Science 3D: Discovery, Design & Development through Makerspaces
Community makerspaces have become a widespread phenomenon; however, these Do-It-Yourself (DIY) models, rooted in design thinking and innovation, are beginning to move into the realm of formal education. This research investigated the impact of using "makerspace" pedagogies in the teaching and learning process to bridge the gap between our technology-infused world and Ontario's curriculum. Researchers discovered that...
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Using Video Games to Teach Science
This study explored the use of a video game in the science classroom and it’s impact on teaching and learning. More specifically, this study focused on Nano Legends, an educational video game about cell division and cancer, which was implemented by four grade 8 science teachers in 2007.
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Fostering Citizenship Engagement Through School Science
Recent curriculum revisions and policy documents in Ontario support a vision of science education with an increased emphasis on the relationship between science, technology, society, and the environment (STSE) (Ontario Ministry of Education, 2009). This study explored the relationship between STSE and citizenship education.
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Trigonometry in Grade 3?
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
This summary provides an overview of research on creating rich math environments:
"Young students...benefit from opportunities for using imagination and sensing mathematical beauty. This monograph shares our research in this area, highlighting the ways we have engaged children
with ideas that are well beyond their grade level."
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Equity, Social Justice, and the Inclusive Classroom
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO) and can also be found on their website at:
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Teaching Science as a Process of Inquiry
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.
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How Are Sexual and Gender Identities Represented in an Ontario Science Text?
This study investigated gender and sexuality bias in one science text used in Ontario schools. In particular, the study was guided by two main research questions:
1. Does the text support the existence of alternative sexualities (Lesbian, gay, and bisexual, for example)?
2. Does the text promote fixed sex and gender identities only (omitting transgendered, transsexual, and intersexed identities, for example)?
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Science and Literacy in the Elementary Classroom
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
"Language, both spoken and written, is central to exploring scientific phenomena, sharing and testing ideas and demonstrating understanding. Additionally, language use in the learning of science aids students’ development of literacy and associated cognitive skills. So, how can we embed the acquisition of literacy
skills in science and promote synergy between the teaching of science and literacy?"
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