Sentences with phrase «secondary education science»

How did the preservice secondary education science methods teachers in our study view and use e-readers and e-text prior to their methods course?

Through the analysis of survey data, we have a greater understanding of preservice secondary education science methods teachers» preferences toward the technology and their need for technical skill development when creating instructional experiences in the science methods courses.

The courses had 14 preservice secondary education science methods teachers each, for a total of 28 across two semesters during fall 2012 and 2013.

From this standpoint, a goal of helping preservice secondary education science methods teachers become more active users of the technology was met.

For example, the storage capacity of e-readers became a recurring response among the preservice secondary education science methods teachers.

Restructuring and developing K - 12 textbooks is outside the experience of most teachers, let alone preservice secondary education science methods teachers.

Today's preservice secondary education science methods teachers have been living in a digital world, but teacher educators may be making assumptions about their ability to translate their personal use of technology into effective classroom pedagogy.

Although using e-readers and e-text has benefits, some challenges accompany preparing preservice secondary education science methods teachers to use them in their classrooms.

The intent of this activity was to provide the preservice secondary education science methods teachers with a straightforward task that allowed them to use the devices.

We coded and tallied the qualitative responses to these questions for preservice secondary education science methods teacher views toward e-readers (as in Glaser & Strauss, 1967; Strauss & Corbin, 1998).

We undertook this work to understand better how preservice secondary education science methods teachers viewed and used e-readers and e-text prior to their science methods course and how they viewed this instructional resource after incorporating it into their lesson planning as part of a course project.

Although the preservice secondary education science methods teachers in our study were comfortable with their own personal use of technology, they were not as familiar with its effective strategies and applications in the classroom.

We began with general demographic questions (e.g., age, gender, and occupation), and a block of 17 questions was used to capture preservice secondary education science methods teachers» descriptions of their personal use of technology and e-readers (e.g., the use of the Internet, smartphones, and e-readers for their university courses and work within secondary classrooms).

As part of an undergraduate secondary science methods course, the university faculty member Brian Zoellner guided the preservice secondary education science methods teachers through the open textbook design, showing them flexible book options for adapting and building their own textbooks, as well as exploring options for differentiated instruction.

Analysis of the postinstructional survey data showed that the preservice secondary education science methods teachers still had some resistance to e-books and e-readers when they shared some of the challenges and drawbacks of using the technology.

To be better equipped to work with their future students, preservice secondary education science methods teachers must not only be skilled in using their preferred e-reader, but also in adjusting to different texts and devices they may encounter.

Were there differences in preservice secondary education science methods teachers» views of their use of e-readers and e-text after they were required to incorporate them into a lesson plan as part of their methods course?

The preservice secondary education science methods teachers were provided a range with five items (1 = Strongly Agree, 3 = Neutral, and 5 = Strongly Disagree).

Not exact matches

Education in these two universities includes literary subjects, mathematics, and natural sciences at a secondary level; and at the higher level Qarawiyin trains scholars and specialists in jurisprudence and literature, while Zaitouna has faculties in jurisprudence, theology, philology, literature, and the Qur» an.

The Southern California product graduated from USC in 1983 with a B.S. in education with two teaching credentials (multiple subject, secondary life science) and also earned a master's degree in athletic administration in 1987.

I'm feeling pretty positive about the whole «secondary education'thing - there are some very good text - books around, and I realise that these days most science experiments have to be done by a teacher, for safety concerns, so we can probably do almost everything at home - or else find something on TV or the Internet.

The DCE also touched on progress made under the areas of health and education and employment and mentioned the absorption of the Azeem - Namoo Community Secondary School, where it is supported with E Block dormitory and classroom accommodation with science laboratory to improve on its standard.

She is a graduate of Binghamton University, where she earned a Bachelor of Science in Biology and Master of Arts in Secondary Education with a specialization in Biology.

Program sponsors include UUP Oneonta, SUNY Oneonta Department of Secondary Education and Educational Technology, Hartwick College Education Department, Oneonta Area for Public Education, Gilbertsville - Mount Upton Teachers Association, UUP Cobleskill, Tri-County Women's Coalition, SUNY Oneonta History Department, Sidney Teacher Association, SUNY Oneonta Political Science Department, SUNY Oneonta Department of Africana & Latino Studies, Sherburne - Earlville Teachers Association, SUNY Oneonta Sociology Department, Sidney Teachers Association, Cobleskill - Richmondville Teachers» Association, Norwich Educators Organization, Morris Teachers Association, and Bainbridge - Guilford Teachers Association.

She earned a bachelor of science degree in nutrition from Michigan State University and her post-baccalaureate and masters of science in secondary science education from Eastern Michigan University.

The 2017 edition of the National Science & Maths Quiz is sponsored by the Ghana Education Service through the Conference of Heads of Assisted Secondary Schools (CHASS) and supported by Tigo, GOIL, Prudential Life Insurance, Accra College of Medicine and GCB Bank.

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

[BOX 8] Committee on Science in Secondary Schools - Education Council Study, 1963 Council Study / Committee on Natural Areas as Research Facilities, 1962 - 1977 AAAS Meetings, 1965 - 1977 Graduate Science Education and Standards, 1960 - 1963 Administrative of Science Work, 1960 - 1963 Ethics and Responsibilities of Scientists files I, 1966 - 1975 Ethics and Responsibilities of Scientists files II, 1965 - 1966 Production of PhDs in the Sciences, 1965 - 1966 Natural Areas as Research Facilities (book) Council Study / Committee on Research in Small Colleges, 1960 - 1964 Population Explosion and Birth Control, 1965 - 1968 AAAS Cooperation with Developing Countries, 1965 - 1967 International Scientific Communication, 1960 - 1962 Air Conservation Commission, 1962 - 1964 Race (proposed Commission on), 1962 - 1963 Committee on Environmental Alterations (Ad Hoc - DuBos), 1967 Committee on Environmental Alerations Files (See also: Herbicide Assessment Commission): I, 1968 - 1976 Committee on Environmental Alerations Files (See also: Herbicide Assessment Commission): II, 1968 - 1976 Herbicides Files: Vietnam (Council; Board; Defense Dept., Midwest Research Institute; Report, etc.) I, 1965 - 1969 Herbicides Files: (Council; Board; Defense Dept., Midwest Research Institute; Report, etc.) II, 1967 - 1968 Herbicide Assessment Commission (older), 1969 - 1970 Herbicide Assessment Commission (See also: Herbicides - Vietnam; See also: Committee on Environmental Alterations), 1970 - 1979 Committee on Cooperation Among Scientists, 1959 - 1957 Committee on Fallout, 1955 Cooperative Committee on the Teaching of Science and Mathematics Files: I, 1964 - 1970 Cooperative Committee on the Teaching of Science and Mathematics Files: II, 1951 - 1963 Evaluation of Scientific Merit, Committee on, 1950 - 1952 Membership Development Committee, 1954 - 1957 Metric Education, Ad Hoc Committee on, 1974 - 1975 Metric Committee, 1957 - 1958

The National Academies subsequently has affirmed Ph.D. s as a resource in science education with their reports, Attracting Science and Mathematics Ph.D. s to Secondary School Education (2000) and Attracting Ph.D. s to K - 12 Education science education with their reports, Attracting Science and Mathematics Ph.D. s to Secondary School Education (2000) and Attracting Ph.D. s to K - 12 Educatioeducation with their reports, Attracting Science and Mathematics Ph.D. s to Secondary School Education (2000) and Attracting Ph.D. s to K - 12 Education Science and Mathematics Ph.D. s to Secondary School Education (2000) and Attracting Ph.D. s to K - 12 EducatioEducation (2000) and Attracting Ph.D. s to K - 12 EducationEducation (2003).

Simon Bensnes at the Norwegian University of Science and Technology's Department of Economics is writing his doctoral dissertation on education economics, and has studied the interplay between pollen levels and exam performance among secondary pupils.

«Potential interest [among Ph.D. s] in careers in secondary school science and mathematics education is much higher than the 0.8 % of Ph.D. s who currently work in K - 12 education,» says a 2000 report by the National Research Council called Attracting Science and Mathematics Ph.D. s to Secondary School Esecondary school science and mathematics education is much higher than the 0.8 % of Ph.D. s who currently work in K - 12 education,» says a 2000 report by the National Research Council called Attracting Science and Mathematics Ph.D. s to Secondary School Eduscience and mathematics education is much higher than the 0.8 % of Ph.D. s who currently work in K - 12 education,» says a 2000 report by the National Research Council called Attracting Science and Mathematics Ph.D. s to Secondary School Eeducation is much higher than the 0.8 % of Ph.D. s who currently work in K - 12 education,» says a 2000 report by the National Research Council called Attracting Science and Mathematics Ph.D. s to Secondary School Eeducation,» says a 2000 report by the National Research Council called Attracting Science and Mathematics Ph.D. s to Secondary School EduScience and Mathematics Ph.D. s to Secondary School ESecondary School EducationEducation.

I completed an M.A.T. in secondary education, specializing in biology, at Winthrop University with the intent of teaching high - school science, but I decided instead to enter the University of Toledo's doctoral program in biology because the kid in me still wanted to learn how things worked.

I excelled at science throughout my primary and secondary education in Ghana.

William Levelt, President of the Royal Netherlands Academy, thinks the answer to the Dutch crisis in secondary science education may lie in teachers enthusiastic — and well - informed — about research.

This month the National Science Foundation will unveil guidelines for a new $ 160 million program to improve math and science education in the nation's elementary and secondary sScience Foundation will unveil guidelines for a new $ 160 million program to improve math and science education in the nation's elementary and secondary sscience education in the nation's elementary and secondary schools.

Lander, head of the Harvard - MIT Broad Institute, teamed with physicist James Gates Jr. of the University of Maryland, College Park, to lead a 19 - member panel that spent more than a year examining ways to improve science, technology, engineering, and mathematics (STEM) education in U.S. elementary and secondary schools.

A House panel has unanimously endorsed a major bipartisan initiative to improve math and science education in U.S. elementary and secondary schools.

Maths and science are taught so badly in many British primary schools that pupils are ill - equipped to tackle these subjects when they go on to secondary school, says the Office for Standards in Education.

Canada, like much of the rest of the world, is suffering from a shortage of teachers, particularly in secondary level science, math, and technology education.

The field of secondary science education appealed to Oak because he felt it would offer an opportunity to have more interaction with people and because he envisioned it would be, in general, less frustrating than carrying out research.

In 2009, Wolf asked NSF to describe the ingredients of successful STEM (science, technology, engineering, and mathematics) education programs in U.S. elementary and secondary schools.

Lori Ihrig, a graduate student in ISU's School of Education, followed 10 new secondary science teachers during the first two years of their careers to study their teaching practices and the socialization process.

There will be incentives for pupils to study science, and a «second chance» programme for those already in secondary or higher education.

There is agreement between the public and scientists on one core issue: Both groups believe that science, technology, engineering and math education (STEM) in America's elementary and secondary schools is not performing well.

By the time it was incorporated, the focus has expanded to include elementary and secondary education, professional development training for researchers, and outreach to the public and the media about science education, the use of animals in biomedical research, and other topics such as the harmonization of Institutional Animal Care and Use Committees and Institutional Biosafety Committees, as well as monitoring legislation.

Lunar / Meteorite Sample Education Disk Certification Training These workshops and trainings for elementary and secondary educators are developed thematically around the topics of solar system science.

Astromaterials Education / Solar System Science Professional Development These workshops and trainings for elementary and secondary educators are developed thematically around the topics of solar system science and astromatScience Professional Development These workshops and trainings for elementary and secondary educators are developed thematically around the topics of solar system science and astromatscience and astromaterials.

In the last the discussion of the meeting there were 4 conclusions about improving education in science: to motivate and pay teachers well (primary and secondary levels), to promote science via the media (government back up), to inspire leaders to start the change, and to develop a good mentoring system so the student can study at home and go back to the professor with questions.

TMT will now make its first annual contribution to The Hawaii Island New Knowledge (THINK) Fund, a program that promotes science, technology, engineering, and math education across grades K - 12, secondary, and post-secondary education.

Scientists say that the differences in views are partly due to their own failure in reaching out to the general public, as well as shortfalls in science education in American elementary and secondary schools.