About this journal. To understand science, one must use science and do so in a manner that reflects the values of scientific practice. Participation is premised on a view that science and scientific knowledge are valuable and interesting, seeing oneself as an effective learner and participant in science, and the belief that steady effort in understanding science pays off. These attitudes toward science and science learning develop as a consequence of students’ experience of educational, social, and cultural environments. The educational environment in particular is an important influence on how students view themselves as science learners and whether they feel supported to participate fully in the scientific community of the classroom.
Although there is much that is not understood about the relationships between development and learning, the evidence is clear that a student’s instructional history plays a critical role in her scientific knowledge, scientific reasoning, and readiness to do and learn more science. Components of the cognitive system (e.g., processing speed and capacity, strategies and heuristics, metacognition) certainly are factors that contribute to a student’s learning history, but so do other mechanisms that are manipulable by educators and constitute the design toolsâ€ that a teacher can deploy to most directly affect science learning.
Dear Colleague, We would like to invite you to the International Conference on Research in Education and Science (ICRES) which will take place on April 28 – May 01, 2018 in Marmaris, Turkey. Discovery Centre Bendigo -Â focuses on science and technology and offers assistance to teachers in excursion planning and curriculum related workshops. We know that a young person’s love for science often starts in primary school. However, other subjects have been prioritised over science in the teaching curriculum over recent years.
reSolve: Mathematics by Inquiry provides teaching and professional learning resources that support teaching mathematics through inquiry-based methods and help students learn mathematics in fun and innovative ways. Delivered by the Australian Academy of Science, reSolve: Mathematics by Inquiry resources target students from Foundation to Year 10 and are freely available to all Australian teachers.
In 2011, 85% of public middle and high school mathematics teachers and 90% of science teachers had more than 3 years of teaching experience. This journal aims at publishing two issues a year besides special editions. This scholarly periodical will serve as a meeting space for teaching innovation of the academic community wishing to analyse or observe methodological and pedagogical factors that may influence and enhance the learning experience of engineers.