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Teaching Science to Indigenous Australians, 2004.
Explores the cultural differences that make teaching science to indigenous Australians difficult.
1,027 words (approx. 4.1 pages), 9 sources, MLA, $ 36.95
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Abstract
This paper looks at the cultural and religious beliefs of the indigenous Australians that make it difficult for them to understand the concept of Western science. The paper then attempts to identify the best methods for science teachers to teach science to the indigenous Australians, while simultaneously stressing that teachers should teach that which is relevant to the lives of the indigenous students and in keeping with their traditions and customs.
From the Paper
"Sadly, relations between one people and another have not always been friendly. The situation is exacerbated further still, when the two peoples who come into contact with each other have very little in common, as in the case of a complexly organized, technologically advanced nations that suddenly finds itself face to face with a nation of hunters and gatherers. Such was the situation when the English established their first colony at Botany Bay. The United Kingdom was a country of millions of people, all under the rule of a single government. It possessed all the physical trappings of an advanced society. The British used and manufactured metal implements and weapons. They possessed a highly elaborate system of writing and record-keeping; had many different forms of communication and transportation; and made great buildings and cities out of wood, brick, and stone. They were also accustomed to exploring and investigating their world."
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Teaching: An Art and A Science, 2007.
This paper describes how teaching is both an art and a science.
1,488 words (approx. 6.0 pages), 7 sources, MLA, $ 49.95
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Abstract
The paper discusses how teaching is an art because teaching is, by its very nature, creative and interpretative. The paper shows how it requires both experience and previous advanced-level study of an academic subject. The paper maintains that teaching is also a science because it involves both the formal study of education and/or an applied academic area. The paper relates that teaching also requires a scientific process of trial and error in order to evaluate which pedagogical approaches and techniques work well in the classroom.
From the Paper
"Subsequently, student teaching gives the newest teachers their first actual classroom teaching experiences, and then teachers acquire further teaching experiences in their own classrooms once they finish their student teaching requirement. Experience is valuable for teachers because it is that alone that teaches them what works in the classroom and what does not; it is through experience, in fact, that teachers acquire (or, in many cases, do not acquire) the distinct "artfulness" of teaching style that distinguishes them in their profession and sets them apart from others."
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Teaching Science To Preschoolers, 2002.
Discusses the methods used for teaching science to preschool students.
1,900 words (approx. 7.6 pages), 10 sources, $ 71.95
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Abstract
This paper discusses the methods and techniques for teaching science to preschool students. Early childhood is the most impressionable time in a child's life and everything that he learns now prepares him for more complex concepts in later years. It is therefore very important for teachers to adopt strategies, which are developmentally appropriate.
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Teaching as an Art and a Science, 2002.
Analysis of the teaching profession and how it should be considered both an art and a science.
1,166 words (approx. 4.7 pages), 6 sources, MLA, $ 40.95
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Abstract
This paper examines the different elements of the teaching profession and suggests that some aspects of the profession make it a science and some aspects make it an art. The paper contends that, while the pedagogical element of teaching is a science, the aspect of teaching most concerned with human interaction is an art. The paper makes use of several sources to support the notion that teaching is both a science and an art.
From the Paper
"Teaching clearly makes use of both science and art today. In the past, teaching was much more science than art, and teachers were left largely to their own devices to determine how to reach their students and what to teach. As teaching became a profession, with a course of instruction to prepare teachers, the idea that teaching was a science became more prominent, with the colleges emphasizing this idea as they inculcated teachers into specialized knowledge and methods based on scientific research, including school testing, empirical research into learning styles and processes, and so on."
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Gender and the Teaching of Math and Science, 1999.
Examines research on the effects of gender differences in learning math and science and the role of teaching methods, focusing on socialized inhibitions and lack of self-esteem in females.
1,350 words (approx. 5.4 pages), 9 sources, $ 47.95
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Abstract
"Research on gender differences in academic achievement offers educators information on implications and guidance on specific directions to take. In mathematics and science in particular, gender differences are well documented and reveal certain stereotypes perpetuated by society, school, and family (Manning, 1998, p. 68).
From the Paper
"Research on gender differences in academic achievement offers educators information on implications and guidance on specific directions to take. In mathematics and science in particular, gender differences are well documented and reveal certain stereotypes perpetuated by society, school, and family (Manning, 1998, p. 68). This paper will look at gender differences in school achievement and how educational reforms could encourage girls in their performance in mathematics and science and thus open up more career opportunities for them.
Reviewers have consistently concluded that males perform better on mathematics tests than females do (Hyde, Fennema & Lamon, 1990). The authors performed a meta-analysis of 100 studies which represented the testing of 3,175,188 subjects (p. 139). An examination of age trends indicated that girls showed a ..."
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The Art and Science of Teaching, 2004.
An analysis of the philosophy of the art and science of teaching.
1,569 words (approx. 6.3 pages), 7 sources, MLA, $ 51.95
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Abstract
This paper discusses the fact that there are many theories on the topic of teaching as art or science. The paper examines and supports certain theories through describing the educator's role in teaching as an art or science, the interpretation of pedagogy and andragogy and the learning styles of students.
Outline
Introduction
Teaching as an Art or Science
Pedagogy vs. Andragogy
The Instructional or Learning Theory
Conclusion
From the Paper
"The concept of understanding any subject usually begins with objective or subjective information. Consequently the topic of the art and science of teaching is a combination of the two. Aside from theories art has many diverse definitions that include "a system of principles and methods employed in performance of a set of activities" and "a trade or craft that applies such a system of principles and methods" (internet source, 2005). Furthermore, Science is primarily defined as "methodological activity, discipline or study" as well as "knowledge, especially that gained through experience" (internet source, 2005). How do these definitions relate to the efforts of educational instruction?"
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Science and Art in Teaching, 2002.
An analysis of various approaches to teaching, including a discussion of research on this topic.
1,536 words (approx. 6.1 pages), 5 sources, MLA, $ 50.95
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Abstract
This paper discusses different methods of teaching and analyzes the background of these methods. The paper tackles the questions of how much research should dictate how well we teach, and whether research should be the driving force in all cases, since its effectiveness has been demonstrated. The paper examines the use of 'best practices' in teaching, explaining the importance of taking the best from all research studies and combining that with common sense and intuition. The paper claims that the artful, intuitive application of scientific (research) techniques or knowledge in the classroom is the key to teaching successfully.
From the Paper
"In recent years, educators have seen a move toward the use of ?best practices? in education. ?Best practices? are teaching methods that have been rigorously tested and proven to be effective with a large number of students. When educational leaders compile collections of best practices, they look carefully to the research available to support the use of those practices. They can articulate what the strengths and weaknesses of each approach are, based on the research, and they can provide specific numbers ? percentages of students who, in the past, have made significant progress when teachers used each practice."
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True Science and Pseudo-Science, 2003.
Discusses the notion of scientific discovery.
1,800 words (approx. 7.2 pages), 3 sources, $ 63.95
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Abstract
Looks at testing to ascertain whether a hypothesis is true or false. The paper examines the views of Thomas Kuhn and the "paradigm" and Karl Popper's contention that deductive testing is true science, and induction is false science.
From the Paper
"True Science vs. Pseudo-Science
Introduction and Purpose
True science and pseudo-science, it has been argued, can be distinguished from one another by an examination of the nature of scientific discovery, with particular attention to the use of a ..."
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"Common Science? Women, Science and Knowledge" by Jean Barr and Lynda Birke, 2000.
A review of the work on the nature of scientific study, objective truth and the alienation of women from scientific fields.
1,800 words (approx. 7.2 pages), 1 source, $ 63.95
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From the Paper
"Science is a pervasive influence on human life today, though most people have only a vague image of what science means and may have complete misperceptions about certain scientific concepts. Many people simply have not been exposed to the information they need to judge science. Women, however, have been actively excluded, or at least discouraged, from science for some time, a factor much noted in analyses of academic statistics and in analyses of the job market in science. This is noted in the book Common Science? Women, Science, and Knowledge by Jean Barr and Lynda Birke as part of their primary emphasis on the fact that the scientific community remains largely unaccountable to the public. Part of their approach to this issue is to talk to non-academics to see what they think about science and about the issues surrounding the field."
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Science Educators, 2004.
An analysis of teaching science in a 'Science/Technology/Society' (STS) context.
5,294 words (approx. 21.2 pages), 22 sources, MLA, $ 131.95
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Abstract
This paper examines whether the attitudes of teachers have changed toward science teaching due to instructional focus or interventions such as STS (Science/Technology/Society), values and ethical issues and the nature of science. The paper contends that the emerging research is clear in illustrating that learning science in an STS context results in students with more sophisticated mastery and ability to use process skills. The paper claims that all students improve in terms of creativity skills, attitude toward science, use of science concepts and processes in their daily lives and in responsible personal decision-making.
Outline
Abstract
Objective
Introduction
Methodology
Literature Review
Four Pedagogical Issues
Findings
Summary and Conclusion
From the Paper
"Socioscientific issues (SSI) and Science, technology and society (STS) are distinct in that STS education in not 'embedded in a coherent developmental or sociological framework that explicitly considers the psychological as well as the epistemological growth of the child nor the development of character or virtue." However, the SSI movement holds its' focus on the empowerment of students in consideration of how issues based on science reflect the moral principles as well as the elements of virtue encompassing their lives, the physical world as well as the social world about them. (Zeidler, et al, 2000) Colleges and universities have recently undertaken initiatives to create Preservice teacher programs that better enable the instructional practices of the teacher. The National Science Teachers Association (NSTA) states that they view STS, "as the teaching and learning of science in the context of human experience."
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Defining Teaching, 2004.
An examination of the argument about whether to define teaching as an art or a science.
1,581 words (approx. 6.3 pages), 6 sources, MLA, $ 51.95
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Abstract
This paper looks at both sides of the argument about whether the teaching profession should be defined as an art or a science. The paper presents theories in support of both opinions, but concludes that the teaching profession would benefit most if it would to be defined as both an art and a science.
From the Paper
"The issue of whether teaching is an art or a science is framed wrong, for teaching is both an art and a science. The pedagogical element of teaching is a science, involving learning material and how to impart that material as bet as is known. The aspect of teaching that is most concerned with human interaction, with the guidance of students and the control of the classroom, is most certainly an art. Different analysts have selected one or the other as the essence of teaching, seeing teaching as an art or a science while often failing to see that teaching at its best is really a combination of the two."
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Kindergarten Science Education, 2006.
This paper discusses teaching techniques and curriculum content that can be effective in teaching science in kindergarten.
800 words (approx. 3.2 pages), 5 sources, APA, $ 28.95
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Abstract
This paper explains that science education in kindergarten presents the most basic ground for students to understand that science involves them in a dynamic formation of concepts and explanations. The author points out that one teaching approach is the traditional teacher-directed form, used mainly with older students, and the other approach is the informal constructive model, which uses child-initiated activities. The paper underscores that there is no concrete research findings on which of the two approaches are more appropriate to use in kindergarten science education. Rather, many preschool classrooms employ a blend of the two teaching disciplines. The author presents the use of realias, realistic objects common in the environment, as an outstanding tool to teach children scientific concepts.
From the Paper
"The scientific method can already be taught as early as child's kindergarten years. Kindergarten students must start their study of science using their five senses to observe their surroundings. The class must be set up in such a way that it would provide a motivating atmosphere where students learn to explore the physical world around them. Their natural inquisitiveness often leads them to investigate the world by observing and operating objects that are common in the surroundings. In addition, children learn to deduce their observations by gathering bits of information or data for them to base their scientific explanations."
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Teaching, 2004.
An analysis of the art and science of teaching.
1,460 words (approx. 5.8 pages), 6 sources, MLA, $ 48.95
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Abstract
This paper claims that, to truly understand the art and science of teaching, one must reflect upon what one was taught, what one has experienced, and what one has become empowered to understand. The paper presents teaching as a comprehensive, relative collaboration of a teacher's educational memories and constantly changing ideas. The writer of the paper describes how this life-long skill reminds him to continue personal development, to seek out different or more effective ways to serve the needs of students, and to always remember that experiences have one of the most influential effects on what it is we believe and practice.
From the Paper
"Teaching is considered both an art and a science. The science of teaching includes philosophy, classroom management, methodologies, techniques, and psychology. The art of teaching encompasses those steps or approaches taken in the day to day classroom, in other words, how students are handled. Students working towards the goal of becoming a teacher, especially as a graduate student, may become overwhelmed at times by the amount of information that is presented. One must learn the history of education in the United States, the keys to successful classroom management, determine an educational philosophy, the variety of curriculum, the laws that affect teaching and the list continues. I believe it is difficult to determine where the "art" aspect of teaching ends and the "science" aspect begins. While learning more regarding teaching, my favorite quote has become "...the teacher assists the mind to deliver itself the ideas, knowledge, and understanding." (Adler, n.d.)"
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Inquiry-Based Education in Earth Science Instruction, 2005.
A discussion of a teacher's experience when presenting Earth Science coursework in the secondary school setting.
2,005 words (approx. 8.0 pages), 2 sources, MLA, $ 63.95
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Abstract
This paper discusses the experience of a secondary school teacher presenting Earth Science coursework, covering the various teaching related tools and skills necessary for teaching science in the secondary school setting.
Contents:
Objective
Introduction
Inquiry-Based Instruction Defined
Development and Demonstration of Inquiry Based
Learning Activities in Science Instruction
National Science Education Standards and Grade Appropriateness
Classroom Dynamics for Secondary School Instruction
Assessment in Earth Science Teaching
Design of Curriculum
Example: High-School Earth-Science Activity
Original Middle-School Earth-Science Activity
Teacher Presentation
Lesson and Activity Objectives
Grading for Science
National Norm Referenced Testing for Science
From the Paper
"Earth Science is particularly complicated in relation to instruction in the contemporary classroom. This is because of the many political and social issues involved in this area of study which, in the eyes of many, is an area of religious import as well. Furthermore, the initiative to teach in an inquiry-based manner further expands the research and examination in relation to providing instruction in Earth Science. When considering a method of instruction it is critical to take into account the grade-level appropriateness in relation to the curriculum and inclusive classroom activities when planning the instructional lessons and accompanying activities."
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Teaching Language Arts, 2008.
This paper is a discussion by a science major on issues of teaching language arts presented through a professional portfolio.
3,500 words (approx. 14.0 pages), 5 sources, MLA, $ 98.95
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Abstract
This paper discusses four aspects of a professional portoflio addressing language arts teaching: promoting interest in a book, a double-entry journal, evaluation of student writing, and selecting professional resources. The paper also refers to a proposed five-year plan towards professional development so that language arts become more familiar and includes questions the author believes are important regarding future teaching practice, particularly in the preparation of classes.
Table of Contents:
Introduction
Four Aspects of a Professional Portfolio
Module I - Promoting Interest in a Book
Module II - A Double-Entry Journal
Module III - Evaluation of Student Writing
Module IV - Selecting Professional Resources
Three Big Ideas for the Future
I - Assessing Students
II - Promoting Listening Skills
III - Writing Strategies
Five-Year Development Plan
Questions to Ask Myself
From the Paper
"The student should feel that he or she can err on the side of English using words of one syllable, as long as the meaning is cogent, as opposed to feeling that he or she must use the latest phrase or terminology learned. There needs to be reinforcement, too, of the world as often without 'Spell check' and towards appreciation for what a person knows how to write by hand, spotting errors in time, or what might be expressed differently to better effect. Students learn that there is more to writing than word processing, in effect, as it is an intensely creative activity."
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