Research On The Learning Of An Educational Setup Essay

I come in with basic knowledge and the BSN nurses that I work with not only have experience but most if not all have that edge on me to deal with the family, look at the big picture and have the leadership skills necessary to conduct a fully functional unit and a calmness about them that tells you they can handle every kind of situation. A situation I can think clearly of is when I had a change in condition in one of my patients and coded, I could deal with the basics that I was taught in nursing school like CPR, calling for help, calling for Code Blue, IV access but I was incapable of dealing with the family who was at the time hysterical about their loved one impeding the process of resuscitation. The BSN nurse that responded to the code and was assisting in dealing with the family and calming them down and getting them out of the room and speaking with them in a rational manner. The other BSN nurse that responded to the code was able to orchestrate a successful Code Blue by delegating the other team members to take certain roles, 2-3 people doing CPR, 1-2 running errands, 1 recorder, 1 administering medications, 1 staying with the family, Respiratory therapy focusing on airway, and the bedside nurse explaining history and situation to the MD. The BSN nurse was able to pull all facets of the healthcare team into one

When teaching natural sciences and technology, teachers need to promote an understanding of seeing these subjects as activities to promote curiosity and enjoyment about the world and that what we encounter around us. The history of science and technology should also be integrated with other subjects. Science and technology should be seen as a contribution to social justice and societal development (Motshekga, 2011). A growing need of discovery in science and technology needs to be promoted in order to form interest in ourselves, society and

Wheelers said that when kids are little they love science and find all aspects of it extremely fascinating, however, when many students get to middle school and high school, then the science information gets drilled out in lectures and tests all while students are competing against one another to get the best grade.

In the 1990’s research conducted into attitudes toward science found that there was a decline in the interest of young people in pursuing scientific careers. The revelations that these studies made were not new and they still have relevance today, perhaps even more so. How student attitudes to science have progresses over the last decade and if the research indicating widespread scientific ignorance in the general populace still rings true (Fensham, 1985) is an interesting and multifaceted topic that requires much more time than then this paper will allow to investigate. It is for this reason, though perhaps it is more because of my experience as a rural student, that this paper is going to concentrate on rural and remote student attitudes

Attempts to achieve widespread scientific literacy, however, become as difficult as understanding concepts in science. Even if formal education can provide basic scientific literacy for students in preparing for the workplace, science education in schools can hardly satisfy the needs of the general public towards improvement of their scientific literacy.

Research and inquiry are performances that are practiced in many professions; in many cases it is necessary for the development of various places of employment as it may improve numerous aspects of the inner construct. Research has been accredited to many innovative changes that the work force has endured and while it is essential, it may create controversy. It is important to keep in mind all of the components of research so as not to confuse your results with the results of the professional; this may be damaging to the work place as a whole. Research in education has often times been criticized as many educators, administrators and policy makers have behaved hastily in hopes to receive similar results from inquiries others have practiced.

As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.

General Science is a study involving biology, chemistry, physics and environmental sciences. Students from Year 7 to Year 10 are introduced to these various disciplines to gain general knowledge about science and can later be develop into deeper concepts. Science is not just fat laboratory coats, Einstein’s equations, mixing chemicals, massive space shuttles, or peeking through microscopes but involves critical thinking, analysing data and apply understandings in the natural world to solve real problems. Science is an approach of learning what make this world and how things work decades ago, how they work today, and how they are expected to work in forthcoming years. Some of the social justice issues hidden behind science can cause major

Craig (2009) identifies and suggests some tips and the steps that have to be included in an effective research. The first stage includes the students’ necessity to be aware of the available resources that may need to be used. After defining what is needed to be researched and collecting the information required, researchers should be selective as well as using their own critical thinking in order to understand whether it is worth reading an article or not regarding the essay or report’s title and the validity of the sources. Daft (1983, p.539 cited in Thomas (2004)) who describes research as a ‘craft’, states that research includes certain ways of perceiving and approaching ideas and behaviours.

Students are considered to be scientists in the inquiry process. Children will view themselves as scientists as they learn. They look forward to science, demonstrate a desire to learn more, seek collaboration with their classmates, they are confident in doing science, and willing to take risks. Students are readily engaged in exploring science. They have curiosity, ponder observations, move around to get the materials they need, and have the opportunity to try out their ideas. Students are able to communicate using various amounts of methods. They express their ideas in journals, reporting, or drawing. They listen, speak, and write about science. They communicate their level of understanding of concepts and ideas. The students propose explanations and solutions based off their data. They use investigations to satisfy their own questions. They sort out information that is needed and important. They become willing to revise explanations and gain new knowledge. They raise questions, use questions to lead them to investigations, and students begin to enjoy using questions to ponder ideas. Students begin to observe rather than look. They see details, detect sequences, and notice change, similarities, and differences. The students begin to make

Teachers have been proven to be more motivated in teaching a subject they feel comfortable teaching rather than teaching and creating lessons on a subject they personally dislike or don’t find interesting/ important. The subject of science is not a subject many teachers feel efficacious when teaching (Howitt, 2007). Despite two decades of research in the area Palmer (2011) pronounces that lack of efficacy for teaching science is “still very much alive” (p. 2). Therefore, teachers lack in their classrooms efficient amounts of science lessons and ideals that

Educational research is an ever-changing field which provides valuable data to educators, scientists and policymakers. The quality of the research is of great importance to all stakeholder groups. Without quality research educators will be unable to make complete and informed decisions. Educators must focus their efforts on applying the acquired research to the educational community for validation of its quality. By working with other stakeholders during this activity educators’ will acquire a better understanding of the application of research in creating a more balanced educational system.

high school students finished ninth in physics among the top twelve nations,eleventh in chemistry, and dead last in biology. Science is poorly taught in most of our elementary and secondary schools, when it is taught at all" (260). This is the reason people do not understand. I know from my own experience in high school that science is poorly taught. My Biology teacher in high school was the assistant football coach. He knew more about football than Biology, and because of that I learned very little. It wasn't until I came to college that I actually began to learn anything about science. This needs to be changed. Science is an important part of the curriculum. Often it is seen as not as important as reading or writing, and because of this it is neglected.

Effective lessons can be created through taking into account the various factors that can affect the learning of each individual child, and of the class as a whole. Planning a lesson is a rigorous process carried out by the teacher, where he or she analyses children and their level of capability, depending on the subject, in order to deliver lessons that can provide a valuable educational experience for all.

Growing up, I did not want to be stuck being just one individual, I wanted to be a chef, a leader, a helper: someone’s role model. I was determined to learn how science tied in with matter. School has been just the base of