Teaching Science with Toys: A model program for inservice teacher enhancement

Taylor, Beverley A. P.; Williams, John P.; Sarquis, Jerry L.; Poth, James

doi:10.1007/bf03032133

Cited by 6 publications

(3 citation statements)

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“…L'intégration des TIC dans l'enseignement des sciences sera une alternative efficace pour augmenter la motivation des élèves (Taylor et al, 1990), simplifier les systèmes réels étudiés (Droui et Hajjami, 2014), réaliser des expériences inaccessibles à cause du manque et/ou absence du matériel scientifique (Chekour et al, 2015a) et contribue au développement d'habiletés intellectuelles comme l'esprit de critique et la résolution de problèmes, d'habiletés sociales comme le travail en équipe et d'habiletés méthodologiques (Jefferson et Edwards, 2000) . L'expérimentation de séquences articulant des activités expérimentales et des activités de simulation a montré que les simulations peuvent jouer un rôle de pont cognitif entre la théorie et l'expérience.…”

Section: La Valeur Ajoutée Des Tic Dans L'enseignement Et L'apprentisunclassified

Les Activités Expérimentales Dans L’enseignement Des Sciences Physiques: Cas Des Collèges Marocains

Taoufik¹,

Abouzaid²,

Moufti³

2016

ESJ

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We focused in this article on two essential points: infrastructure dedicated to experimental activities in physics education in Moroccan colleges and experimental practice of teachers and the opinion of students on these activities. The results showed that school laboratories do not facilitate the learning and development of knowledge and know-how of the learners. The experiences of the course, according to teachers and students, are made as of experiences integrated into the course (performed by the teacher himself), the teachers refer to the lack of material, dangerous nature of certain experiences, inadequate premises suitable for practical work, poor management of laboratories that influence the rate of planned experiments and the experimental practices of teachers. The Information and Communication Technologies (ICT) would be a good way to supplement the experiences and not replace them. Teachers argue that the constraints and difficulties related to the integration of ICT are mainly due to an infrastructure deficit and support (training).Keywords: Moroccan college, physical science, laboratory, experimental practice, ICT RésuméNous avons penché dans cet article sur deux points essentiels: les infrastructures réservés aux activités expérimentales dans l'enseignement des sciences physiques dans les collèges marocains et les pratiques expérimentales des enseignants ainsi que l'avis des élèves sur ces activités. Les résultats ont montré que les laboratoires scolaires, dans les conditions actuelles, ne facilitent pas l'apprentissage et le développement des savoirs et des savoirs faire des apprenants. La plupart des expériences réalisées, que ce

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Section: La Valeur Ajoutée Des Tic Dans L'enseignement Et L'apprentisunclassified

Les Activités Expérimentales Dans L’enseignement Des Sciences Physiques: Cas Des Collèges Marocains

Taoufik¹,

Abouzaid²,

Moufti³

2016

ESJ

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“…Toys are also not limited by a certain language and are thus suitable for use across all ages and cultures (Yau and Wong 2004 ). Books have been published to show how teachers can inject fun into their lessons by teaching science through the use of toys (McCullough and McCullough 2000 ; Sills 1999 ; Sarquis et al 1995 ; Sarquis et al 1997 ; Sumners 1997 ; Taylor et al 1995 ). Examples of how elements of ‘play’ , such as the use of toys, have been incorporated in the crafting of teaching strategies through STEM-PjBL projects have been described in the literature.…”

Section: Introductionmentioning

confidence: 99%

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

Amir²,

2015

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Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers’ perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

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“…In another exploratory research, Moroccan teachers report the unavail ability of equipment needed for the laboratory activities [6]. Taylor and colleagues [7] have shown that laboratory experiments and educa tional technologies are valuable resources for motivating and facilitating the cognitive task of learners. In another perspective, simulation is presented as a 'unique' didactic tool to over come the problems generated by experiments that require long, dangerous or costly manipulations [8].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The impact perception of the resonance phenomenon simulation on the learning of physics concepts

Chekour

2018

Phys. Educ.

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Moroccan students encounter major difficulties in the acquisition of electric phenomena. The phenomenon of resonance is not an exception. This phenomenon is ranked among the most difficult and important phenomena of wave physics. In this article, we simulated the resonance phenomenon via the PSPICE simulator. The proposed simulation allows students to change the parameters of the experiment and explore the phenomenon studied to determine the role of computer simulations in learning electrical phenomena. To measure the degree of satisfaction of users of the simulation of the resonance phenomenon, we have conducted a survey on seventy students from two Moroccan high schools. The obtained results confirm that simulations might be used as a new tool to help students understand the electricity concepts.

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Teaching Science with Toys: A model program for inservice teacher enhancement

Cited by 6 publications

References 0 publications

Les Activités Expérimentales Dans L’enseignement Des Sciences Physiques: Cas Des Collèges Marocains

Les Activités Expérimentales Dans L’enseignement Des Sciences Physiques: Cas Des Collèges Marocains

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

The impact perception of the resonance phenomenon simulation on the learning of physics concepts

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