Science Teaching Practices in Junior Secondary Schools

Ma, Huimin; Fulmer, Gavin W.; Liang, Ling L.

doi:10.1007/978-94-017-9864-8_4

Cited by 2 publications

(1 citation statement)

References 30 publications

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“…Other researches emphasize the danger of learners' conceptions in the teaching and learning process (Taber, 2017). From another perspective, studies have shown that the problem lies not only in the knowledge itself, but also in the teaching practices (Ma, Fulmer, & Liang, 2017). For this reason, several researchers were interested in the development of pedagogical approaches to make effectively teaching science and to increase learners' motivation (Chekour, Laafou, & Janati-Idrissi, 2015a;Heering & Höttecke, 2014).…”

Section: Introductionmentioning

confidence: 99%

What are the Adequate Pedagogical Approaches for Teaching Scientific Disciplines? Physics as a Case Study

Chekour¹,

Laafou²,

Janati‐Idrissi³

2018

Journal of Educational and Social Research

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Different teaching approaches have revealed that teaching is a complex process, a profession that must adapt to the specific needs of the learners, the nature of the subject taught and the general context of the training. However, the act of learning is a common activity. In the educational sciences there is no one-sided approach to the didactics of physical sciences. Therefore, teachers of the physical sciences are invited to choose the appropriate pedagogical approaches based on the performance and limitations of each approach. In this article, we will review the literature of the main pedagogical approaches used to facilitate the acquisition of physical phenomena. On the basis of this study, we will highlight the added value of the combination of a relatively recent approach, based on historical investigation and simulation of physical phenomena.

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Section: Introductionmentioning

confidence: 99%

What are the Adequate Pedagogical Approaches for Teaching Scientific Disciplines? Physics as a Case Study

Chekour¹,

Laafou²,

Janati‐Idrissi³

2018

Journal of Educational and Social Research

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The impact of project-based learning in physics education on university students’ motivation to learn and metacognition

Cavic,

Beljin-Cavic,

Horvat

et al. 2023

ZIPI

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Project-based learning, involving an interdisciplinary approach, can be applied in the treatment of the content of various teaching subjects. It is also applicable at the university level. The aim of this research was to examine whether project-based learning could enhance students? motivation to learn physics and their metacognitive awareness. Therefore, a pedagogical experiment with one group was applied. The sample consisted of 94 first-year students from the Faculty of Sciences and the Faculty of Technology at the University of Novi Sad. A pedagogical experiment was applied, and statistical analysis of the collected data was conducted. Project-based learning was implemented in addressing the topic of Diffusion and Osmosis, which involves the integration of content from biology, physics, and chemistry. Students created eighteen projects, and their products were video materials. The data collection technique was the use of a questionnaire. The research results showed that there was no significant difference in students? motivation before and after the implementation of project-based learning. However, a statistically significant difference was found in students? metacognition before and after the application of project-based learning. The results of this research suggest the need to encourage the implementation of project-based learning in university education with the aim of increasing students? metacognitive awareness and further enhancing the implementation of project-based learning to positively impact students? motivation for learning.

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Science Teaching Practices in Junior Secondary Schools

Cited by 2 publications

References 30 publications

What are the Adequate Pedagogical Approaches for Teaching Scientific Disciplines? Physics as a Case Study

What are the Adequate Pedagogical Approaches for Teaching Scientific Disciplines? Physics as a Case Study

The impact of project-based learning in physics education on university students’ motivation to learn and metacognition

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