Science Teaching and Learning: Practices, Implementation and Challenges


Paul J. Hendricks (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU029030

This compilation aims to analyse students’ learning during STEM activities in the following categories: real-world problem solving and knowledge about the topic under discussion. This study is part of a larger project that comprises five school clusters and involves students from several grades.

Next, the authors develop, validate and apply an attitude and learning environment questionnaire for gifted female students to evaluate technology-based science instruction by comparing regular and technology-based science classrooms.

Additionally, Science Teaching and Learning: Practices, Implementation and Challenges reports the methods and outcomes of a study that explored the impact of a six-month school-scientist partnership involving a New Zealand science research institute and a group of 164 9-10 year olds.

The authors investigate the effects of learning boxes on 5th grade students’ academic achievement and retention in science classes. In order to realize this goal, a quantitative research method including an experimental design was used.

The concluding study considers Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of the nature of science, and explores the interrelationships within the individual elements or tenets of the nature of science.
(Imprint: Nova)



Table of Contents


Chapter 1. Stem Integration: Evidences of Students’ Learning
(Mónica Baptista, Iva Martins and Teresa Conceição, Instituto de Educação da Universidade de Lisboa, Lisboa, Portugal)

Chapter 2. Technology-Based Science Teaching among Gifted Females in Singapore: Attitudes and Learning Environment
(G. Sundari Pramathevan and Barry J. Fraser, Curtin University, Perth, Australia)

Chapter 3. The Problem of Perception: Challenging Students’ Views of Science and Scientists through School-Scientist Partnerships
(Garry Falloon, The School of Education, Faculty of Arts, Macquarie University, North Ryde, Sydney, Australia)

Chapter 4. The Effects of Discovery Learning Supported with Learning Boxes on Students’ Academic Achievement, Competences for Learning Science and Science Attitude
(Hulya Aslan Efe, Nazan Bakir, and Rifat Efe, Department of Science Education, Dicle University, Ziya Gökalp Education Faculty, Diyarbakır, Turkey, and others)

Chapter 5. An Integrated NOS Map on Nature of Science Based on the Philosophy of Science, and the Dimensions of Learning in Science
(Jun-Young Oh, Professor, Hanyang University, Seoul, Korea)


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