Science and Mathematics Education

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FOSTERING CREATIVITY IN SCIENCE AND MATHEMATICS EDUCATION THROUGH IN-SERVICE TEACHER EDUCATION.

FOSTERING CREATIVITY IN SCIENCE AND MATHEMATICS EDUCATION THROUGH IN-SERVICE TEACHER EDUCATION.

As stated earlier, teachers may not be able to teach creativity but can promote, facilitate and develop this inherent intellectual talent via creating the right environment for the learners. Students should be encouraged to build confidence. Their ideas and contributions should always be valued by the teachers. Some of the factors contributing to fostering the creative potentials that or educators to assist students in developing their creativity such as “building pupils’ confidence, encouraging pupils to ask questions, being a creative teacher, some free choice at home, some choice of tasks and learning methods, involved and supportive family, informal teaching, asking provocative, open-ended questions, setting some un-assessed tasks, emphasizing success and setting goals or making expectations clear” (Fryer 1996 in Alindada, 1999). To name a few. Obviously, teachers play important roles in fostering students’ creativity. As such, their exposure to the concept of creativity as well as the trainings given to enhance their creative thinking or divergent thinking skills are important for their continuing professional development (CPD).
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IMPROVING THE QUALITY OF MATHEMATICS AND SCIENCE TEACHING FOR PRIMARY AND SECONDARY EDUCATION IN INDONESIA

IMPROVING THE QUALITY OF MATHEMATICS AND SCIENCE TEACHING FOR PRIMARY AND SECONDARY EDUCATION IN INDONESIA

The expected outputs of the follow-up program are as follows. (1) The strengthened linkage and coordination between existing in-service teacher training institutions and universities. (2) The standardized strategies and methodologies of ongoing and future piloting activities, (3) The greater applicability of lesson plans produced through piloting activities for a wider range of schools with different academic level and material condition. (4) The complete editorial works regarding the manuscripts of common textbooks. (5) The improved quality of common textbooks based on try- out results at universities. (6) Expanded opportunities for secondary school teachers other than pilot school teachers to utilize the results of the Project output (such as lesson plans) through joint activities between faculty members and MGMP/LPMP/PPPG. (7) Enhanced understanding of personnel concerned in science and mathematics education in three universities and related organization on current issues in this area.
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S KIM 1105524 Bibliography

S KIM 1105524 Bibliography

Balci, C. (2006). Conceptual Change Text Oriented Instruction to Facilitate Conceptual Change in Rate of Reaction Concept. Tesis, Departemen of Secondary Science and Mathematics Education, Middle East Technical University, hlm. 1-128.

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Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Teachers and their development of teaching must be at the heart of any plan to improve educational systems. The Southeast Asian Ministers of Education Organization (SEAMEO) has uniquely represented the educational systems in the SEAMEO region with the collective aspirations of providing quality education for the next generation of leaders emphasising on science and mathematics education that underpins the agenda human resource needs of the region. Hence a framework and standards to support and improve the quality of science teachers is important for enhancing the standards of science education. Considering this, the SEAMEO Regional Centre for Education in Science and Mathematics (RECSAM) has outlined the Southeast Asia Regional Standards for Science Teachers (SEARS-ST). Standards are statements of expectations of what the teachers should know and be able to do.
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lesson plan logic set

lesson plan logic set

217 LESSON PLAN Faculty : Mathematics and Natural Science Department : Mathematics Education Course / Code : Logic and Sets / MAT 302 Credits : Theory: 2 SKS Practice: 1 SKS Semest[r]

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The International Conference on Mathematics, Science, Education and Technology (ICOMSET 2015) Education, Mathematics, Science and

The International Conference on Mathematics, Science, Education and Technology (ICOMSET 2015) Education, Mathematics, Science and

If the observed results of the research that has been presented shows that the RME approach can make students learn math with fun. This is evident from the activities of students, such as, in finding a formula broad flat wake using cardboard through interactions among students. This is consistent with Vygotsky's theory of learning proposed stating that the child's intellectual berkembangannya encouraged interaction among students. These findings reinforce and complement the findings Fauzan [5], Armanto [1], Hadi [10], Oh Nam [14], Streefland [17] and Saragih [16]) that concluded the approach PMR increase some math skills such as the ability of understanding fractions , the ability of logical thinking, mathematical communication, positive attitudes towards mathematics, problem solving and achievement motivation. Results of this study are also consistent findings Tuan Anh Le [21] which has been conducting research realistic mathematics education in primary schools in Vietnam. From the results of pernelitian the host [21 [concluded "Although teachers and students may encounter some obstacles while teaching and learning with RME-based lesson, RME could Become a potential approach for mathematics education and could be Effectively applied to teaching and learning mathematics in Vietnamese school ". The same was done by Streefland [17] which has been carrying out research at Dutch primary schools on the topic of fractions. The research results show that students learn better if they do exploration in the study material fractions using a realistic approach.
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International Seminar on Innovation in Mathematics and Mathematics Education.

International Seminar on Innovation in Mathematics and Mathematics Education.

Thanks to evolving technological tools, we are able to explore more interdisciplinary areas such as science, technology, and engineering with Mathematics which we could not before. Therefore, integrating technology into mathematics teaching, learning and research will definitely allow us to expand our knowledge horizon in mathematics.

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d ipa 0601547 bibliography(1)

d ipa 0601547 bibliography(1)

Akınoglu, O. dan Tandogan, R.O. (2006). Effects of Problem-Based Active Learning in Science Education on Students’ Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science & Technologi Education, 2007. 3 (1), 71-81. Tersedia http: www.ejmdte.com. (Februari 2007)

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S IPA 1402311 Bibliography

S IPA 1402311 Bibliography

Kuenzi, JJ. (2008). CRS report for congress: science, technology, engineering, and mathematics (STEM) education: Background, federal policy, and legislative action. Congressional Research Service, Library of Congress, RL33434, Washington, DC. Retrieved on December 30 th 2014

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INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION AND EDUCATION OF MATHEMATICS AND SCIENCE (3

INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION AND EDUCATION OF MATHEMATICS AND SCIENCE (3

Survival analysis is a statistical analysis that is specifically used to analyze the data or cases related to the time duration until the event happened and there are data censored [1]. At first time, studied of survival is focused on the probability predictions of response, survival, average life expectancy and comparing the treatment of survival illustration experiment in humans. But survival analysis developed in the identification of risk factors and prognostic factors associated with the development of the disease [2]. One method of analysis that can be used for survival data are cox proportional hazards regression (Cox PH). Cox PH regression modeling can also be used to determine which combination of independent variables that influence in the model. In its development, Cox PH regression modeling can include relationships between predictor variables with the model function multivariate regression adaptive spline (MARS).
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t ipa 0907525 bibliography

t ipa 0907525 bibliography

Abdullah, S. and Shariff, A. (2008). “The Effects of Inquiry-Based Computer Simulation with Cooperative Learning on Scientific Thinking and Conceptual Understanding of Gas Law”. Eurasia Journal of Mathematics, Science, and Technology Education. volume 4. No.4. pp 387-398.

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D IPA 0907607 Bibliography

D IPA 0907607 Bibliography

Bilgin, I., Şenocak, E., and Sözbilir, M. (2008). The Effects of Problem-Based Learning Instruction on University Students’ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasia Journal of Mathematics, Science & Technology Education, volume 5, issue 2, pp. 153- 164.

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T IPA 1404548 Bibliography

T IPA 1404548 Bibliography

Becker, K & Park, K. (2011). Effects of Integrative Approaches Among Science, Technology, Engineering, And Mathematics (STEM) Subjects On Students’ Learning: A Preliminary Meta -Analysis. Journal of STEM Education. 12 (5 & 6), July – September 2011.

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T IPA 1302595 Bibliography

T IPA 1302595 Bibliography

Duit, R. (2007). Science Educational Research Internationally: Conception, Research Method, Domain Research Eurasia Journal Of Mathematics, Science & Technology Education, 2007, 3 (1), hlm 3-15. Diut, R et al. (2012). The model Of Educational Reconstruction – A

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Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Mathematics has been recognized as a necessary literacy for citizens who do not only lived economically. A part of 3Rs, but also to establish a society with fruitful arguments and creations for better living. It has been taught as a language for academic subjects which uses visual and logical-symbolic representations. In this information society, mathematics has increased its role to establish 21 st century skills through reviewing mathematics as the patterns of science for future prediction and designing with big data which produce innovation not only for technology advancement but also for business model. Mathematics is an essential subject to establish common reasoning for sustainable development of society through viable argument in understanding each other and develop critical reasoning as the habit of minds with mathematics.
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Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Design tasks (open ended) that meet the needs of all students. While open-ended questions are essential to effective teaching, carefully –designed closed questions can also be valuable Set tasks and activities of increasing levels of complexity that continually develop, reinforce and extend learners’ understanding Design activities that promote higher order thinking skills including analysing, reasoning, deduction, and creativity and that require students to apply their knowledge and skills to solve problems, modelling the real world and making connections
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Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Standards for Mathematics and Science Teacher and Standards on Basic Education for Mathematics and Science Classess « fadjarp3g

Standards for Excellence in Teaching Mathematics in Australian Schools (Australian Association of Mathematics Teachers, 2006), Professional Teaching Standards (NSW Institute of Teachers, 2005), the Malaysian Teachers Standards (Ministry of Education, n.d.), and Teaching Competency Standards in

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HANDOUT OF DIFFERENTIAL EQUATION   22112010

HANDOUT OF DIFFERENTIAL EQUATION 22112010

7. Suppose a student carrying in a flu virus returns to an isolated college campus of 1000 students. Determine a differential equation for the number of people ( ) who have contracted the flu if the rate at which the disease spreads is proportional to the number of interaction between the number of students who have the flu and the number of number of students who have the flu and the number of students who have not yet been exposed to it.

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