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Hart, Christina

doi:10.1023/a:1013145924470

Cited by 23 publications

(1 citation statement)

References 15 publications

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“…The problems that have appeared are not immediately analysed and followed up by the physics teachers; as a result, these problems cannot be minimized. Not to mention, as educators these teachers should conduct the government's policies in relation to education and should follow the national curriculum that has been governed, although they have disagreement toward the policy of the content sequence and the curriculum that has been approved (Hart, 2001). Therefore, certain strategies should be taken by the physics teachers both individually and collaboratively.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Difficulties and Strategies in Physics Teaching and Learning That Applying Mathematics

Retnawati

Arlinwibowo²,

Wulandari

et al. 2018

JBSE

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In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers’ in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan & Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems. Keywords: mathematics mastery, physics teaching, learning process, difficulties and strategies.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Difficulties and Strategies in Physics Teaching and Learning That Applying Mathematics

Retnawati

Arlinwibowo²,

Wulandari

et al. 2018

JBSE

View full text Add to dashboard Cite

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The link between policy and practice in science education: The role of research

Fensham

2009

Science Education

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Policy has been a much neglected area for research in science education. In their neglect of policy studies, researchers have maintained an ongoing naivete about the politics of science education. In doing so, they often overestimate the implications of their research findings about practice and ignore the interplay between the stakeholders beyond and in‐school who determine the nature of the curriculum for science education and its enacted character. Policies for education (and science education in particular) always involve authority and values, both of which raise sets of fascinating questions for research. The location of authority for science education differs across educational systems in ways that affect the role teachers are expected to play. Policies very often value some groups in society over others, as the long history of attempts to provide science for all students testifies. As research on teaching/learning science identifies pedagogies that have widespread effectiveness, the policy issue of mandating these becomes important. Illustrations of successful policy to practice suggest that establishing conditions that will facilitate the intended implementation is critically important. The responsibility of researchers for critiquing and establishing policy for improving the practice of science education is discussed, together with the role research associations could play if they are to claim their place as key stakeholders in science education. © 2009 Wiley Periodicals, Inc. Sci Ed 93:1076–1095, 2009

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Globalization of science education: Comment and a commentary

Fensham

2011

J Res Sci Teach

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The globalized nature of modern society has generated a number of pressures that impact internationally on countries' policies and practices of science education. Among these pressures are key issues of health and environment confronting global science, global economic control through multinational capitalism, comparative and competitive international testing of student science achievement, and the desire for more humane and secure international society. These are not all one-way pressures and there is evidence of both more conformity in the intentions and practices of science education and of a greater appreciation of how cultural differences, and the needs of students as future citizens can be met. Hence while a case for economic and competitive subservience of science education can be made, the evidence for such narrowing is countered by new initiatives that seek to broaden its vision and practices. The research community of science education has certainly widened internationally and this generates many healthy exchanges, although cultural styles of education other than Western ones are still insufficiently recognized. The dominance of English language within these research exchanges is, however, causing as many problems as it solves. Science education, like education as a whole, is a strongly cultural phenomenon, and this provides a healthy and robust buffer to the more negative effects of globalization. ß

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Untitled

Cited by 23 publications

References 15 publications

Teachers’ Difficulties and Strategies in Physics Teaching and Learning That Applying Mathematics

Teachers’ Difficulties and Strategies in Physics Teaching and Learning That Applying Mathematics

The link between policy and practice in science education: The role of research

Globalization of science education: Comment and a commentary

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