Source: (CBE life sciences education) Study examines socioscientific system modeling in Justice-Centered Science Pedagogy to enhance middle school students' understanding of social justice issues, using COVID-19 as a context. It emphasizes integrating students' experiences and cultural backgrounds in learning, advocating for responsive instructional design that empowers students as societal change agents.
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The article presents a comprehensive transdisciplinary systematic literature review of 58 peer-reviewed empirical studies on creativity-fostering teacher behaviors in higher education. It introduces the "meta-creativity" model, which outlines six dimensions of fostering creativity: affective, cognitive, behavioral, metacognitive, creativity-in-action, and uncertainty. The review highlights the importance of these dimensions in teaching for creativity and provides practical insights and recommendations for educators, administrators, and policymakers. Brauer, R., Ormiston, J., & Beausaert, S. (2024). Creativity-fostering teacher behaviors in higher education: A transdisciplinary systematic literature review. Review of Educational Research, 0(0). https://lnkd.in/eYBcPYAK https://lnkd.in/eYxaXvRk
Creativity-Fostering Teacher Behaviors in Higher Education: A Transdisciplinary Systematic Literature Review - Rene Brauer, Jarrod Ormiston, Simon Beausaert, 2024
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This study explores the "illusion of attendance" in large university lectures, highlighting the gaps between staff and student perceptions of learning and actual attendance. It underscores the limitations of transmissive lectures and the impact of anxiety and the hidden curriculum on student behavior. https://lnkd.in/eutwt3nD
The illusion of attendance: a critical study of large-class lectures
tandfonline.com
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Our postindustrial information age is acutely aware of the role of method in the critical questioning of assertions of knowledge. “How do we, and how can we know this or that?” “What are the criteria, credentials, and standards that serve as foundations for truthful claims to know something?” While at first blush such questions may seem overly philosophical, our failure to adequately address them can and often does have injurious effects on learners. Students frequently enter school with a hidden implicate identity, that is to say, a sense of selfhood existing before and beyond educational categorical identification. Their unique identity is largely shaped by unconventional ways of knowing and sense-making of the world. Students, whose core being stems from anomalous epistemologies, are often ridiculed as non-academic, shamed as ‘slow’ learners, or marginalized in tracks for learning-disabilities or transgressive students. Their multi-perspectival consciousness, fashioned from unconscious, instinctual, intuitive, or tacit everyday awareness, is not valued within the narrow cognitive portfolio of acceptable learning, labeled instead as a kind of 'katabasis', to be understood here as a fall from academic grace. Consequently, noetic learners are often held back from grade-level progression not because they are not smart, but because their school suffers from a naive reductionism regarding the notion of intelligence. Education today lacks of a pluralistic view of knowing and knowledge and is therefore unable to recognize the value of alternative knowing within a vision of excellence and human wholeness. Neurodiverse learners, who if they lived in other cultural and learning contexts would be considered ‘gifted,’ suffer concussive outcomes in our schools from which many never recover. This is but one aspect of the current 'sickness-unto-learning' that plagues American education. My noetic education project is a call to members of the Academy to do all they can to instigate shifts toward more integral ways of conceptualizing learning, knowledge, intelligence, and a more fully formed human being, as part of its generative mission. We must do what we can to end educational trauma.
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Just in case anyone had any doubt - Hands-on practical science is essential for young people. Schools and teachers need support in delivering it and our STEM Learning UK CPD can do that. Employers can support by funding CPD subscriptions for school trusts and in doing so boost their talent pipeline - Reach out if you can contribute! #STEMskills #talent #CPD #PracticalScience
At the British Science Association (BSA) we believe that open-ended practical science experiments and investigations are essential for young people to develop the skills needed for a career in STEM. Former BSA President and BBC ‘The Sky at Night’ presenter, Dame Maggie Aderin-Pocock echoed these sentiments in a recent interview with Tes. She highlighted that more practical experiments in class time, would not only make the curriculum more ‘relevant’, but it would also allow young people to better develop the creative skills needed for a career in science. Dame Maggie Aderin-Pocock and Professor Brian Cox have partnered with The Royal Society to provide teachers with resources to run cost-effective experiments, making science education more accessible and relevant for students – something the BSA wholeheartedly supports. Read more: https://lnkd.in/edJVVaEx
Drop in science practicals ‘detriment to us all’, experts warn
tes.com
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Scaling up evidence-based educational interventions to improve student outcomes presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured teacher adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (high adaptation) offer a viable solution to bridge the research-practice divide. READS Lab at Harvard University studied the effects of structured adaptations compared to strict adherence to established protocols and found structured adaptations were more effective then the strict fidelity for the Model of Reading Engagement. Find more details here: https://lnkd.in/eS38MFgn
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🔍 Inquiry and the Nature of Science: Cornerstones of the NGSS 🌟 The Next Generation Science Standards (NGSS) represent a bold shift in how we teach science, encouraging students to actively engage in learning by doing and developing deeper conceptual understanding. Watching Norman Lederman’s C-SPAN presentation on science education reminded me of his lifelong commitment to teaching the nature of science. His work emphasizes that science is not a set of static facts but an evolving, collaborative process. Scientists constantly refine and revise their ideas through inquiry and consensus. 🧠 By encouraging students to explore-before-explain, we help them mirror how scientists actually work—asking questions, experimenting, and making sense of phenomena. This active engagement helps students meet the NGSS standards and builds a deeper understanding of how science impacts our everyday lives. Incorporating the nature of science and inquiry into the classroom equips students to be critical thinkers and problem solvers—skills they’ll need no matter where their futures take them. When we engage students in inquiry-based learning, we honor Norm’s vision by allowing them to experience that same authentic investigation process, mirroring the work of scientists. #NGSS #ScienceEducation #InquiryLearning #STEM #exploreb4explain #FutureScientists
Science Education
c-span.org
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Join the debate about primary science Is it treated as a core subject and how can you give it more weight? READ the full story 👉 https://lnkd.in/eUU46UnA #teachers #schools
Science at the core: Where does it fit in the primary curriculum? - Twinkl
twinkl.co.uk
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Article in School Effectiveness and School Improvement published The article “Primary school students’ ratings of teaching – do they differentiate between subjects and teachers?” by Svenja Rieser and Alexander Naumann aims to provide empirical evidence for and against the valid use of primary school students’ ratings of three generic dimensions of teaching quality – classroom management, supportive climate and cognitive activation. The researchers examined whether students discriminate between corresponding dimensions in different subjects, taking into account whether these subjects are taught by the same or different teachers. Using data from the German Trends in International Mathematics and Science Study 2015 assessment of 3,853 fourth graders (M age = 8.8 years, 195 classes), they conducted multilevel-multigroup confirmatory factor analysis. The results suggest that students only differentiate between subjects when taught by different teachers. The findings also imply that valid inferences from student assessments may be affected by students’ experiences with multiple teachers. The article is available here: https://lnkd.in/e_VQA2ya Technische Universität Dortmund #studentratings #teachingquality #primaryschool #educationresearch
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I am delighted to be running a professional learning series for secondary teachers on 'Unlocking the Power of Metacognition in Scientific Inquiry' for Science Teachers Association of Victoria (STAV) across Terms 3 and 4. This evidence-informed program will unpack the why, what and how of putting metacognitive strategies into action when working scientifically. A great way to support student agency, independence and self-efficacy in science. Find out more here: https://lnkd.in/gjQYrbKy #science #evidenceinformed #metacognition
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