Teaching Methods - Science topic

Rabia Alam Examples of innovative teaching approaches, methodologies, strategies, & techniques that I have implemented in my English-as-a-Second (ESL) Science and Math in secondary level classes were: multicultural education strategies such as: Cooperative/collaborative learning, project-based learning, dialogue-based learning, arts-based learning, outdoor field study learning, constructivist learning, community service learning, parent, family, and community involvement, and others as they emerged in the classroom environment.

A veces tan simple como inventar una historia, un cuento o una parte importante de sus vidas, para ir desarrollando en los estudiantes, primeramente la imaginación, que se ha ido perdiendo por la tecnología, segundo, para practicar la redacción, ortografía y orientación del contexto para una comunicación fluida

Dear Prof. Asaad Chasib Hamood,

The unfortunate situation has intensified due to the Coronavirus Disease (COVID-19) pandemic. During this time, we have witnessed a surge in illicit practices within the education sector. One need only look around to observe the proliferation of unauthorized entities offering solutions for exams and assignments.

In my perspective, I firmly believe that the success of e-learning is intrinsically linked to traditional learning. The existence of these unauthorized entities underscores this point. Regardless, it remains imperative that examinations take place within educational institutions, with students physically present.

Furthermore, I would like to draw your attention to the following discussion on this topic:

Thank you for your consideration.

Nidhal

Traditional teaching strategies have persisted for a long time despite the great development in teaching methods due to several reasons, including the ease of application compared to modern ones. Traditional teaching methods, such as lectures, textbooks, and rote memorization, have been used for centuries and have become deeply ingrained in educational systems around the world. These methods are familiar to both teachers and students, and they require minimal preparation and resources.

Familiarity and Ease of Use

Traditional teaching strategies are familiar to both teachers and students because they have been used for generations. Teachers are often trained in these methods and feel comfortable using them in the classroom. Students, too, are accustomed to the traditional approach and know what to expect. This familiarity and ease of use make traditional teaching strategies convenient for both teachers and students.

Minimal Preparation and Resources

Traditional teaching methods often require minimal preparation and resources compared to more modern teaching approaches. Lectures, for example, can be delivered using a chalkboard or whiteboard and do not require extensive multimedia or technology integration. Similarly, textbooks have been a staple in education for a long time and are readily available in many schools. These factors make traditional teaching strategies more accessible, especially in resource-constrained environments.

Perceived Effectiveness

Another reason for the persistence of traditional teaching strategies is the perception of their effectiveness. While research has shown that active learning and student-centered approaches can lead to better learning outcomes, traditional methods are still widely believed to be effective. Many educators and policymakers may be hesitant to adopt new teaching methods without substantial evidence of their superiority over traditional approaches.

Resistance to Change

Resistance to change is a common human tendency, and this applies to education as well. Educational systems are often slow to adapt to new teaching methods due to various factors, including institutional inertia, resistance from teachers, and the need for extensive professional development. The familiarity and perceived effectiveness of traditional teaching strategies can contribute to this resistance to change.

Kehinde ikeoluwa Oluwatoye

Please see the paper below which shows an example of digital training during the pandemic in manufacturing.

None digital methods are the same as mentioned by the other respondents, i.e. in my opinion more traditional training methods i.e. Classroom based training, on the job training at the workface, etc.

Hope that helps.

Martin

Very interesting! Philip Scott is a leader in sheep ultrasoun diagnosis Thanks again dear Halimi

Educators have recognized the need to adapt their teaching methods to effectively respond to the influence of artificial intelligence. They have incorporated AI tools and technologies into their classrooms, such as smart boards, virtual reality simulations, and adaptive learning platforms, to enhance student engagement and personalized learning experiences. Educators have also focused on developing critical thinking, problem-solving, and digital literacy skills to prepare students for the AI-driven future. Additionally, they have emphasized the ethical implications of AI and encouraged discussions on topics like bias, privacy, and responsible use of technology. By embracing AI and its potential, educators are striving to bridge the gap between the rapid development of AI and the students' ability to effectively utilize these programs.

Another main argument against the learning value of memorization or its suitability as a basis or important element in a theory of learning is that it only concerns a late stage of learning, that is recall. This is a stage in the end of the sequence of sub stages such as assimilation, awareness of problem etc. But one of the arguments above questions this, although literature has not given attention to these objections that seek to upgrade memory phenomena in learning

Also, constructivist theories have seen to eliminate memory phenomena since they are at the other "ideological end" of the spectrum: pre-set knowledge vs constructively, actively constructed by students which is presumed to the sole path to involving higher mental states such as critical thinking, evaluaction, creativity which are basic aims in the realm of education

This isn't at all like the other marvellous replies already, but when I was a nurse practitioner for bladder and bowel. and taught as well as did clinical nursing.

I always seemed to get good remarks on the evaluation sheets, and I think it was because I was teaching from my day to day experience.

If I was teaching people who were active in nursing (or caring), a lot of what I mentioned were relevant to their work and I could change what I was saying to what was needed and could arrange with those listening for me to do a joint visit with them. Sometimes we knew the people who they were mentioning and they also sometimes knew who was being discussed. But patient / client names were NEVER actually used. Always anonymous.

Our service (3 of us practitioners) used to do a whole day for student nurses at our base (that was big enough and we used to use for other teaching), so we had the use of PowerPoint etc.

The students got very little training on bladder and bowel issues in their actual training. But always looked very interested in all our presentations. Sometimes we had amusing slides that made everyone laugh (as they did in the nurses' or carers'). We took it in turns to speak which gave them a change in style talks after each speaker.

At lunchtime, we had representatives from commercial companies whose products we used as this was also very relevant. I'm not sure if it is allowed now, but they used to provide a finger buffet and no-one left the department even though they were free to do so if they had wished to. The students used to want talk to us about our work as we ate. Good that they were so interested but tiring for us!!

So, we were a study day with a difference.

Google Scholar is an indexing search engine for publications and not a publishing platform

Innovative teaching methods are instructional strategies that use new technologies, unconventional teaching techniques, or creative approaches to engage students and promote deeper learning. Here are some examples of innovative teaching methods:

Expose the students to 21st century skills so that they become creative, inquisitive and motivated. In this way project-based teaching will be effective and include all the relevant teaching methods, this will expose them towards questioning and finding solutions using research, this will result in the upgrading of the status of physics education research.

Hello. Yes, I think that this is a very good topic, because it is very relevant today. I personally research this topic in Uzbekistan. My research topic is "Modernization of the teaching of special disciplines in technical universities based on visual phenomena." If you have any other questions, I will be happy to answer and try to help in any way I can. Sincerely, Saida Atajonova!

You can do photography at set intervals, as used in bird studies :)

Our organisation uses Case-Based Learning in a very broad sense. How does that compare to what others do?

Bonjour Mustafa, d'abord il faut cerner le profils des apprenants par rapport à leur intelligences multiples, renforcer l'intelligence visuelle par des activités et des tâches de production libre pour laisser libre cours à l'imagination de ces derniers sans les interrompre, accepter les idées mais si elles sont illogique ou irréalisable... ça fait partie de l'art, développer le travail collaboratif, chaque apprenant peut remarquer une chose, appuyer ses camardes jusqu'à la constitution du puzzl, l’enseignant ou le formateur quant à lui guidera l'ensemble, leur fait confiance et les aider à développer "l'estime de soi".

The interactive whiteboard is a development of the traditional board and its success depends on the extent to which it is appropriately employed by the teacher..

An activity theory perspective on contradictions in flipped mathematics classrooms at the university level, Helge Fredriksen and Said Hadjerrouit, 520-541, 2019

I am not satisfied with the level of teaching and teaching methods at my university. My university's classroom facilities are insufficient and poorly equipped to provide modern teaching aids. It is not possible for teachers to use innovative teaching techniques and new approaches to effectively engage and involve students in academic activities.

Appropriate performance assessment procedures are absent there. Here, the major portions of marks are for summative assessments and a very little portion is for formative assessments. So students' involvement in learning throughout the academic session by effective participation and cooperation is not possible. Earning scores and grades are more important to the students than achieving the learning outcomes of the courses. Though we are struggling hard for an outcome-based curriculum there remain traditional and outdated courses, which are not relevant to the need-assessment of the present job market.

Hi Ali

my suggestion is this book:

Effective School Interventions, Third Edition Evidence-Based Strategies for Improving Student Outcomes by Matthew K. Burns T Chris Riley-Tillman Natalie Rathvon. Its concentration is on primary school but the methodology and attitude were helpful for me.

Hello Nima - In the Australian context 'postgraduate' study would tend to relate to Honours and Masters level study and be distinguished from higher degree research or doctoral study - so between undergraduate and Ph.D. study!

I am not sure if your question relates to the assessment of students' READINESS to undertake Honiours/Masters study or assessment of the OUTCOMES of their work at Honours or Masters Level. There are clear published criteria for the latter incorporating AQF (Australian Qualifications Framework) expectations.

I expect that you probably are thinking in terms of 'readiness'. There will be variability around whether postgraduate students have undertaken original research in their undergraduate degrees. As Medhat implies, most Honours and Masters programs will incorporate a form of 'research methods' preparation. This will include 'how to' work on things like undertaking literature reviews, methodology options, ethical issues and data analysis. Quality, organization and coherence of written communication is also clearly crucial. Assessments of students' capacity to undertake Honiurs and Masters work will look at students' prior academic track record and will always benefit from a face-to-face conversation with the student to assess their initial thinking and motivation.

in my opinion; volunteer samples

If by “natural approach” you mean the “everyday” or “ordinary” or “rote” way of teaching language, and by “psychological grounds” you mean such psychological factors as awareness, cognition and reflexivity, then clearly such factors amplify the natural approach. You may also at the writings of Edmund Husserl on phenomenology. A paper on phenomenology as an intervention is attached.

If the students' evaluation of the course is the dependent variable, then this does correspond to a pre-test and post-test design.

It is cross over. I think better you take two separate groups of students having same IQ level and then teach the same contents to both groups using method A for one group & B for other.

Yes.....simulation is a strategy in teacher education as it is an important tool in replicating real life classroom scenarios etc.

Agree with Md Ahmedul Azam

thank you! That is one of the alternatives. Regards, Bujar!

Environmental education, environmental education, education on the principles and goals of sustainable development, education on the pro-environmental transformation of the classic economy towards a sustainable, green circular economy concerns closely related and overlapping or complementary issues. On the other hand, pro-environmental civic education, shaping the general social pro-ecological awareness, social pro-environmental responsibility is a derivative of environmental education and social media campaigns organized by non-governmental institutions, government agencies, ministries of the environment, social organizations, social associations of citizens, enterprises, companies, etc. Moreover, more and more companies, enterprises, corporations, financial institutions add to their mission and development strategy the implementation of specific sustainable development goals. Then, in advertising campaigns, by presenting their product and service offers, they also indicate pro-environmental aspects that have been added to the long-term mission and development strategy defined for the perspective.

Best regards,

Dariusz Prokopowicz

Experimental research can be grouped into two broad categories: true ... which is not really a research design, but an all-inclusive term that includes all types of research ... For example, in order to test the effects of a new drug intended to treat a ... groups are similar (equivalent) to each other and to the control group

I totally agree with Darren John Stevens, I consider that it is a precise and detailed reflection, as well as current and fundamental for the time that we are having to live! Many thanks.

Advanced teaching methods? Innovative teaching methods have improved the learning process and strengthened governance and methods are designed to improve the quality of education along with student’s involvement in the educational process. method to enhance or expand upon the student experience. One of the basic motives behind advanced teaching is to motivate students to actively take part in the learning process. When the level of interaction with teachers and peers increases, students gain knowledge that is practical and also, retain more information effectively from a class.

Am in line with Fatema Miah

My personal experience=good nurse=survival.

Analyze the effects of three treatments on three groups as measured by pre, post, and delayed post-tests, use Anova analysis of variance,

Interesting question and replies. I guess the basic pattern is the same as with every teaching approach: planning, evaluating, replanting, seeking information etc.

Dear Tanassanee Jitpanich,

you are free to represent your complex research by simplifying; just divide experiment in 2 parts:

No.1 Group (Control) - No.2 Group (Experimental, method X)

No.1 Group (Control) - No. 3 Group (Experimental, method X+Y)

In that case you compare both your experimental groups to the same control group, and also possible to compare results among 2 different experimental groups as well.

Ii believe, that simplification makes research more clear for audience as well.

Good luck!

Yes I agree with the openion that motivation, encouragement which are important tool to get desired result comes in better way for anyone through classroom teaching

Simply put the data in SPSS and get the outcome

As Senad Bećirović said, it is perfectly appropriate. Using his classification, you have either a #4 or #6 design, depending on nature of assignment to the three experimental groups. Ideally, three groups will be matched on all possible variables that might affect outcomes, and you should consider gathering data on gender & whatever other variables might have an impact. Matching will determine whether you have a #4 or #6 design. Your analysis will be less straightforward than a simple control vs experimental group, but is easily handled with the appropriate statistical software (i.e., one that can handle a repeated measure).

21st century teachers need to be leaders in socio-economic development and beyond.

They should be the model of the cultured man and at the same time the excellent professional. They should be ambitious to support their teaching and learning, by ICT and computer software, to penetrate each student according to their abilities and needs, to further develop their skills, in short to personalize teaching and learning.

First of all, I wish you good luck on your Master's. Concerning your question, recent research has revealed valuable benefits of utilizing games in EFL class, such as suppressing anxiety and boosting learning enjoyment. That being said, games should be selected painstakingly. Their use should be planned carefully, serving the objective(s) of EFL lesson.

Here is a good read.

Achievement tests and measures of personality, traits, and styles

As Sven Greving wrote. But it is good research practice to explore the internal consistency of the instruments in your own sample.

This is a good question! I was trying to figure that out a couple years ago.

The best approach I found was Coursera's course from USC San Diego - Intro to Discrete Math for CS Specialization with the 4th course being Number Theory and Crypto. The first two courses give enough grounding for those students that don't have enough of the correct mathematical background for Number Theory. I think they need something pretty accessible to not be overwhelmed. People often have such a love of crypto that they slog through with just a really basic and algorithm specific understanding of number theory - which really won't help them in the long run if they are going to do cryptanalysis etc. Dan Boneh's refresher on Probability is really short and helpful as well.

Please post here if you find a good solution.

It varies from school district to school district but typically qualified Chemistry, Physics and other sciece teachers are hard to find. When they get somebody they try to keep him/her and if they can't find anyone the teacher and students learn the subject together.

As many have already said, 'blended methods' has a few different meanings. If it helps, we have conducted blended classes taught in English and Japanese with freshman engineering university students in Japan. However, I suspect you're not looking at this aspect.

No, it can be created easily through some references.

هناك الكثير من الاستراتيجيات والنماذج والطرق التدريسية الحديثة التي يمكن ان يستخدمها المعلم مثل استراتيجيات حل المشكلات استراتيجيات التفكير او العصف الذهني وغيرها كلها تتمركز حول المتعلم وتجعل من المتعلم محور العملية التعليمية

It definitely has something to do with our approach towards teaching Math. Math, by and large, is taught as an abstract subject, with a primary focus on solving as many questions as possible, with every possible variation, with the assumption that practice will make them perfect. On the other hand, the more popular subjects like sciences, PE, and social science follow a more practical approach with ample demonstration of practical application.

Math is not an abstract subject and should be taught with more real-life examples (Not the traditional 'A has 10 apples and B has 20 so......). Once students see its application, they would show more interest and would not be bored to death by adding two numbers 100 times, many times over!

I think that, a variety of applications are being used in the learning of some natural sciences, simulators of physical-chemical processes, periodic table, among others.

Distance education is a new experience for us in developing countries, but it was the only alternative to continuing the educational process in light of the epidemic and healthy urbanization to preserve the health and lives of students and professors, and to be fair, despite it being a new experience, but it somewhat succeeded in The delivery of academic courses to the students, and of course, this depends on the selection of the various and effective methods by the professors. But with regard to practical subjects and laboratories, I do not agree that it was able to achieve the same result with theoretical subjects because the practical subjects need to be trained on devices and other materials, so there is still a gap in this area. But on the other hand, distance education was an inevitable decision to continue the educational process, and I think that the intense effort made by the teachers has given its results somewhat.

Each educational unit must end with a methodological overview. It is not facts that should remain in memory, but connections.

Yes, if we are talking about it as an option but not in comparison to traditional classroom teaching. Classroom teaching method is best suitable for school education and higher education system. However online mode is best suitable for imparting lifelong learning courses or short term certificate courses where the learners need to study on their own and learning materials are provided by the institutions.

Thank You.

Interesting topic 🌷 deserve following 🌷

Something important to note here is that all additive methods make sense in terms of teaching language to deaf students. Using the human body potential to enhance the skills and experience environment.

Lots of good luck!

Hello. I teach linguistics and language pedagogy papers in Education department. I think your overall approach rather than 'method' is more important here. And your approach goes back to the framework you locate the nature of language and language teaching in. If you perceive language mainly in terms of grammar and structure, you tend to take up structural approaches (with a focus on grammatically well-formed sentences) more than communicative. On the other hand, if you perceive language as a medium of thought and communication, mainly a Functional approach (ref. Halliday's 'Functions of language), you tend to take a more Communicative (and Holistic) approach. Methods are decided accordingly. The best methods are based on a holistic approach where holistic is in terms of linguistic levels (lexical, syntactic and so on) as well as in terms of the domains of language skills, mainly but not limited to LSRW. Hope this helps !

Actually , the method of education depends mainly on the nature of the subject, however, education that depends on creating a mode of interaction between students with each other and with the teacher and dependence on the practical side is the one who establishes a graduate with high skill and not relying on traditional patterns

Indeed, there is a decrease in the costs of e-learning, as the state mocks billions annually on exam books and on the provision of supplies and supervision, but this is at the expense of the quality of education.

I live in India and do not have any contact with Teachers serving in Southern Africa. In case, I get any opportunity to meet any Teacher from Southern Africa, I will certainly ask to contact you.

Dear Dr. Houda Boumediene ,

This link Demonstrates development critical thinking through teaching english:

https://www.teachingenglish.org.uk/blogs/ninamk/critical-thinking-skills

Dear Dr. Chinedu Okafor ,

I recommend for you the scale of (Anandarajah and Hight, 2001), and You can go to this link about of moral teachers and moral student:

http://www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Moral-Teachers,-Moral-Students.aspx

during the covid 19 epidemic, all aspects of human life were disrupted, including education, because this condition as a teacher must have many effective teaching innovations and at least not change purpose of subject, create learning method that can make students enjoy, safe and contain aspects of psychology healing also...;))

Multivariate Analysis of Variance (MANOVA) accommodate multiple independent variables e.g your teaching methods Vs multiple dependent variables ( student achievement, student engagement, student motivation, students' autonomous learning, and students' perception). But, in order to be able to handle the interpretation, it is better to use ANOVA. This will requires taking one independent variable (teaching methods) Vs one dependent ( any of the ones listed).

I agree with Laith Antwan@

Yacine Lafifi, I agree with you.

First of all limit the main points in a your lecture. Create effective visuals, analogies, demonstrations, and finally examples of the main points.

Share your outline and experience with students. Emphasize on your objectives and key points in the beginning and summary at the end.

Profile first the learning abilities/capabilties of your students and then design differentiated instruction/strategies as well as differentiated assessment methodologies.

My pleasure Dear Prof. Abdelkader Mohamed Elsayed

Thank you so much for your thread, it is very instructive.

Very happy with the high-end answers

In fact, this question was on my mind a long time ago

I am convinced of the teacher’s culture, knowledge, and ability to manage the educational situation

It is better than ready-made methods and strict steps, but this does not mean that I am against these methods and strategies but rather with knowing and benefiting from them in a beneficial way.

I loved the response of one of you when he said, the methods were based on values ​​and morals and not on cooperative learning and others ...

Good luck everyone

I am very grateful to everyone

Julie Barns - Thank you for your question. I think you need to develop a curriculum with specific learning outcomes. You need to see how many years or blocks are required in order to graduate students? And if these years are allocated into phases, what are the educational objectives of each period? . The attached website covers several differentiation approaches that you may use. You might need to learn more about the construction of a curriculum.

Given it is not straightforward to design 'experiments' to address your question (for example, difficulty is matched groups, etc), research has turned to examining the approaches to teaching used in countries where students score high in international comparisons of mathematics such as TIMSS and PISA. Examining high scoring jurisdictions generally finds that different high scoring jurisdictions have different approaches to teaching mathematics; compare, for example, the teaching approaches in Finland, the Netherlands, Japan, Singapore, Shanghai. Such findings suggest that 'differences in math achievement' (to quote your qestion) may not solely be related to teaching approach.

Paul: Here are the best books about teaching college:

1. What the Best College Teachers Do, by Ken Bain (Harvard University Press, 2004).

2. Make It Stick: The Science of Successful Learning, by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel (Harvard, 2014).

3. Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students by Dr. Norman Eng (2017)

I have a son who is down syndrome. When he gets nervous about a word, the stammer affects the chest badly. Holding his shoulders calms him down

Titles of research topics are usually stated in terms of a functional relationship indicating the independent and dependent variables. You can make the titles attractive, legible, and at the same time informative . A title may become lengthy and awkward, if you add several prepositional phrases to qualify it. "Effect of............." is a typical low impact expression that add nothing to the meaning of the title, which you must avoid. Some other common low impact expressions are “Study of…“, “Studies on…“, “Preliminary studies on…”, “A study of…”, “Investigations on…”,”Response of…, “Observations on…”, “Aspects of…”, “Notes on…”, “A note on…”, “An inquiry in to…”, and “An analysis of…”.

old methods may not work however a brick and mortar model of old and new methods could be though of.

I think the best way answer this question is to ask you to shift your thinking. I personally don't think of teaching methods as being "technology based" or not. Good teaching is good teaching! What the technology does is give you more options for interaction, conversation, and creativity.

I read some good ideas above for interactive activities. Here are more ideas:

I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.

No ecotourism is possible without biodiversity spectrum-I mean if there is no flora and fauna then why should it be called eco? An exhaustive discussion is available in the attached book .

Best Regards