Various educational tools and pedagogies can be used to teach Science, Physics, and Engineering courses at the University Undergraduate and Graduate levels. Some of the best ones are:

Overall, the best approach will depend on the specific course and the needs of the students. Using a combination of these tools and pedagogies can be an effective way to enhance student learning and engagement.

The best educational tools and pedagogies for teaching sciences, physics, and engineering will depend on the specific needs and objectives one is trying to achieve. However, incorporating active learning, interactive simulations and demonstrations, multimedia content, peer instruction, and authentic assessment can be effective in engaging students and enhancing their learning outcomes.

Dear Eduard Babulak

I will be happy to answer your question in the best way

First, a problem in the education system must be felt and understood. The problem should be identified with the help of colleagues and experts. The ideal situation should be described and the gap between the existing situation and the ideal situation should be explained (the general need should be described). In the next step, the needs of the target learners should be described and assessed. In the third step, goal and objectives are clearly described and understood. In the fourth step, pedagogical educational strategies are selected and educational strategies are implemented in the desired way. Finally, we have the evaluation, which should be evaluated with standard models of both the program and the learning and behavior change of the learners.

Best Regards

Amrollah Roozbehi

Professor of Anatomy and Medical Education

Yasouj University of Medical Sciences, Iran

Simulation could be the best alternative if you don't have the access to well-equipped laboratories.

Dear Professor Babulak

This is my pleasure to answer your valuable question.

I think this question has multiple aspects to answer and other professionals have said some of them. But in my opinion, one of the most important things that we should pay attention to is the "hidden curriculum", which is mainly dependent on the relationship between the student and the teacher. Professor Harden has discussed it in his book "Practical Guide for Medical Teachers".

With the best wishes

Considering individual differences, There is NO best tool or pedagogy for a class in the undergrad or grad level.

.

Both theory and practical

I agree with Akilu Isma'il premise that the design of teaching and learning activities and strategies begin with specific needs and objectives. This is the starting point of backward design. I believe that Novak's theory of meaningful learning provides the most powerful framework for informing the design, implementation, and assessment of teaching and learning activities that promote the meaningful learning of science, mathematics and engineering concepts and principles at all levels of education. Learners who develop robust conceptual frameworks are better equipped to solve novel problems presented to them. And the solving of complex conceptual problems best occurs in small groups where learners work as a team. Thus, the methods presented by Khalid Mohamed Abdi are particularly effective pedagogical strategies.

Building instructional conversations is a key method to teach science vocabulary. Let them talk in between the lectures about the experience they had with an application related to the topic of discussion. This promotes their dialogue construction in science as they communicate using scientific and technical terms.

I am presentig my experience

1. Science faculty presentation always goes on either board or ppt.

2. Lab orientation with the lab practicals is not enough, extended lab practicals helps alot.

3. For engineering things completely different. In a one word Experiential Engineering education works very well, provided Faculty should minimum in excellent in instruction, fact is micro teaching sessions always work but many colleges ,universities wont execute.

4. Please remember Engineering takes 4 fold project based, Experiential learning education than Science.

I think that for undergraduate education, and also education in high schools, there is an insufficient teaching of arguments that have changed the position of humans in front of the nature, now radically changed at the light of the modern physics ad technology. I am referring to the teaching of quantum physics. that has changed the relation of science with the nature, and the erroneous idea that technology is an application of science, neglecting its ancestral origin, and the fact that it may constitute an autonomous discipline, based on its scientific definition, separated by applications of specific scientific results, and by the study of its effects on the economic system. That may be useful in understanding the role of technology in the environment, and facing the dangers of transfer of rational thinking to machines with AI, substituted by emotional thinking in social networks.

I don't have any idea about this speciality

Pedagogical content for this will depend on the subject content matter. Where there is a need for demonstration, presentation, inquiry, etc this must be applied appropriately.

Hence one size does not fit all. Therefore mix technique approach is needed to apply.

Pedagogy in teaching science has to do with understanding the theory and practice of effective teaching and learning of science and how this process impacts or is being impacted by the psychological and overall development of the learners. I think in teaching science, the aim should be to impact in the learners;

1. Adequate knowledge of scientific facts and scientific methods.

2. Ability to develop scientific thoughts through careful and accurate observation.

3. Ability to initiate and practice problem solving techniques and skills.

So in doing this,any methodology that suits the learners that will help them to first understand and masters the basics of science should be discovered by the teacher and be applied. it can't be general because each learner is unique. Then adequate training in the application of the content mastered should be given through series of experiment, observation and practice. This is because according to a Chinese philosopher Confucius " I HEAR AND I FORGET.I SEE AND I REMEMBER.I DO AND I UNDERSTAND".Xunzi (340-245BC). This Confucius scholar made a very strong point that when it comes to learning, discussion and theory is not as good as experiment, observation and practice. Therefore science is reality and not history to be told and should be handled as such when teaching it. Thank you.

You can use digital tools like interactive whiteboard from Microsoft Teams or Zoom, Kahoot, Quizziz, Nearpod, Mentimeter, padlet. Also use some applications in mathematics I use GeoGebra, Desmos, XL platforms, MATLAB and their are others you can use to make your teaching and learning interactive

I use Microsoft teams and Onenote class notiz book, phet simulations, molview, Marvin, sparkvue, logger pro, ...

Facilitative learning and the use of manipulators

Podemos ressalta que melhor ferramentas para ministrar qualquer curso de graduação e pós graduação sem dúvidas são as ferramentas tecnológicas, acompanhadas com uma pedagogia inclusiva e diversificada de uso de tecnologia e aulas interativas.

The best way to teach any course or subject is to make the content relatable. How relatable can science be? Very much so. Our existence in the world is an interaction with science. Storytelling, in other words, experience sharing of these realities makes science come to life in ways that merely repeating scientific terminologies cannot. The following statement from Jerome Bruner has been my educational mantra for a while now: “To the extent that the materials of education are chosen for their amenableness to imaginative transformation and are presented in a light to invite negotiation and speculation, to that extent education becomes a part of… ‘culture making.’ The pupil (student) in effect becomes a party to the negotiatory process by which facts are created and interpreted. He becomes at once an agent of knowledge-making as well as a recipient of knowledge transmission.” (Bruner 1986, 127. Emphasis added).

The best educational tools and pedagogy for teaching Sciences, Physics, and Engineering courses at the university undergraduate and graduate levels can vary depending on factors such as the course content, learning objectives, and student population. However, some effective tools and pedagogies that can be used to enhance student learning and engagement in these subjects include interactive simulations and modeling tools, collaborative learning, project-based learning, flipped classroom, active learning strategies, and resources and support services. Additionally, it is important to provide students with a range of resources and support services, such as tutoring, mentorship, and access to research opportunities, to help them succeed in their studies and careers in Sciences, Physics, and Engineering.

Pedagogy helps us to know how different students learn and grasp information so that they can tailor their lessons to satisfy those needs. It is likely to improve the quality of teaching and the way it is received by the students.

There are various pedagogical knowledge that can be used to teach science concepts. it is important to explore different aspects of pedagogical knowledge to teach various science concepts as there is no single best method.

Pedagogy simply put, is the "how" of teaching a particular topic in a particular subject of a particular field of study to get the learners obtain a high degree of comprehension. There is therefore no generalised way or method, so to say, to be used in teaching these science subjects. It is the teacher that must be knowledgeable in the different methods and models available and decide and adopt or adapt which "how" to best deliver the topic for best understanding by his students under the prevailing circumstances.