John Wallace’s research while affiliated with Ontario Institute for Studies in Education and other places

... This is because teachers sift the core curriculum through to their students. It has also been observed by scholars (Ball & Forzani, 2009;Ball, Sleep, Boerst & Bass, 2009;Bansilal & Wallace, 2008) that it is the teachers who make the most important contribution to educational enhancements of their learners. ...

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EXPLORING STUDENTS’ ACADEMIC ACHIEVEMENTS IN ELECTRICITY AND MAGNETISM THROUGH LEARNING STYLES AND LEARNING STYLE-BASED INSTRUCTIONAL STRATEGIES IN MTHATHA HIGH SCHOOLS

... Para adentrarnos en el análisis de los focos de reflexión planteados por nuestras participantes asumimos que pueden distinguirse cuatro intereses de reflexión respecto del conocimiento docente: técnico, personal, solucionador de problemas y crítico (Wallace y Louden, 2000). ...

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Problemas pedagógicos para un Prácticum reflexivo de Maestros

... There is a lack of curricular incorporation of integrated STEM approaches in secondary education, since it is necessary, at least, an additional investment of time and effort in integration, the use of new instructional practices and collaboration between subjects, which requires teacher training (Rennie et al., 2018;Shernoff et al., 2017;Thibaut et al., 2018). In this study, however, a way is presented for the application of an integrated STEM approach that does not require a large deployment of interdisciplinary or technological means, instruments and knowledge, but rather, through a simple and realworld context, such as soccer, and using everyday tools, it generates a connection between STEM disciplines. ...

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STEM approach using soccer: improving academic performance in Physics and Mathematics in a real-world context

... Knowledge about NOS is defined as knowledge about the epistemological underpinnings of science (Gess-Newsome, 2002) and addresses issues that characterize science as a special form of constructing knowledge (García-Carmona & Acevedo-Díaz, 2017). The response to the question of what to teach about NOS at K-12 settings is not simple and remains the subject of a permanent debate within the international science education community (Allchin, 2011;Clough, 2018;Dagher & Erduran, 2016;Kampourakis, 2016;Schizas et al., 2016;Wallace, 2017). However , one response also called as the consensus view has dominated the international scene over the last two decades (Garcia-Carmona, 2021) and includes some epistemic (i.e., cognitive and rational aspects related to both scientific knowledge and the processes and methods of science; Aragón-Méndez et al., 2019) and non-epistemic (i.e., contextual, social and psychological aspects that relate to science and scientists; Garcia-Carmona, 2021) aspects of science, such as (e.g., Lederman et al., 2002;Mesci & Schwartz, 2017): ...

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Advancing scientific literacy: Integrating nature of science and nature of scientific inquiry in teaching Griffith’s and Avery-MacLeod-McCarty experiments

... • Science lessons that minimize or sidestep the ethical or environmental implications of the science learning itself, and where students might ask: "Where do these fetal pigs come from? (And where do they go when we are done dissecting them?) or "What happens to the lead chloride after it is poured down the drain?" (Tolbert et al., 2018;Wallace & Loudon, 2000). ...

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Getting to a good place with science instruction: Rethinking an appropriate conception of teaching science

... In facilitating student awareness of the complexity of such wicked problems, science educators generally agree that ideally, school science education should play a stronger role (Fernández et al., 2022;Pietrocola et al., 2021). In line with this, science educators also acknowledge a need for school science to change from a simplistic and fragmented representation to one, more complex and holistic, concerning the multiple contributing dimensions associated with wicked problems, one of which is seen as culture (Erduran and Dagher, 2014;Venville et al., 2012). ...

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Co-addressing Wicked Problems through Science Education and Culture: Insights from Ukraine, Estonia, Turkey, and Bangladesh

... Scientific knowledge was considered as the primary goal while scientific methods were considered as means of achieving this goal. Hand on activities were emphasized in concept-based mainly curricula where practical work was considered very important (McDermott, 1991;Van den Akker, 1998;Wallace & Louden, 1998) During the first wave of reform, Physical Science Study Committee (PSSC) Project (Turner, 1984;Meltzer & Otero, 2015), Biological Sciences Curriculum Study (BSCS) and Chemical Educational Materials Study (CHEMS) in the USA and Nuffield in the UK were major science curriculum projects. Elementary School Science (ESS) and Science-A Process Approach (SAPA) were major primary science curriculum projects. ...

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Reforms in science curricula in last six decades: Special reference to physics

... Notice how much information was required before the questions could be posed. The information about the units of measurement, the different rules for the patches of different shapes, and the information about calculating the area of different shapes is what is referred to as crucial information, without which the task cannot be solved (Bansilal and Wallace 2008). The initial information about the background is just contextual information which is used to paint the picture. ...

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Exploring the notion of Mathematical Literacy teacher knowledge

... In addition, a series of conference presentations and journal articles made our fi ndings available to more academic audiences. Some of these were descriptive of individual programmes, such as Venville, Wallace, Rennie and Malone ( 1999b ), which described an integrated bridge-building activity at Southern High School that is a focus of Chapter 5. As we pondered the data and the outcomes and began to think beyond the immediate case studies, more abstract analyses of our fi ndings resulted in further papers, such as Wallace, Rennie, Malone and Venville ( 2001 ), which synthesized our fi ndings in a generic sense and looked forward to what further questions needed to be asked and answered, and Venville, Wallace, Rennie and Malone ( 2002 ), which documented our research so far and, among other things, identifi ed the status and associated power of discipline knowledge as a major barrier to curriculum integration. ...

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Knowledge that Counts in a Global Community: Exploring the Contribution of Integrated Curriculum

... Dạy học tích hợp được khẳng định là một trong những cách thức hiệu quả để phát triển các năng lực cho học sinh trong thế kỉ XXI, giúp học sinh thích ứng với môi trường sống phức tạp và luôn biến đổi [1,2]. Do đó, trên thế giới đã có nhiều công trình nghiên cứu tập trung làm rõ cơ sở lí luận về tích hợp, chương trình tích hợp và xu hướng dạy học tích hợp trong tương lai [2][3][4][5]. ...

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XÂY DỰNG VÀ SỬ DỤNG TÀI LIỆU TỰ HỌC CHO SINH VIÊN NGÀNH GIÁO DỤC TIỂU HỌC RÈN LUYỆN NĂNG LỰC DẠY HỌC TÍCH HỢPBUILDING AND USING SELF-STUDY MATERIALS FOR PRE-SERVICE PRIMARY TEACHERS TO DEVELOP INTEGRATED TEACHING COMPETENCY