is high in learning outcomes at all other grade levels.

Abstractor: As Provided

المؤلفون: Aslan, Dolgun, Arslan, Seyfettin, Aydin, Hasan

المصدر: Athens Journal of Education. May 2021 8(2):181-196.

Peer Reviewed: Y

Page Count: 16

Descriptors: Constructivism (Learning), High School Teachers, Test Construction, Test Validity, Foreign Countries, Factor Analysis, Curriculum Evaluation, Test Reliability, Science Education

مصطلحات جغرافية: Turkey (Istanbul)

مستخلص: The purpose of this study was to evaluate the educational process of students in terms of fundamental principles and approaches based on the constructivist approach in Turkey. In this study, which was carried out using quantitative methods, the internal consistency coefficient of the scale developed was estimated to be high. Cronbach's alpha values ranged between [alpha] = 0.86 (teaching process), and [alpha] = 0.69 (gains), and the alpha value for the total scale was calculated as [alpha] = 0.75. The population of the research comprised students continuing their education in three public and three private science high schools in Istanbul. The initial number of items in the student scale was 25. As a result of the pilot test, the student scale was reduced to 19 Items. In the exploratory factor analysis of the scale used in this study 5 factors emerged.

Abstractor: As Provided

المؤلفون: Grohs, J. R., Gillen, A. L., Matusovich, H. M., Kirk, G. R., Lesko, H. L., Brantley, J., Carrico, C.

المصدر: Journal of STEM Outreach. Jan 2020 3(1).

Peer Reviewed: Y

Page Count: 12

Sponsoring Agency: National Science Foundation (NSF)

Descriptors: Capacity Building, Integrated Curriculum, Engineering Education, Science Education, Rural Schools, Middle Schools, Hands on Science, STEM Education, Community Involvement, Curriculum Development, Curriculum Evaluation

مستخلص: Broadening participation in engineering is an important national priority and has led to increasing demands for engineering content to be integrated into traditional K-12 curriculum. However, expecting teachers to incorporate engineering into their classrooms without additional training or resources is unreasonable. Partnering teachers with industry partners is one promising way to prioritize integrated science and engineering content while also introducing youth to possible career paths. In this programmatic article, we introduce the Partnering with Educators and Engineers in Rural Schools (PEERS) project that focuses on the collaborative design, implementation, and study of recurrent hands-on engineering activities with middle school youth in three rural communities in or near Appalachia. We discuss the curricular priorities of the program as well as preliminary findings on both student-focused and capacity-building metrics across the partnerships. Key discussion points include (1) a need to distill goals for engineering outreach by wrestling with what success might really look like for middle-school youth engagement with engineering and (2) cultivating community capacity to better support education systems and the simultaneous potential for and challenges of collaborating to build such infrastructure.

Abstractor: As Provided

المؤلفون: Aral, Neriman, Kartal, Metin (ORCID 0000-0002-7201-6904), Deniz Gülleroglu, Hamide, Aslan, Berna, Özdogan Özbal, Ece, Aydos, Sebahat, Kadan, Gül, Dinçer, Aysemine

المصدر: SAGE Open. Jan-Mar 2022 12(1).

Peer Reviewed: Y

Page Count: 14

Descriptors: Foreign Countries, Children, Science Education, Science Curriculum, Curriculum Development, Curriculum Evaluation, Educational Objectives, Learning Activities, Elementary School Students, Middle School Students, Satisfaction

مصطلحات جغرافية: Turkey (Ankara)

مستخلص: Last five decades have witnessed the comprehensive growth of science education around the world as the science is regarded as the major tenets of innovation and economic growth. Various extant studies on science education have concentrate on how to deliver and put the science in both curriculum and classrooms. However, there are rarely researches on the evaluation of the science curriculum and its impact on the scientific skills. Likewise, despite the science curricula being implemented from the 2009 onward in Ankara Children's University, they have not yet been evaluated so far. This is the why it is essential for the evaluation of them due to the changes in the national science curricula and technological developments. This study aims at evaluating to update, change, or reform the science curricula in terms of learning objectives, content, learning activities, and the evaluation. Utilizing the mixed method, the study group was composed of 1,218 participating children and nine science educators. Program evaluation and semi-structured interview forms were developed to collect the data. Then, the QUAN&QUAL data were analyzed by the programs. The findings are as the followings: the curricula meet the expectations of children and help them to learn something new and to develop the skills to use in daily lives. Moreover, the top three things mostly liked are the play-based activities, learning something new and learning further about animals. Science educators have mentioned that children's sense of curiosity, their active participation, and questions throughout the enactment of the science curricula made them happy.

Abstractor: As Provided

المؤلفون: Lai, Ting-Ling, Lin, You-Sheng, Chou, Chi-Yin, Yueh, Hsiu-Ping (ORCID 0000-0002-8216-3836)

المصدر: Journal of Educational Computing Research. Jan 2022 59(8):1579-1600.

Peer Reviewed: Y

Page Count: 22

Descriptors: Curriculum Evaluation, Inquiry, Active Learning, Electronic Learning, Junior High School Students, Science Education, Computer Simulation, Technology Uses in Education, Science Experiments, Foreign Countries

مصطلحات جغرافية: Taiwan

مستخلص: The study aims to evaluate the effectiveness of an inquiry-based virtual reality (VR) science lab used in junior high school science classes. The "Scientific Investigation VR Lab" ("SIVRLAB") is designed for 9th-grade students to learn about electrochemical cells. It is situated in a guided problem-solving context, where learners need to review the concept of oxidation-reduction reactions and assemble a voltaic cell to save a robot. The "SIVRLAB" features several cognitive supports and guides for students to plan and record experiments and resolve the problem. It has both a head-mounted display (HMD) version and a desktop VR version. The study recruited 66 9th graders from three classes to evaluate the two versions of the "SIVRLAB." The students were assigned to one of three conditions, namely, (1) using immersive HMD "SIVRLAB" individually, (2) using desktop "SIVRLAB" individually, and (3) observing one student use immersive HMD "SIVRLAB." The students were briefly introduced to the concept of electrochemical cells in the first class and were instructed to use the "SIVRLAB" sessions in the next class. The results from knowledge pre- and post-tests, a user experience survey, and students' reflections were collected and analyzed qualitatively. The findings revealed that students who used the desktop VR obtained the highest test scores among the three groups. However, in the follow-up physical laboratory test, the performance of the students in the original HMD VR experimental group was better than those in the desktop VR experimental group. The paper also discusses student feedback and teacher observations regarding the design and interaction with immersive VR. Lastly, the implications of the study and recommendations for future studies are presented.

Abstractor: As Provided

المؤلفون: Shapiro, Lesley J., Kraus, Rudolf V.

المصدر: Science Educator. Win 2021-Spr 2022 28(2):63-74.

Peer Reviewed: Y

Page Count: 12

Descriptors: Academic Standards, Science Education, Educational Change, Science Curriculum, Curriculum Evaluation, Middle Schools, Alignment (Education), Common Core State Standards, Educational Legislation, Federal Legislation, Comparative Analysis, Textbook Content, Engineering Education

Laws, Policies and Program Identifiers: No Child Left Behind Act 2001

مستخلص: The Next Generation Science Standards (NGSS) claim to be an evolution of previous work. Yet prominent voices in the science education community argue that they are a revolution. This study sought to examine these competing claims by analyzing an older middle school science curriculum through the lens of the NGSS. This analysis demonstrates that substantial alignment between the NGSS and older curricula can and does occur. There have been historically important precursors to reform-based science teaching and recognizing this more complex history may help us to advocate for better science education for all students.

Abstractor: As Provided

URL الوصول: https://www.nsela.org/science-educator-journal

المؤلفون: Meng-Fei Cheng, Jang-Long Lin, Shih-Yin Lin, Chi-Ho Cheng

المصدر: Journal of Baltic Science Education. 2017 16(2):207-217.

Peer Reviewed: Y

Page Count: 11

Descriptors: Secondary School Students, Science Education, Modeling (Psychology), Learner Engagement, Science Process Skills, Models, Teaching Methods, Curriculum Evaluation, Computer Simulation, Thinking Skills, Science Achievement

مستخلص: This research explores how scaffolding students' reflections on scientific modeling criteria influence the students' views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students' views on scientific models and the students' ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school.

Abstractor: As Provided

المؤلفون: Wiyanto, Widiyatmoko, Arif

المصدر: Online Submission. Jun 2016 5(2):169-177.

Peer Reviewed: N

Page Count: 9

Descriptors: Integrated Curriculum, Science Education, Models, Curriculum Evaluation, Learning Processes, Student Characteristics, Science Curriculum, Junior High Schools, Foreign Countries, Preservice Teachers

مصطلحات جغرافية: Indonesia

مستخلص: According to 2013 Curriculum in Indonesia, science learning process in Junior High School is integrally held between physics, chemistry, biology, and earth science. To successfully implementing the 2013 Curriculum in school, the education institution which generates science teacher should prepare the student, so that they can develop integrative science learning. Based on that background, this research aims to find the model of student teacher candidate preparation in developing integrative science learning. To find the model, the design of this study used research and development design. The first stage of the research: curriculum analysis to identify good learning model or suitable with 2013 Curriculum and students expectation. Based on the result of this first stage, the preparation of science teacher candidate in developing integrative science learning will be developed. Moreover, this research will also test the validity, effectiveness, and practically through expert consideration and series of testing model.

Abstractor: As Provided

المؤلفون: National Center for Education Research (ED)

المصدر: National Center for Education Research. 2013.

Peer Reviewed: Y

Page Count: 387

Descriptors: Educational Research, Publications, Grants, Federal Aid, Early Childhood Education, Instructional Leadership, Educational Policy, Educational Finance, Educational Technology, Teacher Effectiveness, English Language Learners, Program Evaluation, Educational Improvement, Intervention, Adolescents, Adult Students, Literacy Education, Mathematics Education, Science Education, Middle Schools, High Schools, Educational Change, Postsecondary Education, Adult Education, Preschool Curriculum, Curriculum Evaluation, Reading, Writing (Composition), Social Environment, Social Development, Research Methodology, Statistical Analysis, Elementary Education, Cognitive Processes, Learning, Educational Administration, Student Behavior, Research and Development Centers, Research Projects, Public Agencies

مستخلص: Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER's education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The portfolio of research includes cognition, social and behavioral research, math, science, reading, writing, school systems and policies, teacher quality, statistical and research methods, just to name a few. Each year, our grantees are contributing to the wealth of knowledge across disciplines. Presented herein is a listing of the publications that these grants have contributed along with a full listing of all the projects funded through NCER's education research grant programs from 2002 to 2013. The publications are presented according to the topic area and arranged by the year that the grant was awarded. Where applicable, related grant projects and project websites are noted and links to publications that are listed in the IES ERIC database are provided. For grants that do not yet have associated publications in press or published, the word "Publications" is used as a placeholder to denote where future publications will occur during updates to this document.

Abstractor: ERIC

IES Funded: Yes

IES Publication: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCER2013pubs