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health learning</title> <meta name="description" content="Search results for: science and health learning"> <meta name="keywords" content="science and health learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="science and health learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 17352</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: science and health learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17352</span> Gardening as a Contextual Scaffold for Learning: Connecting Community Wisdom for Science and Health Learning through Participatory Action Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Prasad%20Acharya">Kamal Prasad Acharya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The related literature suggests that teaching and learning science at the basic level community schools in Nepal is based on book recitation. Consequently, the achievement levels and the understanding of basic science concepts is much below the policy expectations. In this context, this study intended to gain perception in the implementation practices of school gardens ‘One Garden One School’ for science learning and to meet the target of sustainable development goals that connects community wisdom regarding school gardening activities (SGAs) for science learning. This Participatory Action Research (PAR) study was done at the action school located in Province 3, Chitwan of Federal Nepal, supported under the NORHED/Rupantaran project. The purpose of the study was to connect the community wisdom related to gardening activities as contextual scaffolds for science learning. For this, in-depth interviews and focus group discussions were applied to collect data which were analyzed using a thematic analysis. Basic level students, science teachers, and parents reported having wonderful experiences such as active and meaningful engagement in school gardening activities for science learning as well as science teachers’ motivation in activity-based science learning. Overall, teachers, students, and parents reported that the school gardening activities have been found to have had positive effects on students’ science learning as they develop basic scientific concepts by connecting community wisdom as a contextual scaffold. It is recommended that the establishment of a school garden is important for science learning in community schools throughout Nepal. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20scaffold" title="contextual scaffold">contextual scaffold</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20wisdom" title=" community wisdom"> community wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20health%20learning" title=" science and health learning"> science and health learning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20garden" title=" school garden"> school garden</a> </p> <a href="https://publications.waset.org/abstracts/114512/gardening-as-a-contextual-scaffold-for-learning-connecting-community-wisdom-for-science-and-health-learning-through-participatory-action-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114512.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17351</span> E-Learning in Primary Science: Teachers versus Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Winnie%20Wing%20Mui%20So">Winnie Wing Mui So</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu%20Chen"> Yu Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated primary school teachers’ and students’ perceptions of science learning in an e-learning environment. This study used a multiple case study design and involved eight science teachers and their students from four Hong Kong primary schools. The science topics taught included ‘season and weather’ ‘force and movement’, ‘solar and lunar eclipse’ and ‘living things and habitats’. Data were collected through lesson observations, interviews with teachers, and interviews with students. Results revealed some differences between the teachers’ and the students’ perceptions regarding the usefulness of e-learning resources, the organization of student-centred activities, and the impact on engagement and interactions in lessons. The findings have implications for the more effective creation of e-learning environments for science teaching and learning in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27%20and%20students%27%20perceptions" title=" teacher' and students' perceptions"> teacher' and students' perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20schools" title=" primary schools"> primary schools</a> </p> <a href="https://publications.waset.org/abstracts/87105/e-learning-in-primary-science-teachers-versus-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17350</span> Using Vocabulary Instructional Materials in Improving the Grade Four Students' Learning in Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shirly%20May%20Balais">Shirly May Balais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to evaluate the effects of vocabulary instruction in improving the students’ learning in science. The teacher-researcher utilized the vocabulary instructional materials in enriching the science vocabulary of grade four learners. The students were also given an achievement test to determine the effects of vocabulary instructional materials. The assessment indicated that students had shown improvement in comprehension and science literacy. This also helps the students to grasp, understand, and communicate appropriate science concepts and the integration of imagery makes learning science fun. In this research, descriptive qualitative methods and observation interviews were used to describe the effects of using vocabulary instructional materials in improving the science vocabulary of grade four learners. The students’ perceptions were studied, analyzed, and interpreted qualitatively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instruction" title="instruction">instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/134803/using-vocabulary-instructional-materials-in-improving-the-grade-four-students-learning-in-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134803.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17349</span> A Study on Pakistani Students’ Attitude towards Learning Mathematics and Science at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aroona%20Hashmi">Aroona Hashmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student’s success in Mathematics and Science depends upon their learning attitude towards both subjects. It also influences the participation rate of the learner. The present study was based on a survey of high school students about their attitude towards Mathematics and Science at Secondary level. Students of the both gender constitute the population of this study. Sample of the study was 276 students and 20 teachers from 10 Government schools from Lahore District. Questionnaire and interview were selected as tool for data collection. The results showed that Pakistani students’ positive attitude towards learning Mathematics and Science. There was a significance difference between the students’ attitude towards learning Mathematics and no significance difference was found in the students’ attitude towards learning Science at Secondary level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20level" title=" secondary level"> secondary level</a> </p> <a href="https://publications.waset.org/abstracts/22275/a-study-on-pakistani-students-attitude-towards-learning-mathematics-and-science-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17348</span> Heightening Pre-Service Teachers’ Attitude towards Learning and Metacognitive Learning through Information and Communication Technology: Pre-Service Science Teachers’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina">Abiodun Ezekiel Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ijeoma%20Ginikanwa%20Akubugwo"> Ijeoma Ginikanwa Akubugwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology, ICT can heighten pre-service teachers’ attitudes toward learning and metacognitive learning; however, there is a dearth of literature on the perception of the pre-service teachers on heightening their attitude toward learning and metacognitive learning. Thus, this study investigates the perception of pre-service science teachers on heightening their attitude towards learning and metacognitive learning through ICT. Two research questions and four hypotheses guided the research. A mixed methods research was adopted for the study in concurrent triangulation type of integrating qualitative and quantitative approaches to the study. The cluster random sampling technique was adopted to select 250 pre-service science teachers in Oyo township. Two self-constructed instruments: Heightening Pre-service Science Teachers’ Attitude towards Learning and Metacognitive Learning through Information and Communication Technology Scale (HPALMIS, r=.73), and an unstructured interview were used for data collection. Thematic analysis, frequency counts and percentages, t-tests, and analysis of variance were used for data analysis. The perception level of the pre-service science teachers on heightening their attitude towards learning and metacognitive learning through ICT is above average, with the majority perceiving that ICT can enhance their thinking about their learning. The perception was significant (mean=92.68, SD=10.86, df=249, t=134.91, p<.05). The perception was significantly differentiated by gender (t=2.10, df= 248, p<.05) in favour of the female pre-service teachers and based on the first time of ICTs use (F(5,244)= 9.586, p<.05). Lecturers of science and science related courses should therefore imbibe the use of ICTs in heightening pre-service teachers’ attitude towards learning and metacognitive learning. Government should organize workshops, seminars, lectures, and symposia along with professional bodies for the science education lecturers to keep abreast of the trending ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20attitude%20towards%20learning" title="pre-service teachers’ attitude towards learning">pre-service teachers’ attitude towards learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20learning" title=" metacognitive learning"> metacognitive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20perspectives" title=" pre-service teachers’ perspectives"> pre-service teachers’ perspectives</a> </p> <a href="https://publications.waset.org/abstracts/154897/heightening-pre-service-teachers-attitude-towards-learning-and-metacognitive-learning-through-information-and-communication-technology-pre-service-science-teachers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154897.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17347</span> Science Education in Nigeria: Issues and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogbeta%20I.%20Joseph">Ogbeta I. Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Habiba%20B.%20A.%20Awwalu"> Habiba B. A. Awwalu</a>, <a href="https://publications.waset.org/abstracts/search?q=Otokiti%20Jimoh"> Otokiti Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper entitled science education in Nigeria issues and challenges highlighted the role of science education to the development of science and technology in Nigeria. Science embraces every attempt of human to explore and manage the natural world, the contribution of science education to the technological development of the nation, the role of science education in ICT development, the importance of mathematics in the development of science education, the paper also analyzed the challenges facing the development of science education to include corruption, insecurity, and political instability, the paper concluded by encouraging the government and other stakeholders in educational sector to pay more attention to the teaching and learning of science in our schools. Therefore recommended the development that emphasizes should be on the teaching and learning of science base subjects in the school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20and%20national%20development" title=" technology and national development"> technology and national development</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a> </p> <a href="https://publications.waset.org/abstracts/25860/science-education-in-nigeria-issues-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17346</span> Virtual Science Hub: An Open Source Platform to Enrich Science Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the Virtual Science Hub platform. It is an open source platform that combines a social network, an e-learning authoring tool, a video conference service and a learning object repository for science teaching enrichment. These four main functionalities fit very well together. The platform was released in April 2012 and since then it has not stopped growing. Finally we present the results of the surveys conducted and the statistics gathered to validate this approach. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=platform" title=" platform"> platform</a>, <a href="https://publications.waset.org/abstracts/search?q=authoring%20tool" title=" authoring tool"> authoring tool</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title=" science teaching"> science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a> </p> <a href="https://publications.waset.org/abstracts/2692/virtual-science-hub-an-open-source-platform-to-enrich-science-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2692.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">397</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17345</span> Analysis of Learning Difficulties among Preservice Students towards Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahla%20Khatib">Nahla Khatib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated several learning difficulties that affected the classroom learning experience of preservice students who are studying general science and methods of teaching science students at Faculty of Educational Studies at the Arab Open University (AOU) in Amman, Jordan. The focus questions for this study were to find answers for the following: 1. What are the main areas of learning difficulty among preservice students towards science education? 2. What are the main aspects of reducing obstacles towards success in science education? To achieve this goal, the researcher prepared a questionnaire which included 30 items to point out the learning difficulties among preservice students towards science education. The questionnaire was distributed among students enrolled in the general science courses 1&2 and methods of teaching science courses at the beginning of the spring semester of year (2013-2014). After collecting the filled questionnaire a descriptive statistical analysis was carried out (means and standard deviation) for the items of the questionnaire. After analyzing the data statistically our findings showed that student control–factors as well as course controlled factor, factors related to the nature of science, and factors related to the role of instructor affected student success toward science education. The study was concluded with a number of recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title="nature of science">nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/11993/analysis-of-learning-difficulties-among-preservice-students-towards-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17344</span> Students’ Perspectives on Learning Science Education amidst COVID-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rajan%20Ghimire">Rajan Ghimire</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the diseases caused by the coronavirus shook the whole world. This situation challenged the education system across the world and compelled educators to shift to an online mode of teaching. Many academic institutions that were persistent to keep their traditional pedagogical approach were also forced to change their teaching methods. This study aims to assess science education students' experiences and perceptions of this global issue, especially on the science teaching and learning process. The study is based on qualitative research and through in-depth interviews with respondents and data is analyzed. Online distance teaching and learning processes meet the requirements of students who cannot or prefer not to participate in conventional classroom settings. But there are some challenges for the students and teachers in the science teaching learning process. This study recommends some points to all stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electronic%20devices" title="electronic devices">electronic devices</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20and%20distance%20learning" title=" online and distance learning"> online and distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policy" title=" educational policy"> educational policy</a> </p> <a href="https://publications.waset.org/abstracts/181955/students-perspectives-on-learning-science-education-amidst-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181955.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17343</span> Exploring the Formation of High School Students’ Science Identity: A Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sitong.%20Chen">Sitong. Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bing%20Wei"> Bing Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a sociocultural concept, identity has increasingly gained attention in educational research, and the notion of students’ science identity has been widely discussed in the field of science education. Science identity was proved to be a key indicator of students’ learning engagement, persistence, and career intentions in science-related and STEM fields. Thus, a great deal of educational effort has been made to promote students’ science identity in former studies. However, most of this research was focused on students’ identity development during undergraduate and graduate periods, except for a few studies exploring high school students’ identity formation. High school has been argued as a crucial period for promoting science identity. This study applied a qualitative method to explore how high school students have come to form their science identities in previous learning and living experiences. Semi-structured interviews were conducted with 8 newly enrolled undergraduate students majoring in science-related fields. As suggested by the narrative data from interviews, students’ formation of science identities was driven by their five interrelated experiences: growing self-recognition as a science person, achieving success in learning science, getting recognized by influential others, being interested in science subjects, and informal science experiences in various contexts. Specifically, students’ success and achievement in science learning could facilitate their interest in science subjects and others’ recognition. And their informal experiences could enhance their interest and performance in formal science learning. Furthermore, students’ success and interest in science, as well as recognition from others together, contribute to their self-recognition. Based on the results of this study, some practical implications were provided for science teachers and researchers in enhancing high school students’ science identities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20students" title="high school students">high school students</a>, <a href="https://publications.waset.org/abstracts/search?q=identity%20formation" title=" identity formation"> identity formation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=living%20experiences" title=" living experiences"> living experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20identity" title=" science identity"> science identity</a> </p> <a href="https://publications.waset.org/abstracts/182763/exploring-the-formation-of-high-school-students-science-identity-a-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182763.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17342</span> Utilization of Learning Resources in Enhancing the Teaching of Science and Technology Courses in Post Primary Institutions in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isah%20Mohammed%20Patizhiko">Isah Mohammed Patizhiko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aimed at discussing the important role learning resources play in enhancing the teaching and learning of science and technology courses in post primary institution in Nigeria. The paper highlighted the importance learning resources contributed to the effective understanding of the learners. The use of learning resources in the teaching of these courses will encourage teachers to be more exploratory and the learners to have more understanding. In this paper, different range of learning resources particularly common learning resources (learning resources not design primarily for education purposes) to enrich their teaching. The paper also highlighted how ordinary resource can be turned into an educational resource. Recommendations were proffered in the sourcing of learning resources ie from the market, library, institutions, museums, and dump refuse and concluded that good demonstration on the use of resources will engage the learner’s interest and will develop higher level of conceptual understanding in the learning area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=enhance" title="enhance">enhance</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=resources" title=" resources"> resources</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology" title=" science and technology"> science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/70084/utilization-of-learning-resources-in-enhancing-the-teaching-of-science-and-technology-courses-in-post-primary-institutions-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17341</span> The Need for the Utilization of Instructional Materials on the Teaching and Learning of Agricultural Science Education in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogoh%20Andrew%20Enokela">Ogoh Andrew Enokela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper dwelt on the need for the utilization of instructional materials with highlights on the type of instructional materials, selection, uses and their importance on the learning and teaching of Agricultural Science Education in developing countries. It further discussed the concept of improvisation with some recommendation in terms of availability, utilization on the teaching and learning of Agricultural Science Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20materials" title="instructional materials">instructional materials</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20science%20education" title=" agricultural science education"> agricultural science education</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/7482/the-need-for-the-utilization-of-instructional-materials-on-the-teaching-and-learning-of-agricultural-science-education-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7482.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17340</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17339</span> Engaging Girls in 'Learn Science by Doing' as Strategy for Enhanced Learning Outcome at the Junior High School Level in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stella%20Y.%20Erinosho">Stella Y. Erinosho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an attempt to impact on girls’ interest in science, an instructional package on ‘Learn Science by Doing (LSD)’ was developed to support science teachers in teaching integrated science at the junior secondary level in Nigeria. LSD provides an instructional framework aimed at actively engaging girls in beginners’ science through activities that are discovery-oriented and allow for experiential learning. The goal of this study was to show the impact of application of LSD on girls’ performance and interest in science. The major hypothesis that was tested in the study was that students would exhibit higher learning outcomes (achievement and attitude) in science as effect of exposure to LSD instructional package. A quasi-experimental design was adopted, incorporating four all-girls schools. Three of the schools (comprising six classes) were randomly designated as experimental and one as the control. The sample comprised 357 girls (275 experimental and 82 control) and nine science teachers drawn from the experimental schools. The questionnaire was designed to gather data on students’ background characteristics and their attitude toward science while the cognitive outcomes were measured using tests, both within a group and between groups, the girls who had exposure to LSD exhibited improved cognitive outcomes and more positive attitude towards science compared with those who had conventional teaching. The data are consistent with previous studies indicating that interactive learning activities increase student performance and interest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20science" title=" school science"> school science</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/13426/engaging-girls-in-learn-science-by-doing-as-strategy-for-enhanced-learning-outcome-at-the-junior-high-school-level-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17338</span> Undergraduates Learning Preferences: A Comparison of Science, Technology and Social Science Academic Disciplines in Relations to Teaching Designs and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salina%20Budin">Salina Budin</a>, <a href="https://publications.waset.org/abstracts/search?q=Shaira%20Ismail"> Shaira Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students learn effectively in a learning environment with a suitable teaching approach that matches their learning preferences. The main objective of the study is to examine the learning preferences amongst the students in the Science and Technology (S&T), and Social Science (SS) fields of study at the Universiti Teknologi Mara (UiTM), Pulau Pinang. The measurement instrument is based on the Dunn and Dunn Learning Styles which measure five elements of learning styles; environmental, sociological, emotional, physiological and psychological. Questionnaires are distributed amongst undergraduates in the Faculty of Mechanical Engineering and Faculty of Business Management. The respondents comprise of 131 diploma students of the Faculty of Mechanical Engineering and 111 degree students of the Faculty of Business Management. The results indicate that, both S&T and SS students share a similar learning preferences on the environmental aspect, emotional preferences, motivational level, learning responsibility, persistent level in learning and learning structure. Most of the S&T students are concluded as analytical learners and the majority of SS students are global learners. Both S&T and SS students are concluded as visual learners, preferred to be in an active mobility in a relaxing and enjoying mode with some light of refreshments during the learning process and exhibited reflective characteristics in learning. Obviously, the S&T students are considered as left brain dominant, whereas the SS students are right brain dominant. The findings highlighted that both categories of students exhibited similar learning preferences except on psychological preferences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20preferences" title="learning preferences">learning preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=Dunn%20and%20Dunn%20learning%20style" title=" Dunn and Dunn learning style"> Dunn and Dunn learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20approach" title=" teaching approach"> teaching approach</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20and%20technology" title=" science and technology"> science and technology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20science" title=" social science"> social science</a> </p> <a href="https://publications.waset.org/abstracts/48076/undergraduates-learning-preferences-a-comparison-of-science-technology-and-social-science-academic-disciplines-in-relations-to-teaching-designs-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48076.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">244</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17337</span> Active Learning Based on Science Experiments to Improve Scientific Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kunihiro%20Kamataki">Kunihiro Kamataki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, active learning based on simple science experiments was developed in a university class of the freshman, in order to improve their scientific literacy. Through the active learning based on simple experiments of generation of cloud in a plastic bottle, students increased the interest in the global atmospheric problem and were able to discuss and find solutions about this problem positively from various viewpoints of the science technology, the politics, the economy, the diplomacy and the relations among nations. The results of their questionnaires and free descriptions of this class indicate that they improve the scientific literacy and motivations of other classroom lectures to acquire knowledge. It is thus suggested that the science experiment is strong tool to improve their intellectual curiosity rapidly and the connections that link the impression of science experiment and their interest of the social problem is very important to enhance their learning effect in this education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=simple%20scientific%20experiment" title=" simple scientific experiment"> simple scientific experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20education" title=" university education"> university education</a> </p> <a href="https://publications.waset.org/abstracts/47648/active-learning-based-on-science-experiments-to-improve-scientific-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47648.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17336</span> Building in Language Support in a Hong Kong Chemistry Classroom with English as a Medium of Instruction: An Exploratory Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kai%20Yip%20Michael%20Tsang">Kai Yip Michael Tsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Science writing has played a crucial part in science assessments. This paper reports a study in an area that has received little research attention – how Language across the Curriculum (LAC, i.e. science language and literacy) learning activities in science lessons can increase the science knowledge development of English as a foreign language (EFL) students in Hong Kong. The data comes from a school-based interventional study in chemistry classrooms, with written data from questionnaires, assessments and teachers’ logs and verbal data from interviews and classroom observations. The effectiveness of the LAC teaching and learning activities in various chemistry classrooms were compared and evaluated, with discussion of some implications. Students in the treatment group with lower achieving students received LAC learning and teaching activities while students in the control group with higher achieving students received conventional learning and teaching activities. After the study, they performed better in control group in formative assessments. Moreover, they had a better attitude to learning chemistry content with a richer language support. The paper concludes that LAC teaching and learning activities yielded positive learning outcomes among chemistry learners with low English ability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20learning%20and%20teaching" title="science learning and teaching">science learning and teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20and%20language%20integrated%20learning" title=" content and language integrated learning"> content and language integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20across%20the%20curriculum" title=" language across the curriculum"> language across the curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a> </p> <a href="https://publications.waset.org/abstracts/95553/building-in-language-support-in-a-hong-kong-chemistry-classroom-with-english-as-a-medium-of-instruction-an-exploratory-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95553.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17335</span> A Study of Achievement and Attitude on Learning Science in English by Using Co – Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakchai%20Rachniyom">Sakchai Rachniyom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Owing to the ASEAN community will formally take place in the few months; therefore, Thais should realize about the importance of English language. Since, it is regarded as a working language in the community. To promote Science students’ English proficiency, teacher should be able to teach in English language appropriately and effectively. The purposes of the quasi – experimental research are (1) to measure the learning achievement, (2) to evaluate students’ satisfaction on the teaching and learning and (3) to study the consequences of co – teaching method in order comprehend the learning achievement and improvement. The participants were 40 general science students teacher. Two types of research instruments were included; (1) an achievement test, and (2) a questionnaire. This research was conducted for 1 semester. The statistics used in this research were arithmetic mean and standard deviation. The findings of the study revealed that students’ achievement score was significantly increased at statistical level .05 and the students satisfied the teaching and learning at the highest level . The students’ involvement and teachers’ support were promoted. It was also reported students’ learning was improved by co – teaching method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=co%20%E2%80%93%20teaching%20method" title="co – teaching method">co – teaching method</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20science%20in%20english" title=" learning science in english"> learning science in english</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/42885/a-study-of-achievement-and-attitude-on-learning-science-in-english-by-using-co-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42885.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">479</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17334</span> Science Explorer Modules as a Communication Approach to Encourage High School Students to Pursue Science Careers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Ivan%20Roblas">Mark Ivan Roblas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Science Explorer is a mobile learning science facility in the Philippines. It is a bus that travels to different provinces in the country bringing interactive science modules facilitated by scientists from the industry and academe. The project aims to entice students to get into careers in science through interactive science modules and interaction with real-life scientists. This article looks into the effectiveness of its modules as a communication source and message to encourage high school students to get into careers in the future. The study revealed that as the Science Explorer modules are able to retain students to stay in science careers of their choice and even convert some to choose from non-science to a science degree, it still lacks in penetrating the belief system of the students and influencing them to take a scientific career path. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=informal%20science" title="informal science">informal science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20science" title=" mobile science"> mobile science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20careers" title=" science careers"> science careers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a> </p> <a href="https://publications.waset.org/abstracts/89161/science-explorer-modules-as-a-communication-approach-to-encourage-high-school-students-to-pursue-science-careers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17333</span> Inquiry-based Science Education in Computer Science Learning in Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maslin%20Masrom">Maslin Masrom</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Hasnaa%20Nik%20Mahmood"> Nik Hasnaa Nik Mahmood</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Normeza%20Wan%20Zakaria"> Wan Normeza Wan Zakaria</a>, <a href="https://publications.waset.org/abstracts/search?q=Azizul%20Azizan"> Azizul Azizan</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshaliza%20Kamaruddin"> Norshaliza Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Traditionally, in science education, the teacher provides facts and the students learn them. It is outmoded for today’s students to equip them with real-life situations, mainly because knowledge and life skills are acquired passively from the instructors. Inquiry-Based Science Education (IBSE) is an approach that allows students to experiment, ask questions, and develop responses based on reasoning. It has provided students and teachers with opportunities to actively engage in collaborative learning via inquiry. This approach inspires the students to become active thinkers, research for solutions, and gain life-long experience and self-confidence. Therefore, the research aims to investigate how the primary-school teacher supports students or pupils through an inquiry-based science education approach for computer science, specifically coding skills. The results are presented and described. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20science%20education" title="inquiry-based science education">inquiry-based science education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/147613/inquiry-based-science-education-in-computer-science-learning-in-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17332</span> Science Process Skill and Interest Preschooler in Learning Early Science through Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seah%20Siok%20Peh">Seah Siok Peh</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashimah%20Mohd%20Yunus"> Hashimah Mohd Yunus</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hashimah%20Hashim"> Nor Hashimah Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Mohamad"> Mariam Mohamad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A country needs a workforce that encompasses knowledge, skilled labourers to generate innovation, productivity and being able to solve problems creatively via technology. Science education experts believe that the mastery of science skills help preschoolers to generate such knowledge on scientific concepts by providing constructive experiences. Science process skills are skills used by scientists to study or investigate a problem, issue, problem or phenomenon of science. In line with the skills used by scientists. The purpose of this study is to investigate the basic science process skill and interest in learning early science through mobile application. This study aimed to explore six spesific basic science process skills by the use of a mobile application as a learning support tool. The descriptive design also discusses on the extent of the use of mobile application in improving basic science process skill in young children. This study consists of six preschoolers and two preschool teachers from two different classes located in Perak, Malaysia. Techniques of data collection are inclusive of observations, interviews and document analysis. This study will be useful to provide information and give real phenomena to policy makers especially Ministry of education in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20education" title="science education">science education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20science%20process%20skill" title=" basic science process skill"> basic science process skill</a>, <a href="https://publications.waset.org/abstracts/search?q=interest" title=" interest"> interest</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20science" title=" early science"> early science</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a> </p> <a href="https://publications.waset.org/abstracts/54008/science-process-skill-and-interest-preschooler-in-learning-early-science-through-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17331</span> Evaluation of the Self-Efficacy and Learning Experiences of Final year Students of Computer Science of Southwest Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olabamiji%20J.%20Onifade">Olabamiji J. Onifade</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20O.%20Ajayi"> Peter O. Ajayi</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20O.%20Jegede"> Paul O. Jegede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating the preparedness of the undergraduate final year students of Computer Science as the next entrants into the workplace. It assessed their self-efficacy in computational tasks and examined the relationship between their self-efficacy and their learning experiences in Southwest Nigerian universities. The study employed a descriptive survey research design. The population of the study comprises all the final year students of Computer Science. A purposive sampling technique was adopted in selecting a representative sample of interest from the final year students of Computer Science. The Students’ Computational Task Self-Efficacy Questionnaire (SCTSEQ) was used to collect data. Mean, standard deviation, frequency, percentages, and linear regression were used for data analysis. The result obtained revealed that the final year students of Computer Science were averagely confident in performing computational tasks, and there is a significant relationship between the learning experiences of the students and their self-efficacy. The study recommends that the curriculum be improved upon to accommodate industry experts as lecturers in some of the courses, make provision for more practical sessions, and the learning experiences of the student be considered an important component in the undergraduate Computer Science curriculum development process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experiences" title=" learning experiences"> learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/144403/evaluation-of-the-self-efficacy-and-learning-experiences-of-final-year-students-of-computer-science-of-southwest-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144403.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17330</span> The Context of Teaching and Learning Primary Science to Gifted Students: An Analysis of Australian Curriculum and New South Wales Science Syllabus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashedul%20Islam">Rashedul Islam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A firmly-validated aim of teaching science is to support student enthusiasm for science learning with an outspread interest in scientific issues in future life. This is in keeping with the recent development in Gifted and Talented Education statement which instructs that gifted students have a renewed interest and natural aptitude in science. Yet, the practice of science teaching leaves many students with the feeling that science is difficult and compared to other school subjects, students interest in science is declining at the final years of the primary school. As a curriculum guides the teaching-learning activities in school, where significant consequences may result from the context of the curricula and syllabi, are a major feature of certain educational jurisdictions in NSW, Australia. The purpose of this study was an exploration of the curriculum sets the context to identify how science education is practiced through primary schools in Sydney, Australia. This phenomenon was explored through document review from two publicly available documents namely: the NSW Science Syllabus K-6, and Australian Curriculum: Foundation - 10 Science. To analyse the data, this qualitative study applied themed content analysis at three different levels, i.e., first cycle coding, second cycle coding- pattern codes, and thematic analysis. Preliminary analysis revealed the phenomenon of teaching-learning practices drawn from eight themes under three phenomena aligned with teachers’ practices and gifted student’s learning characteristics based on Gagné’s Differentiated Model of Gifted and Talent (DMGT). From the results, it appears that, overall, the two documents are relatively well-placed in terms of identifying the context of teaching and learning primary science to gifted students. However, educators need to make themselves aware of the ways in which the curriculum needs to be adapted to meet gifted students learning needs in science. It explores the important phenomena of teaching-learning context to provide gifted students with optimal educational practices including inquiry-based learning, problem-solving, open-ended tasks, creativity in science, higher order thinking, integration, and challenges. The significance of such a study lies in its potential to schools and further research in the field of gifted education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20primary%20science" title="teaching primary science">teaching primary science</a>, <a href="https://publications.waset.org/abstracts/search?q=gifted%20student%20learning" title=" gifted student learning"> gifted student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20context" title=" curriculum context"> curriculum context</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20syllabi" title=" science syllabi"> science syllabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Australia" title=" Australia"> Australia</a> </p> <a href="https://publications.waset.org/abstracts/72519/the-context-of-teaching-and-learning-primary-science-to-gifted-students-an-analysis-of-australian-curriculum-and-new-south-wales-science-syllabus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72519.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17329</span> An Experiment with Science Popularization in Rural Schools of Sehore District in Madhya Pradesh, India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peeyush%20Verma">Peeyush Verma</a>, <a href="https://publications.waset.org/abstracts/search?q=Anil%20Kumar"> Anil Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Anju%20Rawlley"> Anju Rawlley</a>, <a href="https://publications.waset.org/abstracts/search?q=Chanchal%20Mehra"> Chanchal Mehra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> India's school-going population is largely served by an educational system that is, in most rural parts, stuck with methods that emphasize rote learning, endless examinations, and monotonous classroom activities. Rural government schools are generally seen as having poor infrastructure, poor support system and low motivation for teaching as well as learning. It was experienced during the survey of this project that there is lesser motivation of rural boys and girls to attend their schools and still less likely chances to study science, tabooed as “difficult”. An experiment was conducted with the help of Rural Knowledge Network Project through Department of Science and Technology, Govt of India in five remote villages of Sehore District in Madhya Pradesh (India) during 2012-2015. These schools are located about 50-70 Km away from Bhopal, the capital of Madhya Pradesh and can distinctively qualify as average rural schools. Three tier methodology was adapted to unfold the experiment. In first tier randomly selected boys and girls from these schools were taken to a daylong visit to the Regional Science Centre located in Bhopal. In second tier, randomly selected half of those who visited earlier were again taken to the Science Centre to make models of Science. And in third tier, all the boys and girls studying science were exposed to video lectures and study material through web. The results have shown an interesting face towards learning science among youths in rural schools through peer learning or incremental learning. The students who had little or no interest in learning science became good learners and queries started pouring in from the neighbourhood village as well as a few parents requested to take their wards in the project to learn science. The paper presented is a case study of the experiment conducted in five rural schools of Sehore District. It reflects upon the methodology of developing awareness and interest among students and finally engaging them in popularising science through peer-to-peer learning using incremental learning elements. The students, who had a poor perception about science initially, had changed their attitude towards learning science during the project period. The results of this case, however, cannot be generalised unless replicated in the same setting elsewhere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=popularisation%20of%20science" title="popularisation of science">popularisation of science</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20temper" title=" science temper"> science temper</a>, <a href="https://publications.waset.org/abstracts/search?q=incremental%20learning" title=" incremental learning"> incremental learning</a>, <a href="https://publications.waset.org/abstracts/search?q=peer-to-peer%20learning" title=" peer-to-peer learning"> peer-to-peer learning</a> </p> <a href="https://publications.waset.org/abstracts/26096/an-experiment-with-science-popularization-in-rural-schools-of-sehore-district-in-madhya-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17328</span> Factors Affecting Happiness Learning of Students of Faculty of Management Science, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somtop%20Keawchuer">Somtop Keawchuer </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this research are to compare the satisfaction of students, towards the happiness learning, sorted by their personal profiles, and to figure out the factors that affect the students’ happiness learning. This paper used survey method to collect data from 362 students. The survey was mainly conducted in the Faculty of Management Science, Suan Sunandha Rajabhat University, including 3,443 students. The statistics used for interpreting the results included the frequencies, percentages, standard deviations and One-way ANOVA. The findings revealed that the students are aware and satisfaction that all the factors in 3 categories (knowledge, skill and attitude) influence the happiness learning at the highest levels. The comparison of the satisfaction levels of the students toward their happiness learning leads to the results that the students with different genders, ages, years of study, and majors of the study have the similar satisfaction at the high level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=happiness" title="happiness">happiness</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20satisfaction" title=" learning satisfaction"> learning satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=Faculty%20of%20Management%20Science" title=" Faculty of Management Science"> Faculty of Management Science</a> </p> <a href="https://publications.waset.org/abstracts/8128/factors-affecting-happiness-learning-of-students-of-faculty-of-management-science-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17327</span> Reproductive Health Education (RHE) Toolkit for Science Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivy%20Jeralyn%20T.%20Andres">Ivy Jeralyn T. Andres</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20B.%20Macugay"> Eva B. Macugay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a descriptive research design utilizing the Research and Development (R&D) methodology, this study focused on the development of Reproductive Health Education (RHE) Toolkit for Science Teachers that provides a guide in teaching reproductive health. Based on the findings, the teacher-respondents identified nine topics that can be included in the development of the RHE toolkit. The topics included are The Male Reproductive System, The Female Reproductive System, The Roles of Hormones in Male and Female Reproductive System, Menstrual Cycle, Fertilization, Pregnancy and Childbirth, Breastfeeding, Human Reproductive and Developmental Concerns and Reproductive Health Management and Diseases. The developed RHE Toolkit is remarked as very highly valid and very highly acceptable learning material. The validators and evaluators acknowledged the developed RHE toolkit as clear, creative, and academically useful supplemental material for educating reproductive health. Moreover, it follows the principles of SMART objectives, factual, timely, and relevant content for both learners and the community as a whole. Science teachers should employ the RHE Toolkit in teaching reproductive health education into their respective classes. It is also suggested that the developed RHE toolkit can be implemented to elementary pupils and the community, particularly in rural areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reproductive%20health%20education" title="reproductive health education">reproductive health education</a>, <a href="https://publications.waset.org/abstracts/search?q=toolkit" title=" toolkit"> toolkit</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teachers" title=" science teachers"> science teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=supplemental%20material" title=" supplemental material"> supplemental material</a> </p> <a href="https://publications.waset.org/abstracts/174548/reproductive-health-education-rhe-toolkit-for-science-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17326</span> Comprehensive Study of Data Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asifa%20Amara">Asifa Amara</a>, <a href="https://publications.waset.org/abstracts/search?q=Prachi%20Singh"> Prachi Singh</a>, <a href="https://publications.waset.org/abstracts/search?q=Kanishka"> Kanishka</a>, <a href="https://publications.waset.org/abstracts/search?q=Debargho%20Pathak"> Debargho Pathak</a>, <a href="https://publications.waset.org/abstracts/search?q=Akshat%20Kumar"> Akshat Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jayakumar%20Eravelly"> Jayakumar Eravelly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today's generation is totally dependent on technology that uses data as its fuel. The present study is all about innovations and developments in data science and gives an idea about how efficiently to use the data provided. This study will help to understand the core concepts of data science. The concept of artificial intelligence was introduced by Alan Turing in which the main principle was to create an artificial system that can run independently of human-given programs and can function with the help of analyzing data to understand the requirements of the users. Data science comprises business understanding, analyzing data, ethical concerns, understanding programming languages, various fields and sources of data, skills, etc. The usage of data science has evolved over the years. In this review article, we have covered a part of data science, i.e., machine learning. Machine learning uses data science for its work. Machines learn through their experience, which helps them to do any work more efficiently. This article includes a comparative study image between human understanding and machine understanding, advantages, applications, and real-time examples of machine learning. Data science is an important game changer in the life of human beings. Since the advent of data science, we have found its benefits and how it leads to a better understanding of people, and how it cherishes individual needs. It has improved business strategies, services provided by them, forecasting, the ability to attend sustainable developments, etc. This study also focuses on a better understanding of data science which will help us to create a better world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=data%20science" title="data science">data science</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analytics" title=" data analytics"> data analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/161172/comprehensive-study-of-data-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17325</span> Use of Technology to Improve Students’ Attitude in Learning Mathematics of Non- Mathematics Undergraduate Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asia%20Majeed">Asia Majeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The learning of mathematics in science, engineering and social science programs can be enhanced through practical problem-solving techniques. The instructors can design their lessons with some strategies to improve students’ educational needs and accomplishments in mathematics classrooms. The use of technology in class problem solving and application sessions can enhance deep understanding of mathematics among students. As mathematician, we believe in subject specific and content-driven teaching methods. Through technology the relationship between the physical problems and the mathematical models can be analyzed. This paper is about selective use of technology in mathematics classrooms and helpful to others mathematics instructors who wishes to improve their traditional teaching techniques to improve students’ attitude in learning mathematics. These techniques corpus can be used in teaching large mathematics classes in science, technology, engineering, and social science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude%20in%20learning%20mathematics" title="attitude in learning mathematics">attitude in learning mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=non-mathematics%20undergraduate%20students" title=" non-mathematics undergraduate students"> non-mathematics undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/128879/use-of-technology-to-improve-students-attitude-in-learning-mathematics-of-non-mathematics-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128879.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17324</span> Teaching and Education Science as a Way of Enhancing Student’s Skills and Employability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabbengo%20Minovia">Nabbengo Minovia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching and education science encompasses a broad spectrum of research and practices aimed at understanding and improving the processes of teaching and learning. This abstract explores key themes within this field, including pedagogical methodologies, educational psychology, curriculum development, and the integration of technology in education. It highlights the importance of evidence-based practices in enhancing student outcomes and fostering lifelong learning. The abstract also discusses current trends such as personalized learning, inclusive education, and the role of educators as facilitators of knowledge and critical thinking. By examining these aspects, this abstract aims to contribute to the ongoing dialogue on effective educational strategies and their impact on shaping future generations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20through%20skilling" title="employability through skilling">employability through skilling</a>, <a href="https://publications.waset.org/abstracts/search?q=excellence%20as%20a%20way%20to%20self-esteem" title=" excellence as a way to self-esteem"> excellence as a way to self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20as%20an%20art" title=" science as an art"> science as an art</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20gained%20through%20learning" title=" skills gained through learning"> skills gained through learning</a> </p> <a href="https://publications.waset.org/abstracts/188408/teaching-and-education-science-as-a-way-of-enhancing-students-skills-and-employability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17323</span> Skills Development: The Active Learning Model of a French Computer Science Institute</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Paparisteidi">N. Paparisteidi</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Rodamitou"> D. Rodamitou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article focuses on the skills development and path planning of students studying computer science in EPITECH: french private institute of Higher Education. The researchers examine students’ points of view and experience in a blended learning model based on a skills development curriculum. The study is based on the collection of four main categories of data: semi-participant observation, distribution of questionnaires, interviews, and analysis of internal school databases. The findings seem to indicate that a skills-based program on active learning enables students to develop their learning strategies as well as their personal skills and to actively engage in the creation of their career path and contribute to providing additional information to curricula planners and decision-makers about learning design in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20development" title=" skills development"> skills development</a> </p> <a href="https://publications.waset.org/abstracts/152278/skills-development-the-active-learning-model-of-a-french-computer-science-institute" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152278.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20and%20health%20learning&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=science%20and%20health%20learning&page=3">3</a></li> <li class="page-item"><a class="page-link" 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