Cover of: The impact of the laboratory and technology on learning and teaching science K-16 | Read Online
Share

The impact of the laboratory and technology on learning and teaching science K-16

  • 777 Want to read
  • ·
  • 28 Currently reading

Published by IAP/Information Age Pub. in Charlotte, N.C .
Written in English

Subjects:

  • Laboratories -- Technique -- Study and teaching,
  • Science -- Study and teaching

Book details:

Edition Notes

Includes bibliographical references.

Statementedited by Dennis W. Sunal, Emmett L. Wright and Cheryl Sundberg.
SeriesResearch in science education
ContributionsSunal, Dennis W., Wright, Emmett., Sundberg, Cheryl.
Classifications
LC ClassificationsQ183.A1 .I67 2008
The Physical Object
Paginationxi, 295 p. :
Number of Pages295
ID Numbers
Open LibraryOL16672909M
ISBN 101593117442, 1593117450
ISBN 109781593117443, 9781593117450
LC Control Number2007046229

Download The impact of the laboratory and technology on learning and teaching science K-16

PDF EPUB FB2 MOBI RTF

Get this from a library! The impact of the laboratory and technology on learning and teaching science K [Dennis W Sunal; Emmett Wright; Cheryl Sundberg;] -- "This volume will examine research, theory, and policy related to reform issues and events surrounding the development, status, influence, and future of active laboratory type experiences and the use. Stanford Libraries' official online search tool for books, media, journals, databases, government documents and more. Abstract. This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K classrooms to support science as inquiry teaching. Scope of the book There is an on-going debate regarding the role of labwork in science education, which dates back several decades and which illustrates the conviction and interest of teachers, resear.

A series of studies on laboratory learning environments have been conducted to improve science teaching and learning. Fraser, Giddings and M cRobbie () investigated the science laboratory learning. These innovative teaching methods in science can substitute the typical teaching techniques to achieve the goal. 1. Hands on Learning: This is the best teaching method invented so far that involves the active participation of students to experience scientific concepts than to just have an audience view. technology, teaching and learning is not only happening in the school environment, but also can happen even if teachers and students are physically in distance. However, ICT integration is not a one-step learning process, but it is a continual process of learning that provides proactive teaching-learning environment (Young, ). organ of the school if effective teaching and learning of the science subjects are to be achieved. Oxford Advanced Learners Dictionary Special Price Edition () defined laboratory as a room or building used for scientific research, experiments, demonstration, testing and analyzing of data etc.

safe for teaching and learning of science ensure active practical exercises (Katcha, ). Laboratory work is an indispensable part of science instruction, and no effective science education can exist without practical work (Udo, ). Laboratory practicals are dependent on the level of equipping of the laboratory. The school science laboratory: Considerations of learning, technology, and scientific practice “To many students, a ‘lab’ means manipulating equipment but not manipulating ideas.” — Lunetta, , p. “[Students] encounter simulacra of the subjects and objects of science: science teacher in place of working scientists and.   The impact of new technologies especially social media websites and tools of mass communication has been the centre of several scientific and academic books. The common theme among all of these works is that technology is rewiring our brains and shaping our thinking processes in unprecedented ways. The main objective of this study was to evaluate the impact of cooperative learning methods on students’ academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from students and 18 biology teachers in three schools.