Project-Based Physics – Physics Teacher Training Course

Holubova, Renata

doi:10.18848/1447-9494/cgp/v15i08/45893

Cited by 3 publications

(3 citation statements)

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“…Ibrahim's views on effective science teaching were consistent with the findings of Holubova's (2008) research. In her work, Holubova described project-based science teaching as one of the best way to effectively teach science for facilitating student learning and understanding.…”

Section: Connecting Science Content With Students' Interests and Realsupporting

confidence: 80%

The Challenges Faced by New Science Teachers in Saudi Arabia

Alsharari¹

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Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional supplies. Moreover, excessive student absenteeism, student readiness to learn science and student lack of interest in science were the three most behavioral challenges encountered by beginning science teachers in the Kingdom of Saudi Arabia. Results also indicated that the perceptions of academic and behavioral classroom challenges may vary according to new science teacher gender, school level and years of teaching experience. More importantly, to become more effective science teachers, novice science teachers are expecting to receive more and better support from their schools. School principals and administrators should provide opportunities for beginning science teachers to attend effective new teacher orientation programs, use complete and well-developed curriculum materials with detailed sequence of teaching procedures, help in dealing with classroom management, and opportunities to participate in successful mentoring programs, coherent in-service training programs and regular professional development programs. Implications for Saudi Arabia government ...

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Section: Connecting Science Content With Students' Interests and Realsupporting

confidence: 80%

The Challenges Faced by New Science Teachers in Saudi Arabia

Alsharari¹

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“…Project-based learning also assists in developing interdisciplinary knowledge and solving interdisciplinary problems [64][65][66]. This could be a useful tool to assist in steering away from a silo approach and embrace interdepartmental collaboration and contributions towards the enhancement of teaching and learning in the Faculty of Education.…”

Section: Project-and Research-based Pedagogymentioning

confidence: 99%

A Heuristic Determination of Innovative Pedagogical Practices for an Online or Blended Context

Govender,

Booyse

2024

Education and Human Development

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Exploring innovative pedagogical practices always includes the matter of how to seek the rationale for engagement, ways of dealing with a concept and how to approach solving a problem. Innovation is viewed as a particular type of problem-solving behaviour that entails refocus of attention and search for alternatives outside the existing domain of standard operations. Exploring innovative pedagogical practices always includes the matter of how to seek the rationale for engagement, ways of dealing with a concept and how to approach solving a problem. This qualitative study was undertaken by a renowned higher education institution in South Africa to explore innovative pedagogical and assessment practices in an online and blended context across beginner student development programmes. It was a heuristic inquiry mainly situated within the social constructivist theory of knowledge and aligned with a phenomenological research model and understanding. The study first explored the existing and standard routines to assist in heuristic-based discovery and action towards making suggestions for improvement and recommendations to enhance practice and ensure increased engagement. The findings point to the need for students’ improved ability to reflect on their own learning by making them more conscious of their own learning and levels of understanding (“I know what I’ve learnt and why”). Deeper insight is needed to develop students’ ability in self-reflection and self-directed learning and to seek insights and gain new skills. The recommendations included reference to collective sense-making, discovery-based and experiential instructional designs, a flipped classroom approach and engaging students in reflective practices through project- and research-based pedagogy.

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“…A plethora of research exists which demonstrates that one of the most effective methods for those teaching physics is to "infuse" learning versus the laborious process of "teaching" physics (Chandra & Watters, 2012;Holubova, 2008;Jarrett-Thelwell et al, 2019;Karamustafaoglu, 2009;Taber, 2000). Physics is known as a fundamental science; however, many find it very difficult to understand, challenging to learn, and as a result, students often attempt to avoid the subject (Adams et al, 2006;Cziprok, 2011;Fazriyah et al, 2017;Marušić & Sliško, 2012).…”

Section: Introductionmentioning

confidence: 99%

Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

Presley

Harp

Holt

et al. 2021

International Journal of Innovative Teaching and Learning in Higher Education

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Students often struggle to identify correlations among various concepts in STEM courses, such as energy, mechanics, and cellular communication. Integrative learning incorporates numerous concepts and subjects to aid understanding and enhance critical thinking. This research describes an integrative learning approach in a General Biology I course where key physics-based concepts that are connected to biological topics were emphasized. In addition, students’ knowledge and their beliefs towards biology in all General Biology I classes were assessed using American Association of Colleges and Universities’ Integrative Learning VALUE Rubric and the Colorado Learning Attitudes about Science Survey (CLASS). It was found that correlations existed between students’ attitudes towards biology and their overall content knowledge. The results of this study support that integrative learning is a powerful approach to aid in the understanding of physical and biological concepts, leading to improved student success.

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Project-Based Physics – Physics Teacher Training Course

Cited by 3 publications

References 0 publications

The Challenges Faced by New Science Teachers in Saudi Arabia

The Challenges Faced by New Science Teachers in Saudi Arabia

A Heuristic Determination of Innovative Pedagogical Practices for an Online or Blended Context

Incorporating Physics Principles in General Biology to Promote Integrative Learning and Thinking

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