Recent activities in science and technology and the progress of women in physics in the last three years in Iran

Izadi, Dina; Azad, Masoud Torabi; Mahmoudi, Nafiseh; Izadipanah, Nona; Eshghi, N.

doi:10.1063/1.4794243

Cited by 2 publications

(3 citation statements)

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“…Dina Izadi 1,2 , César Eduardo Mora Ley 1 and Mario Humberto Ramírez Díaz 1 in students, the ability to use new information on their own and to acquire new knowledge [1]. The perspective that teaching is a science suggests that the need for in depth knowledge of the science that is taught in the curriculum is important.…”

Section: Science Motivation By Discussion and Controversy (Smdc) Modelmentioning

confidence: 99%

Science motivation by discussion and controversy (SMDC) model

2017

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Succeeding theories and empirical investigations have often been built over conceptual understanding to develop talent education. Opportunities provided by society are crucial at every point in the talent-development process. Abilities differ and can vary among boys and girls. Although they have some responsibility for their own growth and development, the educational system and psychosocial variables influence on the successful development of high levels of education. This research explores students' attitudes to science education to establish why many disengage with the subject in class and what can be done to reverse this trend to produce unimaginable scientific and practical benefits to society. The control group is students from several schools with traditional education in Iran and the experimental group is teams who have taken part in several activities such as national and international tournaments (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013). This research has two parts: 1-how innovation in teaching and 2-discussion and controversy in class can improve science education and cause motivation. The average scores are divided into 5 ranges in both experimental and traditional groups. As shown by Spearman's correlation rank (ρ) the difference between boys' and girls' average scores is about (2.71) in the control group but it has decreased to (0.29) in the experimental group. The main point of discussion is on problems in class which advance a set of interrelated scientific arguments for outstanding achievement.

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Section: Science Motivation By Discussion and Controversy (Smdc) Modelmentioning

confidence: 99%

Science motivation by discussion and controversy (SMDC) model

2017

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“…Psychologists have shown that toys are crucial for the development of such high-level skills as decision-making, socialization, and creativity [2]. A toy such as the Tippe Top was a physics puzzle that fascinated at least two Nobel Laureates: Niels Bohr, who helped figure out the structure of the atom, and Wolfgang Pauli, best known for the Pauli exclusion principle, both famously studied the Tippe Top to figure out what made it flip itself.…”

Section: Understanding Science Through the Creative Process In The Artsmentioning

confidence: 99%

“…A toy such as the Tippe Top was a physics puzzle that fascinated at least two Nobel Laureates: Niels Bohr, who helped figure out the structure of the atom, and Wolfgang Pauli, best known for the Pauli exclusion principle, both famously studied the Tippe Top to figure out what made it flip itself. Although the physics behind it is very complicated, designing Tippe Tops in several colors and forms can help to explain the composition of colors, symmetrical or asymmetrical motions, and moments of inertia [2].…”

Section: Understanding Science Through the Creative Process In The Artsmentioning

confidence: 99%

Arts in science education

Izadi

2017

Can. J. Phys.

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Abstract:Combining the arts and standard curricula together can create a richer and more lasting learning experience for students who believe that learning science is boring in classes. It is suggested that study of the arts should be accepted as an essential part of achieving success in work. To this end, the most important action will be coordinating efforts of scholars from various areas to allow arts education for science students to become an evidence-based field. It is our contention that while the sciences seek to find answers to the most fundamental questions about our physical world, we need to find a place for the arts within the curriculum and within the process of scientific investigation. The arts should be applied in science education in a manner that considers the culture of each community. Those who are actively engaged in arts should be able to better manage their scientific projects and be able to better communicate and think. The main goal of arts in science education is to give students the opportunity to express their thoughts and feelings in the context of their different cultures and also to understand science through the lens of their creative activity in arts.Key words: arts, science, creative, education, culture. Résumé :Combiner les arts et le programme scolaire standard peut créer une expérience plus riche et plus durable pour les étudiants qui croient que l'étude des sciences en classe est ennuyante. Nous suggérons que l'étude des arts devrait être acceptée comme une partie essentielle de la réussite. À cette fin l'action la plus importante sera de coordonner les efforts des intellectuels de différents domaines pour permettre aux étudiants en sciences d'avoir une formation en arts. Nous sommes convaincus, alors que les sciences recherchent des réponses aux questions les plus fondamentales concernant notre monde physique, que nous devons trouver une place pour les arts dans leur programme et dans le processus de recherche scientifique. Les arts introduits dans le programme scientifique devraient refléter la culture de la communauté. Nous pensons que les scientifiques s'impliquant activement en arts, devraient être mieux capables de gérer leurs projets scientifiques et de mieux les communiquer. Le but principal des arts dans l'éducation scientifique est de donner aux étudiants l'opportunité d'exprimer leurs pensées et leurs sentiments dans le contexte de leurs différentes cultures via la lentille de leur activité créatrice en arts. [Traduit par la Rédaction]

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Recent activities in science and technology and the progress of women in physics in the last three years in Iran

Cited by 2 publications

References 0 publications

Science motivation by discussion and controversy (SMDC) model

Science motivation by discussion and controversy (SMDC) model

Arts in science education

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