31 resultados para science for non-science students
Filtro por publicador
- ABACUS. Repositorio de Producción Científica - Universidad Europea (2)
- Aberdeen University (5)
- Abertay Research Collections - Abertay University’s repository (1)
- Aberystwyth University Repository - Reino Unido (9)
- Academic Archive On-line (Jönköping University; Sweden) (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (3)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Aquatic Commons (5)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archive of European Integration (7)
- Aston University Research Archive (11)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (1)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (3)
- Biblioteca Digital de Teses e Dissertações Eletrônicas da UERJ (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (9)
- Brock University, Canada (14)
- Bucknell University Digital Commons - Pensilvania - USA (6)
- Bulgarian Digital Mathematics Library at IMI-BAS (2)
- CaltechTHESIS (1)
- CentAUR: Central Archive University of Reading - UK (9)
- Center for Jewish History Digital Collections (1)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (3)
- Claremont University Consortium, United States (3)
- Cochin University of Science & Technology (CUSAT), India (1)
- Coffee Science - Universidade Federal de Lavras (2)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (3)
- CORA - Cork Open Research Archive - University College Cork - Ireland (1)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (1)
- Dalarna University College Electronic Archive (4)
- Deakin Research Online - Australia (110)
- Digital Commons - Michigan Tech (12)
- Digital Commons - Montana Tech (2)
- Digital Commons @ DU | University of Denver Research (2)
- Digital Commons @ Winthrop University (1)
- Digital Commons at Florida International University (36)
- DigitalCommons - The University of Maine Research (1)
- DigitalCommons@The Texas Medical Center (4)
- DigitalCommons@University of Nebraska - Lincoln (4)
- DRUM (Digital Repository at the University of Maryland) (4)
- Duke University (1)
- Ecology and Society (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (1)
- Glasgow Theses Service (1)
- Greenwich Academic Literature Archive - UK (1)
- Harvard University (1)
- Helda - Digital Repository of University of Helsinki (2)
- Indian Institute of Science - Bangalore - Índia (1)
- Instituto Politécnico de Viseu (1)
- Instituto Politécnico do Porto, Portugal (1)
- Instituto Superior de Psicologia Aplicada - Lisboa (3)
- Iowa Publications Online (IPO) - State Library, State of Iowa (Iowa), United States (1)
- Ministerio de Cultura, Spain (4)
- Nottingham eTheses (1)
- Portal de Revistas Científicas Complutenses - Espanha (5)
- Publishing Network for Geoscientific & Environmental Data (2)
- QSpace: Queen's University - Canada (4)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (31)
- Queensland University of Technology - ePrints Archive (421)
- RCAAP - Repositório Científico de Acesso Aberto de Portugal (1)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (2)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositorio Academico Digital UANL (1)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (18)
- SAPIENTIA - Universidade do Algarve - Portugal (2)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (5)
- Scielo España (2)
- Universidad de Alicante (4)
- Universidad del Rosario, Colombia (5)
- Universidad Politécnica de Madrid (12)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade Federal do Pará (3)
- Universidade Federal do Rio Grande do Norte (UFRN) (1)
- Universitat de Girona, Spain (2)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Lausanne, Switzerland (3)
- Université de Montréal (2)
- Université de Montréal, Canada (12)
- University of Connecticut - USA (2)
- University of Michigan (39)
- University of Queensland eSpace - Australia (10)
- University of Southampton, United Kingdom (10)
- University of Washington (3)
- WestminsterResearch - UK (5)
- Worcester Research and Publications - Worcester Research and Publications - UK (2)
Resumo:
The capability to respond critically to science in the news is recognised as one aspect of science literacy. Consequently, science-related news reports are an essential resource for science teachers wishing to promote critical reading as the foundation of a critical response to media reported science. Consequently Science education in schools should prepare students to engage with informal sources of science, including news media, in the world beyond formal science education. An interest in science news media is not limited to the science specialist. Science news provides an authentic context for teachers of science and English to collaborate in promoting interdisciplinary learning. The challenges of using science related news, as a context for cross-curricular collaboration, highlight the professional development needs of both science and English teachers working in this context. This qualitative study with over 150 pupils involved secondary school science and English teachers working collaboratively using media reported science resources and collated data from interviews, pre and post intervention tasks, pupils’ classwork and teacher notes. The outcomes of the project showed pupil engagement and greater capacity to carry knowledge and skills across traditional subject boundaries. Teachers reported increased understanding of the pedagogy of the alternative subject specialist and increased confidence to move outside their subject in order to facilitate pupil learning. This study would suggest that adopting an interdisciplinary approach could enhance learning for pupils and increase the confidence and capability of teachers. Additionally teachers’ engagement in professional conversations focusing on pupil progress was noteworthy.