Sciences

Examining the personal side of change within a collaborative inquiry group: Adopting Problem-Based Learning in primary/elementary science education (2008)

Journal of Applied Research on Learning, Vol. 2, No. 1, Article 3, 2008

This paper describes the experiences of a university researcher and five teachers from a school district in Newfoundland and Labrador as they planned and implemented a Problem-Based Learning (PBL) science curriculum. In PBL, the teacher acts as a facilitator as students, working individually or in small groups, find workable solutions to problems.

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2014-04-14

Problem-centered learning vs. teaching-centered learning in science at the secondary level: an analysis of the dynamics of doubt (2010)

Journal of Applied Research on Learning, Vol. 3, Article 5, 2010

This paper describes a research project undertaken to compare how doubt evolves while learning about electricity in two different learning contexts. In the problem-centred context, students learn about a subject through the experience of solving problems, while in the teaching-centred context, students listen while the teacher talks.

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2014-01-24

York's Mathematics, Science and Technology Program: A Unique Pre-service Teacher Education Program at Seneca @ York (2001)

The Mathematics, Science and Technology (MST) program at the York/Seneca Institute for Science, Technology and Education (YSISTE) in Ontario overcomes barriers to effective MST teaching.

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2013-12-20

Let's Talk Science: Making Science Education Exciting, Relevant and Rewarding (2001)

Let’s Talk Science (LTS) is a national charitable organization that works to improve scientific literacy through innovative educational programs, research, and advocacy.

LTS began in 1991as an outreach project that paired 10 graduate students from the University of Western Ontario with teachers in local schools to raise awareness of science. Now, it reaches more 100,000 youth and educators every year.

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2013-11-06

Who Likes Science and Why? Individual, Family and Teacher Effects (2006)

There is worldwide concern that young people seem to be losing interest in science and technology. This report examines the conditions that seem to make science more attractive for students, including fostering children’s natural curiosity, and the presence of positive attitudes towards science and math both at school and at home.

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2013-09-03

Combining the Views of Both Worlds in Inuktitut: piqusiit tamainik katisugit - Place-based Science Education in Qikiqtani (2010)

This document describes several phases of a five-year project aimed at developing science education in the Canadian territory of Nunuvut. The project focused on understanding the school community’s goals for science education, and both the potential contributors and impediments to realizing those goals.

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2013-07-15

Academic engagement and science achievement: A gendered relationship? (2010)

The 2002 School Achievement Indicators Program Science (SAIP-SCIENCE) survey, administered to a national sample of Canadian youth aged 13 to 16, showed girls performing significantly below boys in the application of scientific knowledge to everyday problems. On the other hand, girls get higher teacher-assigned grades than boys in their science classes.

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2013-03-21

The cultural divide in science education for Aboriginal learners (2007)

Lessons in Learning - February 1, 2007

Aboriginal people in Canada are sharply underrepresented in science and engineering occupations. As well, Aboriginal students take advanced high school science classes and enrol in science-related postsecondary programs at much lower rates than their non-Aboriginal counterparts.

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2013-02-25

Formal, Non-formal and Informal Learning in the Sciences (2010)

This report looks at both the links and the differences between formal, non-formal and informal learning, with particular reference to the field of science and engineering in Canada and the United States.

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2013-02-19

Informal science learning in Canada (2007)

Lessons in Learning - April 18, 2007

Most people confront science-based issues on a regular basis, and scientifically literate individuals are better equipped to engage with these issues and make important decisions that affect their health, security, and economic well-being.

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2013-02-07

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