Science and technology education are co-related with each other and cannot be separated to gain the real meaning and essence of science education. From last many years, science education has seen numerous changes and transformations to pass on the true value of scientific theories and strategies.
It is very true that the science is nothing without the study of technology. In other words, it is not wrong to say that the combination is just like soul without the body. Interestingly, major accomplishments in science are always accompanied by right usage and applications of technology. As a result, for getting a complete science education, a person needs to be committed towards gaining the right knowledge, content and processes of the subject.
Generally, science education involves teaching of the scientific body of knowledge, the processes and activities of scientific work. Therefore, for imparting the right knowledge and educations, science teachers must be clear about the concept. Also, they need to be influenced by several teaching techniques including the learning capabilities of students while interacting with physical materials.
An expert science tutor is the one who keeps a close eye on the digital development and the growing scientific nuances. He or she should have a formal education, training and qualification in formal science teaching and its techniques. These experts should have analytical ability and possess evaluation powers on developing information technology in the science curriculum.
Find a Science Tutor:
In this growing competitive world, science education has become really necessary. The subject has emerged as the backbone of the overall growth of a person and in order to earn a leading edge. Finding a good science tutor is not difficult at all. You can browse through the internet and find many tutors of different subjects. Try to know your child's difficulty and problems while finding the most appropriate help for him or her.
One key challenge educators face is the importance of encouraging girls to excel in math, science and computer science studies. As technology continues to drive the world of business, those challenged or generally disinterested in science and math will be left behind. In fact, that's exactly what's happening.
Although women make up approximately 50% of the general work force in the U.S., they only represent 9% of workers in the science and engineering community. With such a low percentage of female interest, the government is expecting increased worker shortages through the first decade of the 21st century for the information technology (IT) industry.
The core worker in the IT industry are computer engineers, systems analysts, programmers and computer scientists, which includes database administrators, computer support personnel and all other computer scientists. These are all careers that relate directly back to high school math and science, in addition to computer science studies.
Growth projections by The Bureau of Labor Statistics' indicate that the current graduation rate of those in undergraduate computer, information sciences and technology programs aren't high enough to sustain the industry's growth. In addition, they acknowledged that the even greater decrease of women into the computer science pipeline will have a profound effect on the industry.
These researchers believe that the low representation of women in computer science at the undergraduate level is inherited from the secondary school level, where girls do not participate in computer science courses and related activities as much as boys. Although girls are often well represented in earlier computing courses, they shy away from advanced courses. One possible reason for this is because of the increased focus on the technical and math course requirements.
This leads us back to math and science studies in elementary and high school, and yet another growing concern within the scientific community.
We currently believe that our nation's future economic prosperity and global competition depends on both scientific progress and our adaptability in the fields of science, technology and engineering. As our society shifts from a resource-intensive society to a knowledge-intensive economy, it is critical for all of us to develop the knowledge and skills needed to contribute to this new community.
With this in mind, knowledge of math and science has now become essential for those pursuing a high-status and well-paid job in our new technologically advanced workforce.
Again, the science community is concerned that industry growth in the early 21st century will far out pace that of graduates. Once again, research has suggested that the root of this problem can be traced back to elementary and high school classrooms.
In going back to the classroom, a study by the National Assessment of Education Progress discovered that girls score below the national mean on all science achievement items and express negatives attitudes towards science. The study acknowledged that societal, education and personal factors all contribute to this funding, but stressed that differences within the science classroom may be one of the biggest contributing factors.
So what factors are discouraging girls from excelling in math, science and computer science studies in high school? Research has shown a number of different issues that need to be addressed. They believe that girls are not presented with adequate information about science-related career opportunities and their prerequisites, and that high school counselors often do not encourage further courses in math and science. In addition, texts, the media and many adults often project sex-stereotyped views of science and scientists.
A lack of development of spatial ability skills may also be an issue, which could be fostered in shop and mechanical drawing classes. Girls also have fewer experiences with science activities and equipment, which are often stereotyped as being masculine.
In order to encourage girls in the pursuit of math and science, teachers are encouraged to maintain well-equipped, organized and perceptually stimulating classrooms, use non-sexist language and examples, include information on women scientists and stress creatively and basic skills and provide career information.
In addition, math and science teachers should use laboratories, discussions and weekly quizzes as their primary modes of instruction or teaching strategies and supplement those activities with field trips and guest speakers. If possible, teachers should also encourage parental involvement.
Studies have also shown that teachers, both male and female, who were successful in motivating girls to continue to study science, practiced what is called "directed intervention". They asked girls to assist with demonstrations, which required these students to perform and not merely record, in the laboratories, and in science-related fieldtrips.
When it comes to computer science studies, a similar approach can be taken. Although these studies do involved math, programming and technical issues, computer science educators need to be aware that working with computers involves much more than that. It also requires fully developed verbal and interpersonal skills - an area in which girls tend to excel at.
In order to attract more girls to the study, teachers should concentrate on applications and not just on math or programming. That's because girls generally don't get as excited about computers for their gadget value, as boys do. Instead, girls become more interested and engaged when technology is discussed in terms of it's usefulness for problem solving.
Computer science educators should also impart to girls the important need for women in the industry and outline more career options. For example, jobs are not just limited to programming; individuals are needed to help solve business problems with technology solutions. The industry itself is focused on solving problems, and developing solutions to help business continue to grow.
Conclusion:
By introducing science, math and computer science in a positive manner to girls in all levels of education, we may be able to turn the tide and see more and more women choose careers in these important fields. If we truly believe children are our future, now is the time to ensure that they have a place in the future we have created.
Although the fact is not often recognized by educators, science and literacy are connected. As teachers, we must begin to recognize and leverage the role of language in science and this can be done with low-cost, readily-available educational DVDs.
Critical to science inquiry are the skills of reading, writing, and oral communication. For example, in science, we:
• Often read volumes of information before beginning experiments
• Write (almost continuously) to record experiments in minute detail
• Present scientific findings for others to read and evaluate
Educational standards for both science and English/language arts also dictate that science education involve more than acquisition of the scientific skills and facts, such as:
• writing procedures
• following procedures
• expressing concepts
• reviewing information
• summarizing data
• effective use of language
• constructing a reasoned argument
• responding appropriately to critique
When seeking to link science and literacy in the classroom, the goal is to address the four primary literacy components inherently present in science: Science Talks/Discussions, Science Notebooks, Reading Expository Text, and Formal Scientific Reports.
How Educational DVDs Can Help
Science Talks/Discussions - after viewing one or more educational DVDs on a particular topic, students discuss what they learned or present an oral report
Science Notebooks - students record in their notebooks, the findings from an educational DVD demonstrating a lab experiment
Reading Expository Text - students view an educational DVD, read expository text on the same subject and discuss how the writer captured (or did not capture) the appropriate information
Formal Scientific Reports - after viewing several educational DVDs on the same topic and taking notes, students are charged with creating a formal scientific report
Example Lessons for Integrating Literacy Education in Science
Unit: Electric Circuits
Lesson 1 - Discuss what the students already know about electric circuits, have them create drawings showing their thoughts
Lesson 2 - Show one or more educational DVDs on electric circuits
Lesson 3 - Allow students to work with batteries, bulbs, wires, motors to explore electric circuits and keep a science notebook on their findings.
Lesson 4 - Have students orally report their findings to the class using their notebook entries to support their conclusions
Lesson 5 - Have students read high-quality informational texts and make inferences from the material presented
Lesson 6 - Have students create a formal scientific report
The example above is provided only as a starting point for teachers. Overall change in classroom practice can only happen with additional reflection, study, and dialogue among teachers.
If you'd like to know how to avoid "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" and start experiencing the benefits of using video effectively in your classroom, your next step is to download aFREE copy of "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" right now.
The small company I work for is committed to creating quality educational videos for classroom instruction. From the earliest script stages, all subject area content, images, and music are intensely reviewed and selected for meeting appropriate grade level, curriculum objectives and standards for our proprietary productions. The videos we distribute are also screened to meet our high standards.
Teachers in the 21st century classroom will be better educators if they understand how to use multi media in their lessons, if they understand the processes that research has shown to be the most effective for improved student performance, and if they know how to find quality video resources that will enhance their lessons.
Computer Information Science schools, universities, and colleges train students with technical expertise in applications of computers. They offer students a comprehensive education for development of skills needed for functioning in an expansively technological world.
Computer Information Science students can study for bachelor, master, and doctorate degrees, as well as post-graduate certificates for specialization in many areas of computer science and applications. Graduates can look forward to opportunities for employment in areas of industry, marketing, and manufacturing; programming and systems analysis; software use and development; and a variety of other computer-related fields.
Courses in programs of study for Computer Information Science degrees will include computer theory and algorithms; data structures and data analysis; computer architecture; computer networking systems; computer graphics; computer languages; computer programming; and operating systems skills.
Computer schools prepare students for diverse and lucrative professional employment. Graduates with degrees in Computer Information Science will be qualified for employment in large and small businesses and industries; colleges and universities; banks, consulting, legal, and investment firms; and communications and media industries.
If you are interested in learning more about a Computer Information Science Education or Computer Information Science Schools, colleges and universities, please search our site for more in-depth information and resources.
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on our website.
Copyright 2007 - All rights reserved by Media Positive Communications, Inc.
Notice: Publishers are free to use this article on an ezine or website, provided the article is reprinted in its entirety, including copyright and disclaimer, and ALL links remain intact and active.
August 20, 2004 -- Science Kit is a recognized and trusted name in the PreK through Grade 12 science education market.
Now, with the release of their new SKMath catalog and e-commerce web site (www.skmath.com), Science Kit is ready to bring the same value, service and selection that have made them a leader in science education for over 50 years to the world of mathematics.
All products have been aggressively priced and the savvy educator or homeschooler can save up to 37%. Orders are shipped next business day.
In addition, SKMath allows qualified educators to preview a product for 30 days - at no charge.
โ€œThis lets our customers really find out if the product is right, not just for them, but also for their students,โ€ said SKMath Catalog Manager Brittany Thomas, โ€œIf they feel the product is right for them, they keep it and we will invoice them. If not, they simply return the product at no charge - no questions asked.โ€
The web site offers three ordering options which should make it very attractive to teachers. Teachers can order online using a credit card or a purchase order. They can create and save their order online, then email the order for approval or they can print out the order and submit through their school's standard purchasing procedure.
"We saw a real need for quality math products at prices teachers and school districts could afford," said Ms. Thomas, "SKMath addresses that need perfectly."
The full-color, 49-page Math Catalog features over 525 products. Subject areas include counting and sorting, computation and estimation, linear measurement, math games, and more. Teachers will also find calculators, overhead materials, scales and other teaching tools, as well as the new line of โ€œSK Jrs.โ€ and Cross Curricular Kits developed by working educators and only available from SKMath.
I recently read an article by someone talking about "eureka" moments in the science classroom and how technology in his classroom had made so many more of these possible. Although I appreciated the overall intent of the article, I just couldn't stop thinking to myself that if MY school's technology committee decided to provide MY class with twenty laptops, then we would have many more of these moments, too. But the stark reality is that in smaller, less affluent communities such as ours, not only do we NOT have a technology committee, we are lucky to have even one outdated personal computer in the reading lab in the library.
So, how does a teacher faced with such limitations provide equally satisfying "eureka" moments when students "get" it? I have found great success with the tried and true educational DVDs and videos. Because the technology has been around a while, and are much more affordable than computers and peripherals, we already have a fairly large collection of this medium. Although we may not have computers, most every classroom in our school has a DVD player and if we need new titles, our budget allows for it.
Examples of Educational DVDs for Science
For example, the educational DVD Science as Inquiry in Action, available from schoolvideos.com provides a way to encourage the pursuit of scientific discovery. It is based on the concepts outlined in the National Science Education Standards for Science as Inquiry. In this case that would be "abilities necessary to do scientific inquiry and understanding about scientific inquiry." The DVD uses engaging examples to demonstrate how scientific evidence and explanation play important roles in scientific inquiry. Students are guided through combining scientific reasoning and critical thinking.
For younger children, a good science educational DVD on animals is Characteristics of Animals (also available from schoolvideos.com) that explores what humans have in common with elephants and snapping turtles, what makes a bird a bird, how your pet kitten is different from a lion, etc.
Teacher Guides are often also included with educational DVDs providing assistance for teachers on the best way to incorporate the DVD into the lesson plan. If you, too, are faced with limited resources but want to provide the best in science education possible, educational DVDs and videos may be the answer for you as they were for me.
If you're interested in avoiding "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" and want to start experiencing the benefits of using video effectively in your classroom, your next step is to download a FREE copy of "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" right now.
The small company I work for is committed to creating quality educational videos for classroom instruction. From the earliest script stages, all subject area content, images, and music are intensely reviewed and selected for meeting appropriate grade level, curriculum objectives and standards for our proprietary productions. The videos we distribute are also screened to meet our high standards.
Teachers in the 21st century classroom will be better educators if they understand how to use multi media in their lessons, if they understand the processes that research has shown to be the most effective for improved student performance, and if they know how to find quality video resources that will enhance their lessons.
(CHICAGO - September 6, 2005) Argosy University announced today that it will assist students from universities in New Orleans, southern Louisiana, Mississippi and Alabama universities, which have been closed for the foreseeable future due to the devastation caused by Hurricane Katrina.
Argosy University will make available both on-campus and online courses that might be able to permit dislocated students to progress in their academic careers during this semester of disruption. Students at a university forced to close by Hurricane Katrina may register at any of Argosy University's 13 campuses across the nation for courses, on a space-available basis, for the fall terms.
Argosy University will waive tuition for dislocated students who have already registered and paid tuition at their home institution for the fall 2005 semester. If dislocated students have not yet paid their tuition at their home institution, they will be assessed the lesser of the current published tuition and fees at the home institution, or Argosy University's published tuition and fees, as determined by the Argosy University campus president.
"Argosy University acted today by offering educational assistance to college students impacted by Hurricane Katrina," says Dr. Gregory O'Brien, president of Argosy University. "Argosy University is concerned for the well-being of these students, and this initiative is our way of reaching out with compassion and benevolence to those affected. We pledge to do all that we can to assist college students in the Gulf Coast region to continue their education and continue in their lives."
According to the American Council on Education, more than 30 colleges and universities in the Gulf Coast region have been severely damaged by the hurricane, and possibly 100,000 students have been displaced from their schools.
Argosy University offers doctoral, masters, and undergraduate degree programs in psychology, counseling, education, business, information technology, and organizational leadership. Doctoral degree programs in clinical psychology (accredited by the American Psychological Association), are available at several Argosy University's campuses. Argosy University will assist dislocated Ph.D. and Psy.D. students on an individual basis. Select associate's degree programs in several health sciences fields are available at Argosy University/Twin Cities, located in Eagan, MN.
Argosy University has campuses in Atlanta, Chicago, Dallas, Honolulu, Orange County (Santa Ana, CA), Phoenix, San Francisco Bay Area (Port Richmond, CA), Sarasota, Schaumburg (IL), Seattle, Tampa, Twin Cities (Eagan, MN), and Washington DC (Arlington, VA).
Students seeking information about Argosy University's initiative can visit the university's website (www.argosyu.edu) or call National Admissions Information at 1-800-377-0617.
With 13 campuses across the nation, Argosy University (www.argosyu.edu) offers undergraduate, graduate, and postgraduate degrees in the disciplines of business, education, health sciences, and psychology and behavioral sciences. Argosy University is accredited by the Higher Learning Commission and is a member of the North Central Association (NCA) (30 North LaSalle Street, Suite 2400, Chicago, IL 60602, 1.312.263.0456, www.ncahlc.org).
The parent company of Argosy University, Education Management Corporation (www.edmc.com), is among the largest providers of private post-secondary education in North America, based on student enrollment and revenue. Student enrollment exceeded 66,000 as of fall 2004. EDMC has 71 primary campus locations in 24 states and two Canadian provinces. EDMC's education institutions offer a broad range of academic programs concentrated in the media arts, design, fashion, culinary arts, behavioral sciences, health sciences, education, information technology, legal studies, and business fields, culminating in the award of associate's through doctoral degrees. EDMC has provided career-oriented education for over 40 years.
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JOURNEY WEEK APPROACHES Mayor Recognizes Challenger Center's National Science Education Program and its Impact on Local Students and Families; Proclaims October 18-25 as Journey through the Universe Week
WASHINGTON, DC October 20, 2003-โ€" Mayor Anthony A. Williams today issued a proclamation designating October 18 to 25 as Journey through the Universe Week. The Journey Week program, developed by Challenger Center for Space Science Education in partnership with the District of Columbia Public Schools, celebrates human exploration and the joys of learning through a week-long series of educational programs and family events planned at locations throughout the metropolitan area.
Journey through the Universe uses the subjects of human space flight, and Earth and space sciences to engage entire communities in sustained science, mathematics, and technology education. The national program, funded by grants from NASA's Minority University Research and Education Programs, and Offices of Space Flight, Space Science, and Earth Science, was created by Challenger Center in 1999.
The District of Columbia, a program participant since 2000, is one of ten Journey through the Universe sites nationwide.
"When our city's young people say, โ€˜When I grow up, I want to beโ€ฆ,' it is critical that our members of the community offer them as many opportunities as possible to fulfill their dreams," said Mayor Williams. "The Journey program recognizes how important a role all of us play in our students' education. I encourage all D.C. residents to participate in this week-long celebration of learning and discovery."
Journey through the Universe Week activities include educator workshops that train teachers on Earth and space science lessons developed by Challenger Center; classroom presentations in which 35 space scientists and engineers from 15 area research organizations will visit every sixth grade student in over 100 D.C. public and charter schools; and Family Science Days.
"Human space flight has always reminded us that we are ultimately a single communityโ€"as any of us who huddled around the television to watch Neil Armstrong take his first step on the moon can attest," said Joe Allen, former astronaut and board chairman of Challenger Center. "We are extremely proud that the Journey program can bring families, students, and teachers in the District of Columbia together on a voyage of exploration, providing them with access to the universe and answers to its complexities."
Additional information about the DC Journey through the Universe program can be found at www.challenger.org/dcjourney.
Every school in America is required to teach science. This is because science and scientific learning is a fundamental part of our existence. Most everything that we encounter on a day-to-day basis is, in some way, related to science. Even when we are sleeping, science is there to explain why we need to sleep and what takes place while we are sleeping. Because of this, science education is essential to life as we know it. Of course there will be many people who are happy to go through life without knowing how a bird can fly. Even given this fact, there will always be something that they will need to know and understand that is grounded in science. Even if it is something as simple as 'fire is hot' or 'getting punched hurts. Science is there to explain these simple things too.
A good foundation in science through science education is required for all children, but the way that this education takes place is not strictly defined. With that said, many schools will take to science experiments using hands-on science products and supplies. This is an excellent way for students to 'see' the science around them. Often times learning from a book can be tedious and will cause students to become uninterested in the subject matter. A science experiment, however, is interactive and forces the students to take part in science learning. These projects don't have to be complicated and will usually result in a much higher level of learning retention.
There are a few reasons why children better retain knowledge gained through scientific experimentation. One is it allows you to appeal to those children who are visual learners. These students are the ones who need pictures or demonstrations to remember things. Words just don't stick in their minds as well, but when they can see a science demonstration or visualize an experiment, they can comprehend and retain the subject matter with much better success. Many students tend to thrive in science because it offers the visual aspect that many other subject matters do not.
Another reason that knowledge gained through science experimentation is retained longer by students is because they are actively engaged. They can't simply skim through the experiment, they have to make sure that they are doing things correctly, and the only way to ensure that is by understanding what is going on. It forces students to understand the science behind what they are doing, and if they don't, often times the experiment won't turn out right.
Finally, hands-on science experimentation gives the student a sense of accomplishment. It is a reward of sorts, to have the experiment turn out correctly. That reassurance and sense of achievement at the end of each experiment will cause them to want to do more. It will also give them more confidence in what they are doing and possibly cause them to take up more science projects on their own. They will already be comfortable with the process they need to follow and will merely need their own ideas and theories to start their own projects. Even their own small science projects will increase their knowledge of how the world around them works and functions.
Find unique and innovative Science toys and Science Supplies for Physics and Physical Science. A wonderful resource for science teachers for teaching electrostatics, magnetism, electricity, force, motion, sound, light, color, waves, gas laws, alternative energy, pressure, fluid dynamics and elementary science. For details visit http://www.sci-supply.com