Collaboration between science teacher educators and science faculty from arts and sciences for the purpose of developing a middle childhood science teacher education program: A case study

Science.gov (United States)

Buck, Gayle A.

1998-12-01

The science teacher educators at a midwestern university set a goal to establish a collaborative relationship between themselves and representatives from the College of Arts & Sciences for the purpose of developing a middle childhood science education program. The coming together of these two faculties provided a unique opportunity to explore the issues and experiences that emerge as such a collaborative relationship is formed. In order to gain a holistic perspective of the collaboration, a phenomenological case study design and methods were utilized. The study took a qualitative approach to allow the experiences and issues to emerge in a naturalistic manner. The question, 'What are the issues and experiences that emerge as science teacher educators and science faculty attempt to form a collaborative relationship for the purpose of developing a middle childhood science teacher program?' was answered by gathering a wealth of data. These data were collected by means of semi-structured interviews, observations and written document reviews. An overall picture was painted of the case by means of heuristic, phenomenological, and issues analyses. The researcher followed Moustakas' Phases of Heuristic Research to answer the questions 'What does science mean to me?' and 'What are my beliefs about the issues guiding this case?' prior to completing the phenomenological analysis. The phenomenological analysis followed Moustakas' 'Modification of the Van Kaam Methods of Analysis of Phenomenological Data'. This inquiry showed that the participants in this study came to the collaboration for many different reasons and ideas about the purpose for such a relationship. The participants also had very different ideas about how such a relationship should be conducted. These differences combined to create some issues that affected the development of curriculum and instruction. The issues involved the lack of (a) mutual respect for the work of the partners, (b) understanding about the

Science Education at Riverside Middle School A Case Study

Science.gov (United States)

Smiley, Bettie Ann Pickens

For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and

Identifying barriers to Science, Technology, Society and environment (STSE) educational goals and pedagogy in science education: A case study of UMASS Lowell undergraduate engineering

Science.gov (United States)

Phaneuf, Tiffany

The implementation of sustainable development in higher education is a global trend. Engineers, as gatekeepers of technological innovation, confront increasingly complex world issues ranging from economic and social to political and environmental. Recently, a multitude of government reports have argued that solving such complex problems requires changes in the pedagogy of engineering education, such as that prescribed by the Science, Technology, Society, and education (STS) movement that grew out of the environmental movement in the 70s. In STS students are engaged in the community by understanding that scientific progress is innately a sociopolitical process that involves dimensions of power, wealth and responsibility. United States accreditation criteria now demand "the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context" (ABET Engineering Accreditation Commission 2005). With such emphasis on STS education as necessary to address complex world issues, it is vital to assess the barriers in the traditional engineering curriculum that may inhibit the success of such educational reform. This study identifies barriers to STS goals and pedagogy in post secondary science education by using the Francis College of Engineering at UMASS Lowell as a single case study. The study draws on existing literature to develop a theoretical framework for assessing four hypothesized barriers to STS education in undergraduate engineering. Identification of barriers to STS education in engineering generates a critical reflection of post secondary science education and its role in preparing engineers to be active citizens in shaping a rapidly globalizing world. The study offers policy recommendations for enabling post secondary science education to incorporate STS education into its curriculum.

Cultural studies of science education

Science.gov (United States)

Higgins, Joanna; McDonald, Geraldine

2008-07-01

In response to Stetsenko's [2008, Cultural Studies of Science Education, 3] call for a more unified approach in sociocultural perspectives, this paper traces the origins of the use of sociocultural ideas in New Zealand from the 1970s to the present. Of those New Zealanders working from a sociocultural perspective who responded to our query most had encountered these ideas while overseas. More recently activity theory has been of interest and used in reports of work in early childhood, workplace change in the apple industry, and in-service teacher education. In all these projects the use of activity theory has been useful for understanding how the elements of a system can transform the activity. We end by agreeing with Stetsenko that there needs to be a more concerted approach by those working from a sociocultural perspective to recognise the contribution of others in the field.

An Empirical Study about China: Gender Equity in Science Education.

Science.gov (United States)

Wang, Jianjun; Staver, John R.

A data base representing a random sample of more than 10,000 grade 9 students in an SISS (Second IEA Science Study) Extended Study (SES), a key project supported by the China State Commission of Education in the late 1980s, was employed in this study to investigate gender equity in student science achievement in China. This empirical data analysis…

Science Education: The New Humanity?

Science.gov (United States)

Douglas, John H.

1973-01-01

Summarizes science education trends, problems, and controversies at the elementary, secondary, and higher education levels beginning with the Physical Science Study Committee course, and discusses the present status concerning the application of the Fourth Revolution to the education system. (CC)

African Journal of Educational Studies in Mathematics and Sciences ...

African Journals Online (AJOL)

African Journal of Educational Studies in Mathematics and Sciences. ... The level of detail varies; some disciplines produce manuscripts that comprise discrete .... Duplicate publication, sometimes called self-plagiarism, occurs when an author ...

Marxism in Vygotskian approaches to cultural studies of science education

Science.gov (United States)

Lima Junior, Paulo; Ostermann, Fernanda; Rezende, Flavia

2014-09-01

In this paper we initially address the main categories of Marxism, illustrating how Vygotsky has appropriated them as mediational meta-theoretical tools for building concepts for his psychological approach. In order to investigate the influence of Marxism in cultural studies of science education, we make an account of how current research, sustained by Vygotsky's original and successor theories, has been appropriating meta-theoretical categories of dialectical materialism. Once we identified Cultural Studies of Science Education as a journal that would probably concentrate papers that follow these perspectives, we decided to take it as the context of this study. In the process of selecting the corpus to be reviewed from the editions published from 2006 to 2011, we have found that 16 % of the articles that matched keywords denoting frameworks related to the Vygotskian tradition developed and appropriated the categories of dialectical materialism. The quality and originality of contemporary development of CHAT denote that this framework has been playing a very important role in recent expansion of Vygotskian approaches to research in science education. Among the papers that we considered to develop and appropriate Vygotskian frameworks, incompletion in the appropriation of meta-theoretical categories of dialectical materialism and the misusage of dialectics intertwined with dialogism were highlighted. Our findings suggest that overcoming these limitations can enhance political analysis of sociocultural phenomena in the context of science education. It also represents a strengthening of the role of dialectical materialism in expanding sociocultural perspectives toward a better articulation between individual and institutional-centered analyses.

African Journal of Educational Studies in Mathematics and Sciences ...

African Journals Online (AJOL)

African Journal of Educational Studies in Mathematics and Sciences. ... on senior high school students' proficiency in solving linear equation word problems ... from parents and teachers' influence on students' mathematics-related self-beliefs ...

Science education for empowerment and social change: a case study of a teacher educator in urban Pakistan

Science.gov (United States)

Zahur, Rubina; Calabrese Barton, Angela; Upadhyay, Bhaskar Raj

2002-09-01

In this manuscript we focus on the question, 'What should be the purpose of science education for children of the very poor class in caste-oriented developing countries such as Pakistan?' In other words, in a country where the literacy rate hovers around 10 per cent for the poorest segment of society and where there is no expectation that children will complete primary school, of what importance is primary science education and to what end should it be offered in schools? We begin a conversation around this question by presenting, in this manuscript, a case study of one teacher educator whose beliefs and practices sharply deviate from the norm - she believes science education ought to be about empowering students to make physical and political changes in their community. In particular, using the rich, contextual interview and observational data generated through case study, we show how Haleema's (pseudonym) orientation to science teacher education are buttressed by three fundamental beliefs: that low levels of literacy and school achievement among poor children have as much to do with poor families' lack of power/influence on the purposes and processes of schooling as it has to do with opportunities and resources; that school science can begin to address inequalities in power by fostering a kind of scientific literacy among children that leads to individual and community empowerment around health and environmental issues, the very science-related issues that divide quality of life and opportunity for poor families; and that teacher education programmes can play a role in transforming a society's views about how science and scientific practices might play a role in bringing communities together to effect change for the better.

SSMA Science Reviewers' Forecasts for the Future of Science Education.

Science.gov (United States)

Jinks, Jerry; Hoffer, Terry

1989-01-01

Described is a study which was conducted as an exploratory assessment of science reviewers' perceptions for the future of science education. Arrives at interpretations for identified categories of computers and high technology, science curriculum, teacher education, training, certification, standards, teaching methods, and materials. (RT)

Impact of Initiatives to Implement Science Inquiry: A Comparative Study of the Turkish, Israeli, Swedish and Czech Science Education Systems

Science.gov (United States)

Heinz, Jana; Enghag, Margareta; Stuchlikova, Iva; Cakmakci, Gultekin; Peleg, Ran; Baram-Tsabari, Ayelet

2017-01-01

This empirical study investigates factors that influence the implementation of science inquiry in the education systems of Turkey, Israel, Sweden and the Czech Republic. Data was collected by means of recordings of science experts' discussions as part of an EU-funded project called Science-Teacher Education Advanced Methods (2009-2012). Results of…

Scientific literacy and the ontology of science education: A case study of learning in the outdoors

Science.gov (United States)

Gleason, Tristan

This dissertation seeks to articulate a framework for critiquing and reconstructing science education by fleshing out the relationships between science education, its ontological commitments to nature, and educational practices that promote justice and democracy. Drawing on theoretical and methodological resources from American Pragmatism and science studies, I offer a case study that evokes the practices of a residential outdoor science program in the Pacific Northwest. I suggest that these practices provide an opportunity to imagine how science education emerges differently when it abandons its commitments to a singular and authoritative Nature, and explore how this program provides empirical resources for building a theory of science education that is multinatural. Grasping the plurality of nature diminishes the tension between experiences and the world, recognizing the importance of the sciences to democratic action without positioning them as a singular source of authority. Multinaturalism then becomes an orienting concept for imagining and reconstructing more democratic and just practices of science education, practices that move away from the transmission of a cannon of white, Eurocentric knowledge, and towards the navigation of problems in dynamic worlds.

Graduate Experience in Science Education: the development of a science education course for biomedical science graduate students.

Science.gov (United States)

Markowitz, Dina G; DuPré, Michael J

2007-01-01

The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers.

The many roles of "explanation" in science education: a case study

Science.gov (United States)

Rocksén, Miranda

2016-12-01

In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science classroom settings. Science classroom communication is examined in terms of one teacher's word use during eleven lessons about evolution. The study contributes empirical examples of how disciplinary norms of valid explanations are manifested in science classroom communication. A dialogical analysis shows how the teacher provides three conversational structures: asking for acts of explanation, providing opportunities to talk about what explanations are in this context and providing opportunities to talk about explanations constructed by students. These three structures facilitate the process of learning how to evaluate and justify explanations. Three potential meanings of the word "explanation" are pointed to: an everyday meaning, a pedagogical-professional meaning and a scientific meaning of the word. It is suggested that the co-existence of these three potential meanings has communicative consequences in science education.

Perceived barriers to online education by radiologic science educators.

Science.gov (United States)

Kowalczyk, Nina K

2014-01-01

Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

The making of a bilingual science educator: An autobiographical study

Science.gov (United States)

Chacon, Hugo Alejandro

This qualitative study explores the journey of a Latino educator in becoming a bilingual high school science teacher and university professor. It focuses on discovering how the practice of teaching and learning is shaped through social, psychological, and cultural factors. Through the use of an autobiographical method known as currere, the researcher recounts personal and educational experiences that address important issues in education related to language, science, culture, and social class through the perspective of one doing the work. The study reviews the literature on autobiographical forms of research in the field of education and suggests how autobiography in education, an emerging genre, holds the promise for creating new meanings of the self while at the same time attempts to develop a theory of autobiography that acknowledges the importance of people of color and other marginalized groups. Data collected include 22 hours of audiotaped recordings, conversations, and educational artifacts including notes from innovative classroom projects, lesson plans, conference presentations, computer files, graduate coursework, classroom videotaping, university course evaluations, and department memos. Findings of this study revealed that: (a) the process of becoming a transformative educator involves critical self-reflection on one's cultural/ethnic identity and linguistic heritage; (b) the importance of self-reflection on one's teaching is a critical component in moving towards a more culturally and linguistically responsive curriculum; (c) the bilingual educator can achieve a greater understanding of the important role in the maintenance, implementation, and promotion of minority language education through a reflective practice; and (d) the development of the underrepresented voice in education and the awakening to one's personal and philosophical worldviews is as important as the preparation one receives in becoming a bilingual teacher.

Nihithewak Ithiniwak, Nihithewatisiwin and science education: An exploratory narrative study examining Indigenous-based science education in K--12 classrooms from the perspectives of teachers in Woodlands Cree community contexts

Science.gov (United States)

Michell, Herman Jeremiah

This study was guided by the following research questions: What do the stories of teachers in Nihithewak (Woodlands Cree) school contexts reveal about their experiences and tendencies towards cultural and linguistic-based pedagogical practices and actions in K-12 classrooms? How did these teachers come to teach this way? How do their beliefs and values from their experiences in science education and cultural heritage influence their teaching? Why do these teachers do what they do in their science classroom and instructional practices? The research explores Indigenous-based science education from the perspectives and experiences of science teachers in Nihithewak school contexts. Narrative methodology (Clandinin & Connelly, 2000) was used as a basis for collecting and analyzing data emerging from the research process. The results included thematic portraits and stories of science teaching that is connected to Nihithewak and Nihithewatisiwin (Woodlands Cree Way of Life). Major data sources included conversational interviews, out-of-class observations and occasional in-class observations, field notes, and a research journal. An interview guide with a set of open-ended and semi-structured questions was used to direct the interviews. My role as researcher included participation in storied conversations with ten selected volunteer teachers to document the underlying meanings behind the ways they teach science in Nihithewak contexts. This research is grounded in socio-cultural theory commonly used to support the examination and development of school science in Indigenous cultural contexts (Lemke, 2001; O'Loughlin, 1992). Socio-cultural theory is a framework that links education, language, literacy, and culture (Nieto, 2002). The research encapsulates a literature review that includes the history of Aboriginal education in Canada (Battiste & Barman, 1995; Kirkness, 1992; Perley, 1993), Indigenous-based science education (Cajete, 2000; Aikenhead, 2006a), multi

Transformative science education through action research and self-study practices

Science.gov (United States)

Calderon, Olga

The research studies human emotions through diverse methods and theoretical lenses. My intention in using this approach is to provide alternative ways of perceiving and interpreting emotions being experienced in the moment of arousal. Emotions are fundamental in human interactions because they are essential in the development of effective relationships of any kind and they can also mediate hostility towards others. I begin by presenting an impressionist auto-ethnography, which narrates a personal account of how science and scientific inquiry has been entrenched in me since childhood. I describe how emotions are an important part of how I perceive and respond to the world around me. I describe science in my life in terms of natural environments, which were the initial source of scientific wonder and bafflement for me. In this auto-ethnography, I recount how social interactions shaped my perceptions about people, the world, and my education trajectory. Furthermore, I illustrate how sociocultural structures are used in different contexts to mediate several life decisions that enable me to pursue a career in science and science education. I also reflect on how some of those sociocultural aspects mediated my emotional wellness. I reveal how my life and science are interconnected and I present my story as a segue to the remainder of the dissertation. In chapters 2 and 3, I address a methodology and associated methods for research on facial expression of emotion. I use a facial action coding system developed by Paul Ekman in the 1970s (Ekman, 2002) to study facial representation of emotions. In chapters 4 and 5, I review the history of oximetry and ways in which an oximeter can be used to obtain information on the physiological expression of emotions. I examine oximetry data in relation to emotional physiology in three different aspects; pulse rate, oxygenation of the blood, and plethysmography (i.e., strength of pulse). In chapters 3 and 5, I include data and

Academic performance: A case study of mathematics and science educators from rural Washington high schools

Science.gov (United States)

Hancock, Tira K.

A qualitative descriptive case study explored courses of action for educators and leaders of math and science educators to implement to help students achieve state assessment standard and postsecondary success. The problem focused on two demographically similar rural high schools in Southwest Washington that demonstrated inadequate rates of student achievement in mathematics and science. The research question investigated courses of action that may assist educators and leaders of secondary math and science educators to help students achieve WASL standards and postsecondary success in compliance with the No Child Left Behind (NCLB) Act of 2001. Senge's learning organization theory (1990, 2006) and Fullan's (2001) contributions to leading and learning in times of change provided the theoretical framework for the study. Twenty study participant responses analyzed with qualitative analysis software QSR NVivo 7 revealed six themes. Triangulation of responses with secondary data from WASL assessment scores and case study school assessment data identified 14 courses of action and three recommendations for educators and leaders of math and science educators to help students meet state standards and postsecondary success. Critical factors identified in the study as needed to assist educators to help students succeed included professional development, collaboration, teaching practices, funding, student accountability, and parental involvement.

Understanding the Educational Experiences of Science Teachers in a Five-Year Teacher Education Program: A Phenomenological Study

Science.gov (United States)

Srivastava, Nitin

This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

Science education policy for emergency, conflict, and post-conflict: An analysis of trends and implications for the science education program in Uganda

Science.gov (United States)

Udongo, Betty Pacutho

This study analyzes the impact of armed conflicts on the development of education policy and particularly science education program in Uganda. Since independence from the British colonial rule, Uganda has experienced a series of armed conflicts, with the most devastating being the 21 years of conflict in Northern Uganda. The research study was guided by the following questions: (1) What is the level of government funding towards improving science education program in Uganda? (2) Have recent initiatives, such as free Primary and Secondary education, compulsory science, and 75% sponsorship for science-based courses, had a measurable impact on the proportion of students from the conflict-affected regions who enter tertiary institutions to pursue science and technology programs? (3) To what extent do the Ugandan Education Policy and, in particular, the Science Education Policy effectively address the educational needs of students affected by armed conflicts? The study employed a mixed method design where both quantitative and qualitative data were collected and analyzed. Quantitative data were obtained from a comprehensive search of policy documents and content analysis of literature on education policy, science education programs, and impact of conflicts on educational delivery. Qualitative data were obtained from surveys and interviews distributed to policy makers, central government and the local government officials, teachers, and students from the war-ravaged Northern Uganda. Analysis of policy documents and respondents' views revealed that Uganda does not have a science education policy, and the present education policy does not fully address the educational needs of students studying in conflict-affected regions. It was further observed that fewer students from the conflict-affected regions qualify for government scholarship to study science courses in higher institutions of learning. The study recommended the following policy interventions: (a) affirmative

Science and the Ideals of Liberal Education

Science.gov (United States)

Carson, Robert N.

This article examines the influence of mathematics and science on the formation of culture. It then examines several definitions of liberal education, including the notion that languages and fields of study constitute the substrate of articulate intelligence. Finally, it examines the linkages between science, scientific culture, liberal education, and democracy, and proposes that science cannot be taught merely as a body of facts and theories, but must be presented to students as integral with cultural studies. The use of a contextualist approach to science education is recommended.

Augmented Reality in Science Education

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Brandt, Harald; Swensen, Hakon

Augmented reality (AR) holds great promise as a learning tool. However, most extant studies in this field have focused on the technology itself. The poster presents findings from the first stage of the AR-sci project addressing the issue of applying AR for educational purposes. Benefits and chall......Augmented reality (AR) holds great promise as a learning tool. However, most extant studies in this field have focused on the technology itself. The poster presents findings from the first stage of the AR-sci project addressing the issue of applying AR for educational purposes. Benefits...... and challenges related to AR enhancing student learning in science in lower secondary school were identified by expert science teachers, ICT designers and science education researchers from four countries in a Delphi survey. Findings were condensed in a framework to categorize educational AR designs....

University Science and Mathematics Education in Transition

DEFF Research Database (Denmark)

Skovsmose, Ole; Valero, Paola; Christensen, Ole Ravn

configuration poses to scientific knowledge, to universities and especially to education in mathematics and science. Traditionally, educational studies in mathematics and science education have looked at change in education from within the scientific disciplines and in the closed context of the classroom....... Although educational change is ultimately implemented in everyday teaching and learning situations, other parallel dimensions influencing these situations cannot be forgotten. An understanding of the actual potentialities and limitations of educational transformations are highly dependent on the network...... of educational, cultural, administrative and ideological views and practices that permeate and constitute science and mathematics education in universities today. University Science and Mathematics Education in Transition contributes to an understanding of the multiple aspects and dimensions of the transition...

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

2010-08-01

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education from 1990 to 2007. The multi-stage clustering technique was employed to investigate with what topics, to what development trends, and from whose contribution that the journal publications constructed as a science education research field. This study found that the research topic of Conceptual Change & Concept Mapping was the most studied topic, although the number of publications has slightly declined in the 2000's. The studies in the themes of Professional Development, Nature of Science and Socio-Scientific Issues, and Conceptual Chang and Analogy were found to be gaining attention over the years. This study also found that, embedded in the most cited references, the supporting disciplines and theories of science education research are constructivist learning, cognitive psychology, pedagogy, and philosophy of science.

Does science education need the history of science?

Science.gov (United States)

Gooday, Graeme; Lynch, John M; Wilson, Kenneth G; Barsky, Constance K

2008-06-01

This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of the general public at a time when debates over "intelligent design" are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate.

Career education attitudes and practices of K-12 science educators

Science.gov (United States)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

Trends of Science Education Research: An Automatic Content Analysis

Science.gov (United States)

Chang, Yueh-Hsia; Chang, Chun-Yen; Tseng, Yuen-Hsien

2010-01-01

This study used scientometric methods to conduct an automatic content analysis on the development trends of science education research from the published articles in the four journals of "International Journal of Science Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education" from 1990 to 2007. The…

[Re]considering queer theories and science education

Science.gov (United States)

Fifield, Steve; Letts, Will

2014-06-01

We take Mattias Lundin's Inviting queer ideas into the science classroom: studying sexual education from a queer perspective as a point of departure to explore some enduring issues related to the use of queer theories to interrogate science education and its practices. We consider the uneasy, polygamous relationship between gay and lesbian studies and queer theories; the border surveillance that characterizes so much of science [education]; the alluring call of binaries and binary thinking; the `all' within the catchcry `science for all'; and the need to better engage the fullness of science and the curriculum, in addition to noting silences around diverse sexes, sexualities, and desires. We catalogue some of the challenges that persist in this work, and offer thoughts about how to work with and against them to enact a more just and compelling science education.

Science comics as tools for science education and communication: a brief, exploratory study

OpenAIRE

M. Tatalovic

2009-01-01

Comics are a popular art form especially among children and as such provide a potential medium for science education and communication. In an attempt to present science comics in a museum exhibit I found many science themed comics and graphic books. Here I attempt to provide an overview of already available comics that communicate science, the genre of ‘science comics’. I also provide a quick literature review for evidence that comics can indeed be efficiently used for promoting scientific li...

Democratizing science and technology education: Perspectives from the philosophy of education

Science.gov (United States)

Pierce, Clayton Todd

This study examines conceptualizations of science and technology and their relation to ideas of democratic education in the history of philosophy of education. My genealogical analysis begins by tracing the anti-democratic emergence of ideas and values of science and technology that have evolved through ancient and modern periods within the philosophy of education and continue to shape the ways science and technology are understood and treated in educational settings. From my critical engagement with Plato's Republic and Rousseau's Emile, I argue that anti-democratic structures and values have been embedded in philosophy of education through Plato's educational theory of techne and Rousseau's pedagogical theory that involves science and technology as important educational force. Following this theme, I analyze the work of John Dewey and Herbert Marcuse and their shared project for democratizing science and technology through education. Through a critical comparison of both theorists' models, I suggest that each provides positive legacies for philosophy of education to draw upon in rethinking the intersection of science, technology, and education: a strong model for understanding public problems associated with a highly technological and scientific society and a reconstructive framework for values and sensibilities that demands a new value relationship to be developed between humans and science and technology. Finally, I situate my critique and assessment of this history in the philosophy of education within the current science and technology education reform movement in the United States. I claim that the official models of science and technological literacy and inquiry, as constructed by the National Academy of Sciences and a host of governmental policies, shape science and technology education with a decidedly neo-liberal focus and purpose. In response to this anti-democratic movement I offer an alternative position that utilizes a counter-epistemology to the

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program

Science.gov (United States)

Fadigan, Kathleen A.; Hammrich, Penny L.

2004-10-01

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low-income, single-parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)-related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health-related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at-risk youth.

Response to science education reforms: The case of three science education doctoral programs in the United States

Science.gov (United States)

Gwekwerere, Yovita Netsai

Doctoral programs play a significant role in preparing future leaders. Science Education doctoral programs play an even more significant role preparing leaders in a field that is critical to maintaining national viability in the face of global competition. The current science education reforms have the goal of achieving science literacy for all students and for this national goal to be achieved; we need strong leadership in the field of science education. This qualitative study investigated how doctoral programs are preparing their graduates for leadership in supporting teachers to achieve the national goal of science literacy for all. A case study design was used to investigate how science education faculty interpreted the national reform goal of science literacy for all and how they reformed their doctoral courses and research programs to address this goal. Faculty, graduate students and recent graduates of three science education doctoral programs participated in the study. Data collection took place through surveys, interviews and analysis of course documents. Two faculty members, three doctoral candidates and three recent graduates were interviewed from each of the programs. Data analysis involved an interpretive approach. The National Research Council Framework for Investigating Influence of the National Standards on student learning (2002) was used to analyze interview data. Findings show that the current reforms occupy a significant part of the doctoral coursework and research in these three science education doctoral programs. The extent to which the reforms are incorporated in the courses and the way they are addressed depends on how the faculty members interpret the reforms and what they consider to be important in achieving the goal of science literacy for all. Whereas some faculty members take a simplistic critical view of the reform goals as a call to achieve excellence in science teaching; others take a more complex critical view where they question

Defining Integrated Science Education and Putting It to Test

OpenAIRE

Åström, Maria

2008-01-01

The thesis is made up by four studies, on the comprehensive theme of integrated and subject-specific science education in Swedish compulsory school. A literature study on the matter is followed by an expert survey, then a case study and ending with two analyses of students' science results from PISA 2003 and PISA 2006. The first two studies explore similarities and differences between integrated and subject-specific science education, i.e. Science education and science taught as Biology, Chem...

Fermilab Friends for Science Education | Welcome

Science.gov (United States)

Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Fermilab Friends for Science Education photo Fermilab Friends for Science Education supports innovative science education programs at Fermilab. Its mission is to: Enhance the quality of precollege science education in

Reform in medical and health sciences educational system: a Delphi study of faculty members' views at Shiraz University of Medical Sciences.

Science.gov (United States)

Salehi, A; Harris, N; Lotfi, F; Hashemi, N; Kojouri, J; Amini, M

2014-04-03

Despite the strengths in the Iranian medical and health sciences educational system, areas in need of improvement have been noted. The purpose of this study was to understand the views of faculty members at Shiraz University of Medical Sciences about current and future needs for medical and health sciences education, with the goal of improving the quality of the educational system. The data were collected using a Delphi consensus method. Analysis of the findings identified the following key themes among the factors likely to contribute to medical and health sciences education and training: adding and/or increasing student numbers in higher degrees in preference to associate degrees; providing more interactive, student-centred teaching methods; improving the educational content with more practical and research-based courses tailored to society's needs; and an emphasis on outcome-based student evaluation techniques. These changes aim to respond to health trends in society and enhance the close relationship between medical education and the needs of the Iranian society.

The nature of science in science education: theories and practices

Directory of Open Access Journals (Sweden)

Ana Maria Morais

2018-01-01

Full Text Available The article is based on results of research carried out by the ESSA Group (Sociological Studies of the Classroom centred on the inclusion of the nature of science (metascience on science education. The results, based on analyses of various educational texts and contexts – curricula/syllabuses, textbooks and pedagogic practices – and of the relations between those texts/contexts, have in general shown a reduced presence and low conceptualization of metascience. The article starts by presenting the theoretical framework of the research of the ESSA Group which was focused on the introduction of the nature of science in science education. It is mostly based on Ziman’s conceptualization of metascience (1984, 2000 and on Bernstein’s theorization of production and reproduction of knowledge, particularly his model of pedagogic discourse (1990, 2000 and knowledge structures (1999. This is followed by the description of a pedagogical strategy, theoretically grounded, which explores the nature of science in the classroom context. The intention is to give an example of a strategy which privileges a high level learning for all students and which may contribute to a reflection about the inclusion of the nature of science on science education. Finally, considerations are made about the applicability of the strategy on the basis of previous theoretical and empirical arguments which sustain its use in the context of science education.

Science Instructors' Perceptions of the Risks of Biotechnology: Implications for Science Education

Science.gov (United States)

Gardner, Grant Ean; Jones, M. Gail

2011-01-01

Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Science educators' perceptions of risks and benefits of new technologies (such as biotechnology) may shape their instructional approaches. This study examined the perceived risk of…

Games in Science Education

DEFF Research Database (Denmark)

Magnussen, Rikke

2014-01-01

, 2007). Some of these newer formats are developed in partnerships between research and education institutions and game developers and are based on learning theory as well as game design methods. Games well suited for creating narrative framework or simulations where students gain first-hand experience......This paper presents a categorisation of science game formats in relation to the educational possibilities or limitations they offer in science education. This includes discussion of new types of science game formats and gamification of science. Teaching with the use of games and simulations...... in science education dates back to the 1970s and early 80s were the potentials of games and simulations was discussed extensively as the new teaching tool ( Ellington et al. , 1981). In the early 90s the first ITC -based games for exploration of science and technical subjects was developed (Egenfeldt...

Globalization and Science Education

Science.gov (United States)

Bencze, J. Lawrence; Carter, Lyn; Chiu, Mei-Hung; Duit, Reinders; Martin, Sonya; Siry, Christina; Krajcik, Joseph; Shin, Namsoo; Choi, Kyunghee; Lee, Hyunju; Kim, Sung-Won

2013-06-01

Processes of globalization have played a major role in economic and cultural change worldwide. More recently, there is a growing literature on rethinking science education research and development from the perspective of globalization. This paper provides a critical overview of the state and future development of science education research from the perspective of globalization. Two facets are given major attention. First, the further development of science education as an international research domain is critically analyzed. It seems that there is a predominance of researchers stemming from countries in which English is the native language or at least a major working language. Second, the significance of rethinking the currently dominant variants of science instruction from the perspectives of economic and cultural globalization is given major attention. On the one hand, it is argued that processes concerning globalization of science education as a research domain need to take into account the richness of the different cultures of science education around the world. At the same time, it is essential to develop ways of science instruction that make students aware of the various advantages, challenges and problems of international economic and cultural globalization.

Women and girls in science education: Female teachers' and students' perspectives on gender and science

Science.gov (United States)

Crotty, Ann

Science is a part of all students' education, PreK-12. Preparing students for a more scientifically and technologically complex world requires the best possible education including the deliberate inclusion and full contributions of all students, especially an underrepresented group: females in science. In the United States, as elsewhere in the world, the participation of girls and women in science education and professional careers in science is limited, particularly in the physical sciences (National Academy of Sciences [NAS], 2006). The goal of this research study is to gain a better understanding of the perspectives and perceptions of girls and women, both science educators and students, related to gender and participation in science at the time of an important course: high school chemistry. There is a rich body of research literature in science education that addresses gender studies post---high school, but less research that recognizes the affective voices of practicing female science teachers and students at the high school level (Bianchini, Cavazos, & Helms, 2000; Brown & Gilligan, 1992; Gilligan, 1982). Similarly, little is known with regard to how female students and teachers navigate their educational, personal, and professional experiences in science, or how they overcome impediments that pose limits on their participation in science, particularly the physical sciences. This exploratory study focuses on capturing voices (Brown & Gilligan, 1992; Gilligan, 1982) of high school chemistry students and teachers from selected urban and suburban learning communities in public schools in the Capital Region of New York State. Through surveys, interviews, and focus groups, this qualitative study explores the intersection of the students' and teachers' experiences with regard to the following questions: (1) How do female chemistry teachers view the role gender has played in their professional and personal lives as they have pursued education, degree status, and

Is Religious Education Compatible with Science Education?

Science.gov (United States)

Mahner, Martin; Bunge, Mario

1996-01-01

Addresses the problem of the compatibility of science and religion, and its bearing on science and religious education, challenges the popular view that science and religion are compatible or complementary. Discusses differences at the doctrinal, metaphysical, methodological, and attitudinal levels. Argues that religious education should be kept…

Science Teaching in Science Education

Science.gov (United States)

Callahan, Brendan E.; Dopico, Eduardo

2016-01-01

Reading the interesting article "Discerning selective traditions in science education" by Per Sund, which is published in this issue of "CSSE," allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must…

The impact of socio-political environment on the perception of science - a comparative study of German and Israeli approaches to science education

Science.gov (United States)

Schneider, S.; Rabinowitz, D.

2017-12-01

At the interface of environmental anthropology, social science, education research, and Earth Sciences, this presentation will look at Earth science education in school and out-of-school settings in Germany and Israel. We will focus on divergent cultural concepts of nature and science within the four-columned societal system in Israel: the secular Israeli community, which is oriented on western standards and concepts, the orthodox community with a stronger focus on merging scientific and religious approaches to understanding the Earth system, the Arabian community in Israel, which is strongly influenced by the Arabian science tradition as well as by confined monetary resources, and the ultra-orthodox community where science education seems to be totally abandoned in favor of Thora-studies. These environments, alongside a more homogeneous Germany educational system, resample an experimental setting with differences in a manageable number of parameters. We will analyze educational material used by the different communities in terms of the presented functions and services of the Earth sciences as well as in respect to the image of Earth sciences constructed by educational material of the observed communities. The aim of this project is to look for evidence that allows to attribute significant differences in education concepts to formal socio-political settings in the observed communities. The term Socio-political environment as used in this project proposal describes the context that is predetermined by cultural, political, and religious traditions. It described the pre-conditions in which communication takes place. Within this presentation, we will discuss the concept of socio-political environments. One of our hypothesis is, that the intensity of differences in Earth science community will be associated with differences in the socio-political environment. Influences of cultural, political, and religious boundary conditions will provide an insight into alterations

Is Christian Education Compatible With Science Education?

Science.gov (United States)

Martin, Michael

Science education and Christian education are not compatible if by Christian education one means teaching someone to be a Christian. One goal of science education is to give students factual knowledge. Even when there is no actual conflict of this knowledge with the dogmas of Christianity, there exists the potential for conflict. Another goal of science education is to teach students to have the propensity to be sensitive to evidence: to hold beliefs tentatively in light of evidence and to reject these beliefs in the light of new evidence if rejection is warranted by this evidence. This propensity conflicts with one way in which beliefs are often taught in Christian education: namely as fundamental dogmas, rather than as subject to revision in the light of the evidence.

When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

Science.gov (United States)

Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

2013-01-01

Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content…

Science Education Research Trends in Latin America

Science.gov (United States)

Medina-Jerez, William

2018-01-01

The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major…

Science Fiction in Education: Case Studies from Classroom Implementations

Science.gov (United States)

Vrasidas, Charalambos; Avraamidou, Lucy; Theodoridou, Katerina; Themistokleous, Sotiris; Panaou, Petros

2015-01-01

This manuscript reports on findings from the implementation of the EU project "Science Fiction in Education" (Sci-Fi-Ed). The project provides teachers with tools, training, and guidance that will assist them in enhancing their teaching, making science more attractive to students, connecting it with real-life issues such as the…

Science and ecological literacy in undergraduate field studies education

Science.gov (United States)

Mapp, Kim J.

There is an ever-increasing number of issues that face our world today; from climate change, water and food scarcity, to pollution and resource extraction. Science and ecology play fundamental roles in these problems, and yet the understanding of these fields is limited in our society (Miller, 2002; McBride, Brewer, Berkowitz, and Borrie, 2013). Across the nation students are finishing their undergraduate degrees and are expected to enter the workforce and society with the skills needed to succeed. The deficit of science and ecological literacy in these students has been recognized and a call for reform begun (D'Avanzo, 2003 and NRC, 2009). This mixed-methods study looked at how a field studies course could fill the gap of science and ecological literacy in undergraduates. Using grounded theory, five key themes were data-derived; definitions, systems thinking, human's role in the environment, impetus for change and transference. These themes where then triangulated for validity and reliability through qualitative and quantitative assessments. A sixth theme was also identified, the learning environment. Due to limited data to support this themes' development and reliability it is discussed in Chapter 5 to provide recommendations for further research. Key findings show that this field studies program influenced students' science and ecological literacy through educational theory and practice.

Making Philosophy of Science Education Practical for Science Teachers

Science.gov (United States)

Janssen, F. J. J. M.; van Berkel, B.

2015-04-01

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

Preparing informal science educators perspectives from science communication and education

CERN Document Server

2017-01-01

This book provides a diverse look at various aspects of preparing informal science educators. Much has been published about the importance of preparing formal classroom educators, but little has been written about the importance, need, and best practices for training professionals who teach in aquariums, camps, parks, museums, etc. The reader will find that as a collective the chapters of the book are well-related and paint a clear picture that there are varying ways to approach informal educator preparation, but all are important. The volume is divided into five topics: Defining Informal Science Education, Professional Development, Designing Programs, Zone of Reflexivity: The Space Between Formal and Informal Educators, and Public Communication. The authors have written chapters for practitioners, researchers and those who are interested in assessment and evaluation, formal and informal educator preparation, gender equity, place-based education, professional development, program design, reflective practice, ...

Using and Developing Measurement Instruments in Science Education: A Rasch Modeling Approach. Science & Engineering Education Sources

Science.gov (United States)

Liu, Xiufeng

2010-01-01

This book meets a demand in the science education community for a comprehensive and introductory measurement book in science education. It describes measurement instruments reported in refereed science education research journals, and introduces the Rasch modeling approach to developing measurement instruments in common science assessment domains,…

An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

Science.gov (United States)

Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

2013-12-01

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737-759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators' teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.

Marxism in Vygotskian Approaches to Cultural Studies of Science Education

Science.gov (United States)

Lima, Paulo, Jr.; Ostermann, Fernanda; Rezende, Flavia

2014-01-01

In this paper we initially address the main categories of Marxism, illustrating how Vygotsky has appropriated them as mediational meta-theoretical tools for building concepts for his psychological approach. In order to investigate the influence of Marxism in cultural studies of science education, we make an account of how current research,…

Needs Assessment Study in Science Education: Sample of Turkey

OpenAIRE

Z. Ozdilek; M. Ozkan

2008-01-01

A needs assessment process was conducted to determine the difficulties and requirements of a science unit as an example how needs assessment process can be used in science education in Turkey. A 40-item teacher questionnaire containing four dimensions related to a chemistry unit named “Travel to the Inner Structure of Matter” as presented in the current curriculum materials was administered. The questionnaire was completed by 130 elementary school science teachers in order to get their views ...

Integrating Art into Science Education: A Survey of Science Teachers' Practices

Science.gov (United States)

Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

2017-01-01

Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science…

Science-Technology-Society (STS): A New Paradigm in Science Education

Science.gov (United States)

Mansour, Nasser

2009-01-01

Changes in the past two decades of goals for science education in schools have induced new orientations in science education worldwide. One of the emerging complementary approaches was the science-technology-society (STS) movement. STS has been called the current megatrend in science education. Others have called it a paradigm shift for the field…

Crowdfunding for Elementary Science Educators

Science.gov (United States)

Reese, Jessica; Miller, Kurtz

2017-01-01

The inadequate funding of science education in many school districts, particularly in underserved areas, is preventing elementary science educators from realizing the full potential of the "Next Generation Science Standards" ("NGSS"). Yet many elementary science teachers may be unaware that millions of dollars per year are…

A study of understanding: Alchemy, abstraction, and circulating reference in tertiary science education

Science.gov (United States)

Merritt, Brett W.

Understanding is widely touted to be of paramount importance for education. This is especially true in science education research and development where understanding is heralded as one of the cornerstones of reform. Teachers are expected to teach for understanding and students are expected to learn with understanding. This dissertation is an empirical study of the concept of understanding. After analyzing various constructions of understanding in current U.S. education literature, I suggest that understanding is defined by five distinct features---they are knowledge (or knowledge base), coherence, transfer, extrapolation, and cognition--- and that these features are heavily informed and shaped by the psychological sciences. This relationship is neither good nor bad, I argue, but it means that teaching for and learning with understanding are not heavily informed and shaped by, for example, the natural sciences. Drawing from historical, philosophical, and anthropological perspectives of science, but especially from the work of Bruno Latour, I enact a radical revision(ing) of psychological notions such as "abstraction" and "transfer." The two main purposes of this re-visioning are (1) to draw critical attention to particular characteristics of a cognitive learning theory that emphasizes abstract concepts, and (2) to align many of the principles and tools used in science education more closely with those used in empirical scientific research. Finally, by bringing some examples of teaching and learning from an undergraduate biology classroom into conversation with both psychological and empirical practices and perspectives, I suggest that problematizing the current construction of understanding creates much needed room in mainstream science education for more empirical forms of learning and styles of teaching. A shift to such forms and styles, I conclude, should prove to be more inclusive and less constraining for both students and teachers.

Exploring social networks of municipal science education stakeholders in Danish Science Municipalities

DEFF Research Database (Denmark)

von der Fehr, Ane

development in the science and technology industry. Therefore, much effort has been invested to improve science education. The importance of school external stakeholders in development of education has been an increasingly emphasised, also in the field of science education. This has led to a growing focus......Science education development is a field of many interests and a key interest is recruitment of students who wish to pursue an education in science. This is an urgent societal demand in Denmark as well as internationally, since highly skilled science graduates are needed for the continuous...... involved in science education development. These municipal science education networks (MSE networks) were identified as important for development of science education in the SM project. Therefore, it was a key interest to explore these networks in order to investigate how the central stakeholders affected...

Scientists Interacting With University Science Educators

Science.gov (United States)

Spector, B. S.

2004-12-01

Scientists with limited time to devote to educating the public about their work will get the greatest multiplier effect for their investment of time by successfully interacting with university science educators. These university professors are the smallest and least publicized group of professionals in the chain of people working to create science literate citizens. They connect to all aspects of formal and informal education, influencing everything from what and how youngsters and adults learn science to legislative rulings. They commonly teach methods of teaching science to undergraduates aspiring to teach in K-12 settings and experienced teachers. They serve as agents for change to improve science education inside schools and at the state level K-16, including what science content courses are acceptable for teacher licensure. University science educators are most often housed in a College of Education or Department of Education. Significant differences in culture exist in the world in which marine scientists function and that in which university science educators function, even when they are in the same university. Subsequently, communication and building relationships between the groups is often difficult. Barriers stem from not understanding each other's roles and responsibilities; and different reward systems, assumptions about teaching and learning, use of language, approaches to research, etc. This presentation will provide suggestions to mitigate the barriers and enable scientists to leverage the multiplier effect saving much time and energy while ensuring the authenticity of their message is maintained. Likelihood that a scientist's message will retain its authenticity stems from criteria for a university science education position. These professors have undergraduate degrees in a natural science (e.g., biology, chemistry, physics, geology), and usually a master's degree in one of the sciences, a combination of natural sciences, or a master's including

Some Aspects of Science Education in European Context

Science.gov (United States)

Naumescu, Adrienne Kozan; Pasca, Roxana-Diana

2008-01-01

Some up-to-date problems in science education in European context are treated in this paper. The characteristics of science education across Europe are presented. Science teachers' general competencies are underlined. An example of problem-solving as teaching method in chemistry is studied in knowledge based society. Transforming teacher practice…

Ethiopian Journal of Education and Sciences

African Journals Online (AJOL)

The Ethiopian Journal of Education and Sciences focuses on publishing articles relating to education and sciences. It publishes ... The objective is to create forum for researchers in education and sciences. ... AJOL African Journals Online.

Towards Science Education for all: Teacher Support for Female ...

African Journals Online (AJOL)

Towards Science Education for all: Teacher Support for Female Pupils in the Zimbabwean Science Class. ... Annals of Modern Education ... One hundred female pupils studying sciences at either Ordinary or Advanced level, and 10 science teachers from 10 selected secondary schools in one province in Zimbabwe, ...

Augmented Reality for Science Education

DEFF Research Database (Denmark)

Brandt, Harald; Nielsen, Birgitte Lund; Georgsen, Marianne

Augmented reality (AR) holds great promise as a learning tool. So far, however, most research has looked at the technology itself – and AR has been used primarily for commercial purposes. As a learning tool, AR supports an inquiry-based approach to science education with a high level of student...... involvement. The AR-sci-project (Augmented Reality for SCIence education) addresses the issue of applying augmented reality in developing innovative science education and enhancing the quality of science teaching and learning....

Toulmin's argument pattern as a "horizon of possibilities" in the study of argumentation in science education

Science.gov (United States)

Erduran, Sibel

2018-01-01

Kim and Roth (this issue) purport to draw on the social-psychological theory of L. S. Vygotsky in order to investigate social relations in children's argumentation in science topics. The authors argue that the argumentation framework offered by Stephen Toulmin is limited in addressing social relations. The authors thus criticize Toulmin's Argument Pattern (TAP) as an analytical tool and propose to investigate the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children by studying dialogical interactions. In this paper, I illustrate how Toulmin's framework can contribute to (a) the study of "social relations", and (b) provide an example utilizing a theoretical framework on social relations, namely Engeström's Activity Theory framework, and (c) describe how we have used the Activity Theory along with TAP in order to understand the development of argumentation in the practices of science educators. Overall, I will argue that TAP is not inherently incapable of addressing social relational aspects of argumentation in science education but rather that science education researchers can transform theoretical tools such as Toulmin's framework intended for other purposes for use in science education research.

Exploring reforms while learning to teach science: Facilitating exploration of theory-practice relationships in a teacher education study group

Science.gov (United States)

Foster, Jacob G.

This dissertation inserts a new view into an old problem in teacher education. The study explores the theory-practice gap, the large distance between what preservice science teachers experience in schools, are able to enact, and are told they should hold themselves to in their practice. It does so by narrowing the focus of analysis to a secondary science study group and examining how the facilitator uses sociocultural constructivism to promote discussion. The analysis surfaces key communicative moves made by the facilitator and preservice teachers that yield fruitful discussion of theory-practice relationships. Additionally, the study's use of discourse analysis as a methodology and intertextuality as a conceptual framework opens new directions for applied sociolinguistic research and scholarship in science teacher education. Findings from the study focus on what was discussed and how explorations of theory-practice relationships were facilitated. Preservice teachers in the study group engaged in meaningful conversations about constructivist theory and its application to their students and teaching of science. They discussed many science education topics such as planning science lessons that actively engage students, assessment of content understanding, and management of content-based activities. Discussions of broader science education goals, including implementation of inquiry or development of collaborative communities, were not promoted. Examination of the facilitation illuminates a number of strategies found to be helpful in supporting these explorations. This study shows that facilitation can successfully support preservice teachers to construct understanding of social constructivist assumptions underlying the National Science Education Standards (NSES), as well as a few components of the Standards themselves. The focus on the underlying assumptions suggests that science teacher education should focus on these so that preservice teachers can build a strong

Ethiopian Journal of Education and Sciences: Submissions

African Journals Online (AJOL)

General: Journal of Education and Sciences is the product of Jimma University ... and behavioral sciences, current sensitive issues like gender and HIV/AIDS. Priority ... and science studies, and information on teaching and learning facilitation.

More than Just Playing Outside: A Self-Study on Finding My Identity as an Environmental Educator in Science Education

Science.gov (United States)

Gatzke, Jenna M.; Buck, Gayle A.; Akerson, Valarie L.

2015-01-01

The purpose of this study was to investigate the identity conflicts I was experiencing as an environmental educator entering a doctoral program in science education. My inquiry used self-study methodology with a variety of data sources, including sixteen weeks of personal journal entries, audio-recordings of four critical friend meetings, and…

Science and Society - Problems, issues and dilemmas in science education

CERN Multimedia

2001-01-01

Next in CERN's series of Science and Society speakers is Jonathan Osborne, Senior Lecturer in Science Education at King's College London. On Thursday 26 April, Dr Osborne will speak in the CERN main auditorium about current issues in science education in the light of an ever more science-based society. Jonathan Osborne, Senior Lecturer in Science Education at King's College London. Does science deserve a place at the curriculum high table of each student or is it just a gateway to a set of limited career options in science and technology? This question leads us to an important change in our ideas of what science education has been so far and what it must be. Basic knowledge of science and technology has traditionally been considered as just a starting point for those who wanted to build up a career in scientific research. But nowadays, the processes of science, the analysis of risks and benefits, and a knowledge of the social practices of science are necessary for every citizen. This new way of looking at s...

Fermilab Education Office: Science Adventures

Science.gov (United States)

Search The Education Office: Science Adventures Adventure Catalog Search for Adventures Calendar Class Facebook Group. Contact: Science Adventures Registrar, Education Office Fermilab, MS 777, P.O. Box 500 it again." Opportunities for Instructors The Education Office has openings for instructors who

Science Education: Issues, Approaches and Challenges

Directory of Open Access Journals (Sweden)

Shairose Irfan Jessani

2015-06-01

Full Text Available In today’s global education system, science education is much more than fact-based knowledge. Science education becomes meaningless and incomprehensible for learners, if the learners are unable to relate it with their lives. It is thus recommended that Pakistan, like many other countries worldwide should adopt Science Technology Society (STS approach for delivery of science education. The purpose of the STS approach lies in developing scientifically literate citizens who can make conscious decisions about the socio-scientific issues that impact their lives. The challenges in adopting this approach for Pakistan lie in four areas that will completely need to be revamped according to STS approach. These areas include: the examination system; science textbooks; science teacher education programs; and available resources and school facilities.

Alice in Oman: A Study on Object-First Approaches in Computer Science Education

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Hayat, Khizar; Al-Shukaili, Naeem Ali; Sultan, Khalid

2017-01-01

The success of university-level education depends on the quality of underlying school education and any deficiency therein may be detrimental to a student's career. This may be more glaring with Computer Science education, given its mercurial nature. In the developing countries, the Computer Science school curricula are usually stuffed with…

Remodeling Science Education

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Hestenes, David

2013-01-01

Radical reform in science and mathematics education is needed to prepare citizens for challenges of the emerging knowledge-based global economy. We consider definite proposals to establish: (1) "Standards of science and math literacy" for all students. (2) "Integration of the science curriculum" with structure of matter,…

Quasi-appropriation of dialectical materialism: a critical reading of Marxism in Vygotskian approaches to cultural studies in science education

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Rodrigues, André; Camillo, Juliano; Mattos, Cristiano

2014-09-01

In this review essay we examine five categories of dialectical materialism proposed by Paulo Lima Junior, Fernanda Ostermann, and Flavia Rezende in their study of the extent to which the articles published in Cultural Studies of Science Education, that use a Vygotskian approach, are committed to Marxism/dialectical materialism. By closely examining these categories ("thesis, antithesis and synthesis," "unity of analysis," "History," "revolution," "materialism") we expect to enrich the general discussion about the possible contributions of Marxism to science education. We perceive part of science education practice as orientating toward positivism, which reduces human beings—teachers, learners and researchers—to isolated individuals who construct knowledge by themselves. The very same approach aggravates the inner contradiction of the capitalist society demanding commitments from researchers to continually build innovative science education from human praxis. Nevertheless, it is necessary to situate ourselves beyond a formal commitment with dialectical materialism and hence reach the heart of this method. Besides understanding the researchers' commitments, we question the extent to which the respective research helps to radically refresh the current view on science, science education practice, and research in science education.

Toward inclusive science education: University scientists' views of students,instructional practices, and the nature of science

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Bianchini, Julie A.; Whitney, David J.; Breton, Therese D.; Hilton-Brown, Bryan A.

2002-01-01

This study examined the perceptions and self-reported practices of 18 scientists participating in a yearlong seminar series designed to explore issues of gender and ethnicity in science. Scientists and seminar were part of the Promoting Women and Scientific Literacy project, a curriculum transformation and professional development initiative undertaken by science, science education, and women's studies faculty at their university. Researchers treated participating scientists as critical friends able to bring clarity to and raise questions about conceptions of inclusion in science education. Through questionnaires and semistructured interviews, we explored their (a) rationales for differential student success in undergraduate science education; (b) self-reports of ways they structure, teach, and assess courses to promote inclusion; and (c) views of androcentric and ethnocentric bias in science. Statistical analysis of questionnaires yielded few differences in scientists' views and reported practices by sex or across time. Qualitative analysis of interviews offered insight into how scientists can help address the problem of women and ethnic minorities in science education; constraints encountered in attempts to implement pedagogical and curricular innovations; and areas of consensus and debate across scientists and science studies scholars' descriptions of science. From our findings, we provided recommendations for other professional developers working with scientists to promote excellence and equity in undergraduate science education.

Joint Science Education Project: Learning about polar science in Greenland

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Foshee Reed, Lynn

2014-05-01

The Joint Science Education Project (JSEP) is a successful summer science and culture opportunity in which students and teachers from the United States, Denmark, and Greenland come together to learn about the research conducted in Greenland and the logistics involved in supporting the research. They conduct experiments first-hand and participate in inquiry-based educational activities alongside scientists and graduate students at a variety of locations in and around Kangerlussuaq, Greenland, and on the top of the ice sheet at Summit Station. The Joint Committee, a high-level forum involving the Greenlandic, Danish and U.S. governments, established the Joint Science Education Project in 2007, as a collaborative diplomatic effort during the International Polar Year to: • Educate and inspire the next generation of polar scientists; • Build strong networks of students and teachers among the three countries; and • Provide an opportunity to practice language and communication skills Since its inception, JSEP has had 82 student and 22 teacher participants and has involved numerous scientists and field researchers. The JSEP format has evolved over the years into its current state, which consists of two field-based subprograms on site in Greenland: the Greenland-led Kangerlussuaq Science Field School and the U.S.-led Arctic Science Education Week. All travel, transportation, accommodations, and meals are provided to the participants at no cost. During the 2013 Kangerlussuaq Science Field School, students and teachers gathered data in a biodiversity study, created and set geo- and EarthCaches, calculated glacial discharge at a melt-water stream and river, examined microbes and tested for chemical differences in a variety of lakes, measured ablation at the edge of the Greenland Ice Sheet, and learned about fossils, plants, animals, minerals and rocks of Greenland. In addition, the students planned and led cultural nights, sharing food, games, stories, and traditions of

Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan

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Chang, Chun-Yen; Chang, Yueh-Hsia; Yang, Fang-Ying

2009-01-01

The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators…

The pedagogy of argumentation in science education: science teachers' instructional practices

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Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

2017-07-01

Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

Encountering Science Education's Capacity to Affect and Be Affected

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Alsop, Steve

2016-01-01

What might science education learn from the recent affective turn in the humanities and social sciences? Framed as a response to Michalinos Zembylas's article, this essay draws from selected theorizing in affect theory, science education and science and technology studies, in pursuit of diverse and productive ways to talk of affect within science…

Multicultural Science Education and Curriculum Materials

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Atwater, Mary M.

2010-01-01

This article describes multicultural science education and explains the purposes of multicultural science curricula. It also serves as an introductory article for the other multicultural science education activities in this special issue of "Science Activities".

Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report. Appendix

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Achieve, Inc., 2010

2010-01-01

This appendix accompanies the report "Taking the Lead in Science Education: Forging Next-Generation Science Standards. International Science Benchmarking Report," a study conducted by Achieve to compare the science standards of 10 countries. This appendix includes the following: (1) PISA and TIMSS Assessment Rankings; (2) Courses and…

Informal Science: Family Education, Experiences, and Initial Interest in Science

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Dabney, Katherine P.; Tai, Robert H.; Scott, Michael R.

2016-01-01

Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in…

The Many Roles of "Explanation" in Science Education: A Case Study

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Rocksén, Miranda

2016-01-01

In this paper the role of explanations is discussed in relation to possible consequences originating in the polysemy of the word explanation. The present study is a response to conceptual confusions that have arisen in the intersection between theory and practice, and between science education literature and communication in authentic science…

Science Education for Environmental Sustainability: A Case Study of the Palouse Watershed

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Lyman, Samson E.

2009-01-01

This study uses case study and qualitative content analysis methodologies to answer the question: What is the relationship between Washington State's k-12 science education standards and the environmental sustainability needs of the Palouse River Watershed? After defining the Palouse Watershed's attributes, the author presents a land use history…

Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate.

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Turner, Steven; Sullenger, Karen

1999-01-01

Examines how science educators and educational researchers have drawn on the fragmented teachings of science studies about the nature of science, and how they have used those teachings as a resource in their own projects. Analyzes some of the deep assumptions about the relationship between science, school science, and children's learning.…

Making Philosophy of Science Education Practical for Science Teachers

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Janssen, F. J. J. M.; van Berkel, B.

2015-01-01

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be…

A qualitative case study to identify possible barriers that limit effective elementary science education

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Foster, Donald Carey

The purpose of this case study was to identify barriers that limit the effectiveness of elementary teachers in the teaching of science. It is of the utmost urgency that barriers be first identified, so that possible solutions can be explored to bring about the improvement of elementary science education. This urgency has been imposed by the scheduled national testing of students in science by 2007, as mandated by the No Child Left Behind Act of 2001. Using qualitative case study methods, the researcher conducted interviews with 8 elementary teachers from two schools within one school district who taught 3rd, 4th, and 5th grade. These interviews were designed to gain insight into barriers these elementary teachers perceived as factors limiting their effectiveness in teaching science and preparing students for high-stakes testing. Barriers in the areas of teacher background, typical teaching day, curriculum, inservices, and legislative influences were explored. This study concluded that the barriers explored do have a substantial negative affect on the teaching and learning of science in the elementary grades. Specifically, the barriers revealed in this study include the limited science background of elementary teachers, inadequate class time devoted to science, non-comprehensive curriculum, ineffective or lack of inservice training, and pressures from legislated mandates. But it is also clear that these barriers are so intertwined that one cannot remove these barriers one at a time. It will take a collective effort from all involved, including legislators, administrators, teachers, parents, and students, to alleviate these barriers and discover effective solutions to improve elementary science education.

On the way to a philosophy of science education

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Schulz, Roland M.

must be informed by a critical examination of curriculum which takes into account the demands of educational metatheory but also the nature of science and nature of language. Two philosophy of science education case studies linked to the latter two are offered: the realism/instrumentalism debate, and the scrutiny of Dewey's language views from a Gadamerian hermeneutic perspective.

Science Education Notes.

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School Science Review, 1982

1982-01-01

Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

Science education ahead?

Science.gov (United States)

1999-01-01

In spite of the achievements and successes of science education in recent years, certain problems undoubtedly remain. Firstly the content taught at secondary level has largely remained unchanged from what had been originally intended to meet the needs of those who would go on to become scientists. Secondly the curriculum is overloaded with factual content rather than emphasizing applications of scientific knowledge and skills and the connections between science and technology. Thirdly the curriculum does not relate to the needs and interests of the pupils. A recent report entitled Beyond 2000: Science Education for the Future, derived from a series of seminars funded by the Nuffield Foundation, attempts to address these issues by setting out clear aims and describing new approaches to achieve them. Joint editors of the report are Robin Millar of the University of York and Jonathan Osborne of King's College London. The recommendations are that the curriculum should contain a clear statement of its aims, with the 5 - 16 science curriculum seen as enhancing general `scientific literacy'. At key stage 4 there should be more differentiation between the literacy elements and those designed for the early stages of a specialist training in science; up to the end of key stage 3 a common curriculum is still appropriate. The curriculum should be presented clearly and simply, following on from the statement of aims, and should provide young people with an understanding of some key `ideas about science'. A wide variety of teaching methods and approaches should be encouraged, and the assessment approaches for reporting on students' performance should focus on their ability to understand and interpret information as well as their knowledge and understanding of scientific ideas. The last three recommendations in the report cover the incorporation of aspects of technology and the applications of science into the curriculum, with no substantial change overall in the short term but a

Ernst Mach and the Epistemological Ideas Specific for Finnish Science Education

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Siemsen, Hayo

2011-03-01

Where does Finnish science education come from? Where will it go? The following outside view reflects on relations, which Finns consider "normal" (and thus unrecognizable in introspection) in science education. But what is "normal" in Finnish culture cannot be considered "normal" for science education in other cultures, for example in Germany. The following article will trace the central ideas, which had a larger influence in the development of this difference. The question is, if and why the Finnish uniqueness in the philosophy of science education is empirically important. This puts Finnish science education into the perspective of a more general epistemological debate around Ernst Mach's Erkenntnistheorie (a German term similar to the meaning of history and philosophy of science, though more general; literally translated "cognition/knowledge theory"). From this perspective, an outlook will be given on open questions within the epistemology of Finnish science education. Following such questions could lead to the adaptation of the "successful" ideas in Finnish science education (indicated by empirical studies, such as the OECD PISA study) as well as the further development of the central ideas of Finnish science education.

The Views of Turkish Science Teachers about Gender Equity within Science Education

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Idin, Sahin; Dönmez, Ismail

2017-01-01

The aim of this study was to investigate Turkish Science teachers' views about gender equity in the scope of science education. This study was conducted with the quantitative methodology. Within this scope, a 35-item 5-point Likert scale survey was developed to determine Science teachers' views concerning gender equity issues. 160 Turkish Science…

Science Education - Deja Vu Revised.

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Walsh, John

1982-01-01

Summarizes views expressed and issues raised at the National Convocation on Precollege Education in Mathematics and Science and another meeting to establish a coalition of affiliates for science and mathematics education. (DC)

Reforming Science Education: Part II. Utilizing Kieran Egan's Educational Metatheory

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Schulz, Roland M.

2009-04-01

This paper is the second of two parts and continues the conversation which had called for a shift in the conceptual focus of science education towards philosophy of education, with the requirement to develop a discipline-specific “philosophy” of science education. In Part I, conflicting conceptions of science literacy were identified with disparate “visions” tied to competing research programs as well as school-based curricular paradigms. The impasse in the goals of science education and thereto, the contending views of science literacy, were themselves associated with three underlying fundamental aims of education (knowledge-itself; personal development; socialization) which, it was argued, usually undercut the potential of each other. During periods of “crisis-talk” and throughout science educational history these three aims have repeatedly attempted to assert themselves. The inability of science education research to affect long-term change in classrooms was correlated not only to the failure to reach a consensus on the aims (due to competing programs and to the educational ideologies of their social groups), but especially to the failure of developing true educational theories (largely neglected since Hirst). Such theories, especially metatheories, could serve to reinforce science education’s growing sense of academic autonomy and independence from socio-economic demands. In Part II, I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general, and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science.

Science and the city: A visual journey towards a critical place based science education

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Ibrahim, Sheliza

The inclusion of societal and environmental considerations during the teaching and learning of science and technology has been a central focus among science educators for many decades. Major initiatives in science and technology curriculum advocate for science, technology, society and environment (STSE). Yet, it is surprising that despite these longstanding discussions, it is only recently that a handful of researchers have turned to students' 'places' (and the literature of place based education) to serve as a source of teaching and learning in science education. In my study, I explore three issues evident in place based science education. First, it seems that past scholarship focused on place-based projects which explore issues usually proposed by government initiatives, university affiliation, or community organizations. Second, some of the studies fail to pay extended attention to the collaborative and intergenerational agency that occurs between researcher, teacher, student, and community member dynamics, nor does it share the participatory action research process in order to understand how teacher practice, student learning, and researcher/local collaborations might help pedagogy emerge. The third issue is that past place-based projects, rarely if ever, return to the projects to remember the collaborative efforts and question what aspects sustained after they were complete. To address these issues, I propose a critical place based science education (CPBSE) model. I describe a participatory action research project that develops and explores the CPBSE model. The data were gathered collaboratively among teachers, researchers, and students over 3 years (2006-2008), via digital video ethnography, photographs, and written reflections. The data were analysed using a case study approach and the constant comparative method. I discuss the implications for its practice in the field of STSE and place based education. I conclude that an effective pedagogical model of

Symposium 1: Challenges in science education and popularization of Science

Directory of Open Access Journals (Sweden)

Ildeo de Castro Moreira

2014-08-01

Full Text Available Science education and popularization of science are important elements for social inclusion. The Brazil exhibits strong inequalities regarding the distribution of wealth, access to cultural assets and appropriation of scientific and technological knowledge. Each Brazilian should have the opportunity to acquire a basic knowledge of science and its operation that allow them to understand their environment and expand their professional opportunities. However, the overall performance of Brazilian students in science and math is bad. The basic science education has, most often, few resources and is discouraging, with little appreciation of experimentation, interdisciplinarity and creativity. Beside the shortage of science teachers, especially teachers with good formation, predominate poor wage and working conditions, and deficiencies in instructional materials and laboratories. If there was a significant expansion in access to basic education, the challenge remains to improve their quality. According to the last National Conference of STI, there is need of a profound educational reform at all levels, in particular with regard to science education. Already, the popularization of science can be an important tool for the construction of scientific culture and refinement of the formal teaching instrument. However, we still lack a comprehensive and adequate public policy to her intended. Clearly, in recent decades, an increase in scientific publication occurred: creating science centers and museums; greater media presence; use of the internet and social networks; outreach events, such as the National Week of CT. But the scenario is shown still fragile and limited to broad swathes of Brazilians without access to scientific education and qualified information on CT. In this presentation, from a general diagnosis of the situation, some of the main challenges related to education and popularization of science in the country will address herself.

Innovation in Science Education - World-Wide.

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Baez, Albert V.

The purpose of this book is to promote improvements in science education, world-wide, but particularly in developing countries. It is addressed to those in positions to make effective contributions to the improvement of science education. The world-wide role of science education, the goals of innovative activities, past experience in efforts to…

Feyerabend on Science and Education

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Kidd, Ian James

2013-01-01

This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas--the "Berkeley experience"--and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a…

Integrating art into science education: a survey of science teachers' practices

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Turkka, Jaakko; Haatainen, Outi; Aksela, Maija

2017-07-01

Numerous case studies suggest that integrating art and science education could engage students with creative projects and encourage students to express science in multitude of ways. However, little is known about art integration practices in everyday science teaching. With a qualitative e-survey, this study explores the art integration of science teachers (n = 66). A pedagogical model for science teachers' art integration emerged from a qualitative content analysis conducted on examples of art integration. In the model, art integration is characterised as integration through content and activities. Whilst the links in the content were facilitated either directly between concepts and ideas or indirectly through themes or artefacts, the integration through activity often connected an activity in one domain and a concept, idea or artefact in the other domain with the exception of some activities that could belong to both domains. Moreover, the examples of art integration in everyday classroom did not include expression of emotions often associated with art. In addition, quantitative part of the survey confirmed that integration is infrequent in all mapped areas. The findings of this study have implications for science teacher education that should offer opportunities for more consistent art integration.

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

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Rhee, Hyang-yon; Choi, Kyunghee

2014-05-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

African Indigenous science in higher education in Uganda

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Akena Adyanga, Francis

This study examines African Indigenous Science (AIS) in higher education in Uganda. To achieve this, I use anticolonial theory and Indigenous knowledge discursive frameworks to situate the subjugation of Indigenous science from the education system within a colonial historical context. These theories allow for a critical examination of the intersection of power relations rooted in the politics of knowledge production, validation, and dissemination, and how this process has become a systemic and complex method of subjugating one knowledge system over the other. I also employ qualitative and autoethnographic research methodologies. Using a qualitative research method, I interviewed 10 students and 10 professors from two universities in Uganda. My research was guided by the following key questions: What is African Indigenous Science? What methodology would help us to indigenize science education in Uganda? How can we work with Indigenous knowledge and anticolonial theoretical discursive frameworks to understand and challenge the dominance of Eurocentric knowledge in mainstream education? My research findings revealed that AIS can be defined in multiple ways, in other words, there is no universal definition of AIS. However, there were some common elements that my participants talked about such as: (a) knowledge by Indigenous communities developed over a long period of time through a trial and error approach to respond to the social, economic and political challenges of their society. The science practices are generational and synergistic with other disciplines such as history, spirituality, sociology, anthropology, geography, and trade among others, (b) a cumulative practice of the use, interactions with and of biotic and abiotic organism in everyday life for the continued existence of a community in its' totality. The research findings also indicate that Indigenous science is largely lacking from Uganda's education curriculum because of the influence of colonial and

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

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Jin, Jun

2014-01-01

Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for

Educational technologies in problem-based learning in health sciences education: a systematic review.

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Jin, Jun; Bridges, Susan M

2014-12-10

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education

Fermilab Friends for Science Education | Join Us

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Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Join Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to membership dues allow us to create new, innovative science education programs, making the best use of unique

Basic science right, not basic science lite: medical education at a crossroad.

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Fincher, Ruth-Marie E; Wallach, Paul M; Richardson, W Scott

2009-11-01

This perspective is a counterpoint to Dr. Brass' article, Basic biomedical sciences and the future of medical education: implications for internal medicine. The authors review development of the US medical education system as an introduction to a discussion of Dr. Brass' perspectives. The authors agree that sound scientific foundations and skill in critical thinking are important and that effective educational strategies to improve foundational science education should be implemented. Unfortunately, many students do not perceive the relevance of basic science education to clinical practice.The authors cite areas of disagreement. They believe it is unlikely that the importance of basic sciences will be diminished by contemporary directions in medical education and planned modifications of USMLE. Graduates' diminished interest in internal medicine is unlikely from changes in basic science education.Thoughtful changes in education provide the opportunity to improve understanding of fundamental sciences, the process of scientific inquiry, and translation of that knowledge to clinical practice.

Hands-on science: science education with and for society

OpenAIRE

Costa, Manuel F. M., ed. lit.; Pombo, José Miguel Marques, ed. lit.; Vázquez Dorrío, José Benito, ed. lit.

2014-01-01

The decisive importance of Science on the development of modern societies gives Science Education a role of special impact. Society sets the requirements rules and procedures of Education defining what concepts and competencies citizens must learn and how this learning should take place. Educational policies set by governments, elected and or imposed, not always reflects the will and ruling of Society. The School as pivotal element of our modern educational system must look ...

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

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Riedinger, Kelly; Marbach-Ad, Gili; McGinnis, J. Randy; Hestness, Emily; Pease, Rebecca

2011-01-01

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

Enhancing Science Education Instruction: A Mixed-Methods Study on University and Middle School Collaborations

Science.gov (United States)

Owen-Stone, Deborah S.

The purpose of this concurrent mixed methods study was to examine the collaborative relationship between scientists and science teachers and to incorporate and advocate scientific literacy based on past and current educational theories such as inquiry based teaching. The scope of this study included archived student standardized test scores, semi-structured interviews, and a Likert scale survey to include open-ended comments. The methodology was based on the guiding research question: To what extent and in what ways does the collaboration and inquiry methodology, with GTF and PT teams, serve toward contributing to a more comprehensive and nuanced understanding of this predicting relationship between student PASS scores, inquiry skills, and increased scientific literacy for GTF's, PT's, and students via an integrative mixed methods analysis? The data analysis considerations were derived from the qualitative data collected from the three GTF/PT teams by the use of recorded interviews and text answered survey comments. The quantitative data of archived student Palmetto Assessment of State Standards (PASS) scores on scientific literacy and inquiry tests and the Likert-scale portion of the survey were support data to the aforementioned qualitative data findings. Limitations of the study were (1) the population of only the GK-12 teachers and their students versus the inclusion of participants that did not experience the GK-12 Fellow partnerships within their classrooms, should they be considered as participants, (2) involved the researcher as a participant for two years of the program and objectivity remained through interpretation and well documented personal reflections and experiences to inform accuracy, and (3) cultural diversity contributed to the relationship formed between the research Fellow and science educator and communication and scientific language did form a barrier between the Fellow, educator, and student rapport within the classroom. This study

The opportunities and challenges for ICT in science education

OpenAIRE

Ferk Savec, Vesna

2017-01-01

This article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to the TPACK fra mework in science classrooms (such as teachers’ self - efficacy, gender, teaching experience, teachers’ beliefs, etc.) are reviewed, and variations of the TPACK framework specific for science education ...

Trends in Basic Sciences Education in Dental Schools, 1999-2016.

Science.gov (United States)

Lantz, Marilyn S; Shuler, Charles F

2017-08-01

The purpose of this study was to examine data published over the past two decades to identify trends in the basic sciences curriculum in dental education, provide an analysis of those trends, and compare them with trends in the basic sciences curriculum in medical education. Data published from the American Dental Association (ADA) Surveys of Dental Education, American Dental Education Association (ADEA) Surveys of Dental School Seniors, and two additional surveys were examined. In large part, survey data collected focused on the structure, content, and instructional strategies used in dental education: what was taught and how. Great variability was noted in the total clock hours of instruction and the clock hours of basic sciences instruction reported by dental schools. Moreover, the participation of medical schools in the basic sciences education of dental students appears to have decreased dramatically over the past decade. Although modest progress has been made in implementing some of the curriculum changes recommended in the 1995 Institute of Medicine report such as integrated basic and clinical sciences curricula, adoption of active learning methods, and closer engagement with medical and other health professions education programs, educational effectiveness studies needed to generate data to support evidence-based approaches to curriculum reform are lacking. Overall, trends in the basic sciences curriculum in medical education were similar to those for dental education. Potential drivers of curriculum change were identified, as was recent work in other fields that should encourage reconsideration of dentistry's approach to basic sciences education. This article was written as part of the project "Advancing Dental Education in the 21st Century."

A call for self-reflection as professors engage the issues of science education reform: An ethnographic study

Science.gov (United States)

Licona, Miguel M.

Science becomes distorted and undemocratic when it is categorized into disciplines that, in turn, perpetuate borders creating conditions of inequality for the general population. Science education reform represents a starting point from which to approach notions of exclusion and inaccessibility. Students not intending to major in science often encounter environments as well as professors that serve to limit their potential and thereby exclude them from greater exposure and participation in the sciences. This qualitative study considers professional practices of professors who hold key positions for the success of science teaching and learning. Through classroom observation, in-depth interviewing and a survey questionnaire, this study sheds fight on the process of science education reform. Participants included six university professors who taught a reformed science course developed under the guidance of a National Science Foundation initiative known as the Collaborative for Excellence in Teacher Preparation. The purpose of this study is to understand the nature of faculty beliefs concerning teaching and learning science for students not intending to major in science, most of whom are elementary education majors. In this study, professors' espoused belief systems were elicited while their mental models that drive behavior were observed in the classroom setting. Incongruencies between theories in practice and theories in use were uncovered and explored. Major implications for who can and cannot learn science within the context of a system that currently serves to pre-select who will succeed are uncovered as a result of this study. The constant comparative method developed by Glaser and Strauss was used to analyze the words of each individual participant as she/he worked to consider the incongruencies in her/his theory and practice (as cited in Maykut & Morehouse, 1994). Self-reflection is identified as key in the process of praxis that will aid professors in their

Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards

Science.gov (United States)

Akcay, Hakan; Yager, Robert

2010-10-01

The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science teachers (13 males and 28 females) in a model science teacher education program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

Science Curiosity as a Correlate of Academic Performance in Mathematics Education: Insights from Nigerian Higher Education

OpenAIRE

Abakpa , Benjamin ,; Abah , Joshua ,; Okoh Agbo-Egwu , Abel

2018-01-01

International audience; This study investigated the relationship between the science curiosity levels of undergraduate of mathematics education in a Nigerian higher educational institution and their academic grade point averages. The study employed a correlational survey research design on a random sample of 104 mathematics education students. The Science Curiosity Scale – Comparative Self Report was adapted to measure the students' distinctive appetite for consuming science-related media for...

Data Curation Education Grounded in Earth Sciences and the Science of Data

Science.gov (United States)

Palmer, C. L.

2015-12-01

This presentation looks back over ten years of experience advancing data curation education at two Information Schools, highlighting the vital role of earth science case studies, expertise, and collaborations in development of curriculum and internships. We also consider current data curation practices and workforce demand in data centers in the geosciences, drawing on studies conducted in the Data Curation Education in Research Centers (DCERC) initiative and the Site-Based Data Curation project. Outcomes from this decade of data curation research and education has reinforced the importance of key areas of information science in preparing data professionals to respond to the needs of user communities, provide services across disciplines, invest in standards and interoperability, and promote open data practices. However, a serious void remains in principles to guide education and practice that are distinct to the development of data systems and services that meet both local and global aims. We identify principles emerging from recent empirical studies on the reuse value of data in the earth sciences and propose an approach for advancing data curation education that depends on systematic coordination with data intensive research and propagation of current best practices from data centers into curriculum. This collaborative model can increase both domain-based and cross-disciplinary expertise among data professionals, ultimately improving data systems and services in our universities and data centers while building the new base of knowledge needed for a foundational science of data.

African Journal of Educational Studies in Mathematics and Sciences ...

African Journals Online (AJOL)

Effects of constructivist teaching strategies and traditional lecture method on students' learning outcomes in Nigeria's integrated science education · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. DI Oludipe, DB Awofodu ...

Fermilab Friends for Science Education | Programs

Science.gov (United States)

Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Programs Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education Office Search photo Fermilab Friends for Science Education, in partnership with Fermilab and area educators, designs

Female distance education students overtaking males in science ...

African Journals Online (AJOL)

This study was initiated to compare the performance of male and female distance education students of the University of Education, Winneba in Integrated Science. This was done by randomly selecting the cumulated grades of male and female students of 2002, 2003 and 2004-year groups in Integrated Science for analysis ...

Mind Maps as Facilitative Tools in Science Education

Science.gov (United States)

Safar, Ammar H.; Jafer,Yaqoub J.; Alqadiri, Mohammad A.

2014-01-01

This study explored the perceptions, attitudes, and willingness of pre-service science teachers in the College of Education at Kuwait University about using concept/mind maps and its related application software as facilitative tools, for teaching and learning, in science education. The first level (i.e., reaction) of Kirkpatrick's/Phillips'…

Project of international science-education center and integration problems of nano science education in far eastern region of Asia

International Nuclear Information System (INIS)

Plusnin, N I; Lazarev, G I

2008-01-01

Some conception of international science-education center on nano science in Vladivostok is presented. The conception is based on internal and external prerequisites. Internal one is high intellectual potential of institutes of Russian Academy of Sciences and universities of Vladivostok and external one is need of countries of Far Eastern region of Asia in high level manpower. The conception takes into account a specific distribution of science and education potential between Russian Academy of Sciences and Russian universities and a specific their dislocation in Vladivostok. First specific dictates some similarity of organization structure and function of international science-education center to typical science-education center in Russia. But as for dislocation of the international science-education center in Vladivostok, it should be near dislocation of institutes of Far Eastern Brunch of Russian Academy of Sciences in Vladivostok, which are dislocated very compactly in suburb zone of Vladivostok

Creating Science Education Specialists and Scientific Literacy in Students through a Successful Partnership among Scientists, Science Teachers, and Education Researchers

Science.gov (United States)

Metoyer, S.; Prouhet, T.; Radencic, S.

2007-12-01

studies, survey results, and descriptive categories. Costs and benefits to the scientist are discussed through the use of case studies, surveys, and observations. Third, student learning outcomes from a case study are presented. It is argued that the partnership created the opportunity for the integration of imaginative tools of science (specifically GIS in the case study) and authentic science inquiry. The last component is the discussion of the various tools of science utilized by the scientists for their research, taught to the science teachers by the scientists, and then taught to the students by the science teachers. At each step the technology was modified to fit the levels and applications of the specific science teacher, the grade level taught, and the content area taught. Examples of imaginative tools utilized include Geographic Information System (GIS), Global Positioning System (GPS), Google Earth, time-lapse photography, digital microscopy, and Excel. In summary, by examining this collaborative partnership through the lens of the scientists, the science teachers, and the science teachers' students it is evident that this partnership has created new science education specialists and can ultimately improve scientific literacy in K-12 students. Reference: NRC (2005). How Students Learn. The National Academies Press. Washington D.C.

Guidelines for Building Science Education

Energy Technology Data Exchange (ETDEWEB)

Metzger, Cheryn E. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Rashkin, Samuel [Pacific Northwest National Lab. (PNNL), Richland, WA (United States); Huelman, Pat [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)

2015-11-01

The U.S. Department of Energy’s (DOE) residential research and demonstration program, Building America, has triumphed through 20 years of innovation. Partnering with researchers, builders, remodelers, and manufacturers to develop innovative processes like advanced framing and ventilation standards, Building America has proven an energy efficient design can be more cost effective, healthy, and durable than a standard house. As Building America partners continue to achieve their stretch goals, they have found that the barrier to true market transformation for high performance homes is the limited knowledge-base of the professionals working in the building industry. With dozens of professionals taking part in the design and execution of building and selling homes, each person should have basic building science knowledge relevant to their role, and an understanding of how various home components interface with each other. Instead, our industry typically experiences a fragmented approach to home building and design. After obtaining important input from stakeholders at the Building Science Education Kick-Off Meeting, DOE created a building science education strategy addressing education issues preventing the widespread adoption of high performance homes. This strategy targets the next generation and provides valuable guidance for the current workforce. The initiative includes: • Race to Zero Student Design Competition: Engages universities and provides students who will be the next generation of architects, engineers, construction managers and entrepreneurs with the necessary skills and experience they need to begin careers in clean energy and generate creative solutions to real world problems. • Building Science to Sales Translator: Simplifies building science into compelling sales language and tools to sell high performance homes to their customers. • Building Science Education Guidance: Brings together industry and academia to solve problems related to

Primary science education: Views from three Australian States

Science.gov (United States)

Jeans, Bruce; Farnsworth, Ian

1992-12-01

This paper reports an empirical study of science education in Australian primary schools. The data show that, while funding is seen as a major determinant of what is taught and how it is taught, teacher-confidence and teacher-knowledge are also important variables. Teachers are most confident with topics drawn from the biological sciences, particularly things to do with plants. With this exception there is no shared body of science education knowledge that could be used to develop a curriculum for science education. There was evidence that most teachers see a need for a hands-on approach to primary science education involving the use of concrete materials. A substantial proportion of teachers agree that some of the problems would be alleviated by having a set course together with simple, prepared kits containing sample learning experiences. Any such materials must make provision for individual teachers to capitalise on critical teaching incidents as they arise and must not undermine the professional pride that teachers have in their work.

Educational Technology Classics: The Science Teacher and Educational Technology

Science.gov (United States)

Harbeck, Richard M.

2015-01-01

The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning…

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

Science.gov (United States)

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-11-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

The feasibility of educating trainee science teachers in issues of science and religion

Science.gov (United States)

Poole, Michael

2016-06-01

This article reflects on Roussel De Carvalho's paper `Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom'. It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher education project more manageable.

Science Education and Education for Citizenship and Sustainable Development

Science.gov (United States)

Johnston, Ronald

2011-01-01

In the United Kingdom (UK) and Europe, the need for education for sustainable development and global citizenship has recently been emphasised. This emphasis has arguably found its major home in the social studies in higher education. Concurrently, there has been a decline in interest in "the sciences" as evidenced by a reduction in the…

Education science and biological anthropology.

Science.gov (United States)

Krebs, Uwe

2014-01-01

This contribution states deficits and makes proposals in order to overcome them. First there is the question as to why the Biological Anthropology--despite all its diversifications--hardly ever deals with educational aspects of its subject. Second it is the question as to why Educational Science neglects or even ignores data of Biological Anthropology which are recognizably important for its subject. It is postulated that the stated deficits are caused by several adverse influences such as, the individual identity of each of the involved single sciences; aspects of the recent history of the German Anthropology; a lack of conceptual understanding of each other; methodological differences and, last but not least, the structure of the universities. The necessity to remedy this situation was deduced from two groups of facts. First, more recent data of the Biological Anthropology (e.g. brain functions and learning, sex specificity and education) are of substantial relevance for the Educational Science. Second, the epistemological requirements of complex subjects like education need interdisciplinary approaches. Finally, a few suggestions of concrete topics are given which are related to both, Educational Science and Biological Anthropology.

Research trends and issues in informal science education

Science.gov (United States)

Pinthong, Tanwarat; Faikhamta, Chatree

2018-01-01

Research in informal science education (ISE) become more interesting area in science education for a few decades. The main purpose of this research is to analyse research articles in 30 issues of top three international journals in science education; Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education. The research articles during 2007 and 2016 were reviewed and analysed according to the authors' nationality, informal science education's research topics, research paradigms, methods of data collection and data analysis. The research findings indicated that there were 201 published papers related to informal science education, successfully submitted by 469 authors from 27 different countries. In 2008, there was no article related to informal science education. Statistical analyses showed that authors from USA are the most dominant, followed by UK and Israel. The top three ISE's research topics most frequently investigated by the researchers were regarding students' informal learning, public understanding in science, and informal perspectives, policies and paradigms. It is also found that theoretical framework used in informal science education which is becoming more strongly rooted is in a mix of the sociocultural and constructivist paradigms, with a growing acceptance of qualitative research methods and analyses.

Resonance – Journal of Science Education | Indian Academy of ...

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 20; Issue 3 ... Lorenz system; deterministic chaos; unpredictability; Lyapunov exponent; fractals. ... Professor of Physics Dean Graduate Studies Indian Institute of Science Education & Research Dr Homi Bhabha Road Pashan, Pune 411008, India ...

Scientists and Science Education: Working at the Interface

Science.gov (United States)

DeVore, E. K.

2004-05-01

"Are we alone?" "Where did we come from?" "What is our future?" These questions lie at the juncture of astronomy and biology: astrobiology. It is intrinsically interdisciplinary in its study of the origin, evolution and future of life on Earth and beyond. The fundamental concepts of origin and evolution--of both living and non-living systems--are central to astrobiology, and provide powerful themes for unifying science teaching, learning, and appreciation in classrooms and laboratories, museums and science centers, and homes. Research scientists play a key role in communicating the nature of science and joy of scientific discovery with the public. Communicating the scientific discoveries with the public brings together diverse professionals: research scientists, graduate and undergraduate faculty, educators, journalists, media producers, web designers, publishers and others. Working with these science communicators, research scientists share their discoveries through teaching, popular articles, lectures, broadcast and print media, electronic publication, and developing materials for formal and informal education such as textbooks, museum exhibits and documentary television. There's lots of activity in science communication. Yet, the NSF and NASA have both identified science education as needing improvement. The quality of schools and the preparation of teachers receive national attention via "No Child Left Behind" requirements. The number of students headed toward careers in science, technology, engineering and mathematics (STEM) is not sufficient to meet national needs. How can the research community make a difference? What role can research scientists fulfill in improving STEM education? This talk will discuss the interface between research scientists and science educators to explore effective roles for scientists in science education partnerships. Astronomy and astrobiology education and outreach projects, materials, and programs will provide the context for

Investigating the Self-Perceived Science Teaching Needs of Local Elementary Educators

Science.gov (United States)

Carver, Cynthia G.

Elementary teachers in one school system have expressed low self-efficacy teaching science and desire more support teaching science. However, little research has been conducted on how best to meet these teachers' needs. The theories of perceived self-efficacy, social cognition, and behaviorism make up the conceptual framework of this study. The focus of this qualitative project study was on the needs of local elementary educators. These teachers were asked what they felt they needed most to be more effective science educators. The methodology of phenomenology was used in this study in which local elementary teachers were questioned in focus groups regarding their own science teaching efficacy and perceived needs. Using inductive analysis, data were coded for links to discussion questions as well as any additional patterns that emerged. Findings indicated that local elementary teachers desire improved communication among administrators and teachers as well as better science content support and training. Focus group participants agreed that teacher self-efficacy affects the time spent, effort toward, and quality of elementary science education. Using the results of the study, a science mentor program was developed to support the needs of elementary teachers and increase teacher self-efficacy, thus improving local elementary science education. Implications for positive social change include the development and support of elementary science programs in other school systems with the goal of improving science education for elementary students.

Improving science literacy and education through space life sciences

Science.gov (United States)

MacLeish, M. Y.; Moreno, N. P.; Tharp, B. Z.; Denton, J. J.; Jessup, G.; Clipper, M. C.

2001-01-01

The National Space Biomedical Research Institute (NSBRI) encourages open involvement by scientists and the public at large in the Institute's activities. Through its Education and Public Outreach Program, the Institute is supporting national efforts to improve Kindergarten through grade twelve (K-12) and undergraduate education and to communicate knowledge generated by space life science research to lay audiences. Three academic institution Baylor College of Medicine, Morehouse School of Medicine and Texas A&M University are designing, producing, field-testing, and disseminating a comprehensive array of programs and products to achieve this goal. The objectives of the NSBRI Education and Public Outreach program are to: promote systemic change in elementary and secondary science education; attract undergraduate students--especially those from underrepresented groups--to careers in space life sciences, engineering and technology-based fields; increase scientific literacy; and to develop public and private sector partnerships that enhance and expand NSBRI efforts to reach students and families. c 2001. Elsevier Science Ltd. All rights reserved.

The educational effects of mobile learning on students of medical sciences: A systematic review in experimental studies.

Science.gov (United States)

Koohestani, Hamid Reza; Soltani Arabshahi, Seyed Kamran; Fata, Ladan; Ahmadi, Fazlollah

2018-04-01

The demand for mobile learning in the medical science educational program is increasing. The present review study gathers evidence highlighted by the experimental studies on the educational effects of mobile learning for medical science students. The study was carried out as a systematic literature search published from 2007 to July 2017 in the databases PubMed/Medline, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Knowledge (Thomson Reuters) , Educational Resources and Information Center (ERIC), EMBASE (Elsevier), Cochrane library, PsycINFO and Google Scholar. To examine quality of the articles, a tool validated by the BEME Review was employed. Totally, 21 papers entered the study. Three main themes emerged from the content of papers: (1) improvement in student clinical competency and confidence, (2) acquisition and enhancing of students' theoretical knowledge, and (3) students' positive attitudes to and perception of mobile learning. Level 2B of Kirkpatrick hierarchy had been examined by all the papers and seven of them had reported two or more outcome levels, but level 4 was not reported in the papers. Our review showed that the students of medical sciences had positive response and attitudes to mobile learning. Moreover, implementation of mobile learning in medical sciences program might lead to valuable educational benefits and improve clinical competence and confidence along with theoretical knowledge, attitudes, and perception of mobile learning. The results indicated that mobile learning strategy in medical education can positively affect learning in all three domains of Bloom's Taxonomy.

76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

Science.gov (United States)

2011-03-03

... DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research.... SUMMARY: The Director of the Institute of Education Sciences (Institute) announces the Institute's FY 2012...

Concepts of matter in science education

CERN Document Server

Sevian, Hannah

2013-01-01

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education.

Science, Worldviews, and Education

Science.gov (United States)

Gauch, Hugh G., Jr.

2009-01-01

Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning…

A study of science leadership and science standards in exemplary standards-based science programs

Science.gov (United States)

Carpenter, Wendy Renae

The purpose for conducting this qualitative study was to explore best practices of exemplary standards-based science programs and instructional leadership practices in a charter high school and in a traditional high school. The focus of this study included how twelve participants aligned practices to National Science Education Standards to describe their science programs and science instructional practices. This study used a multi-site case study qualitative design. Data were obtained through a review of literature, interviews, observations, review of educational documents, and researcher's notes collected in a field log. The methodology used was a multi-site case study because of the potential, through cross analysis, for providing greater explanation of the findings in the study (Merriam, 1988). This study discovered six characteristics about the two high school's science programs that enhance the literature found in the National Science Education Standards; (a) Culture of expectations for learning-In exemplary science programs teachers are familiar with a wide range of curricula. They have the ability to examine critically and select activities to use with their students to promote the understanding of science; (b) Culture of varied experiences-In exemplary science programs students are provided different paths to learning, which help students, take in information and make sense of concepts and skills that are set forth by the standards; (c) Culture of continuous feedback-In exemplary science programs teachers and students work together to engage students in ongoing assessments of their work and that of others as prescribed in the standards; (d) Culture of Observations-In exemplary science programs students, teachers, and principals reflect on classroom instructional practices; teachers receive ongoing evaluations about their teaching and apply feedback towards improving practices as outlined in the standards; (e) Culture of continuous learning-In exemplary

Fermilab Friends for Science Education | Support Us

Science.gov (United States)

Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Support Us improving science (science, technology, engineering and mathematics) education. Your donation allows us to Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education

75 FR 13265 - National Board for Education Sciences

Science.gov (United States)

2010-03-19

... DEPARTMENT OF EDUCATION National Board for Education Sciences AGENCY: Institute of Education Sciences, Department of Education. ACTION: Notice of an open meeting. SUMMARY: This notice sets forth the schedule and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The...

75 FR 53280 - National Board for Education Sciences

Science.gov (United States)

2010-08-31

... DEPARTMENT OF EDUCATION National Board for Education Sciences AGENCY: Department of Education, Institute of Education Sciences. ACTION: Notice of an open meeting. SUMMARY: This notice sets forth the schedule and proposed agenda of an upcoming meeting of the National Board for Education Sciences. The...

The Nature of Science and Science Education: A Bibliography

Science.gov (United States)

Bell, Randy; Abd-El-Khalick, Fouad; Lederman, Norman G.; Mccomas, William F.; Matthews, Michael R.

Research on the nature of science and science education enjoys a long history, with its origins in Ernst Mach's work in the late nineteenth century and John Dewey's at the beginning of the twentieth century. As early as 1909 the Central Association for Science and Mathematics Teachers published an article - A Consideration of the Principles that Should Determine the Courses in Biology in Secondary Schools - in School Science and Mathematics that reflected foundational concerns about science and how school curricula should be informed by them. Since then a large body of literature has developed related to the teaching and learning about nature of science - see, for example, the Lederman (1992)and Meichtry (1993) reviews cited below. As well there has been intense philosophical, historical and philosophical debate about the nature of science itself, culminating in the much-publicised Science Wars of recent time. Thereferences listed here primarily focus on the empirical research related to the nature of science as an educational goal; along with a few influential philosophical works by such authors as Kuhn, Popper, Laudan, Lakatos, and others. While not exhaustive, the list should prove useful to educators, and scholars in other fields, interested in the nature of science and how its understanding can be realised as a goal of science instruction. The authors welcome correspondence regarding omissions from the list, and on-going additions that can be made to it.

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

Science.gov (United States)

Leak, Anne Emerson

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their

Fermilab Friends for Science Education | About Us

Science.gov (United States)

Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us About Us national leader in precollege science education. From the first Summer Institute for Science Teachers held year over 37,000 students, and 2,500 teachers participated in programs through the Education Office

Preservice Teachers' Memories of Their Secondary Science Education Experiences

Science.gov (United States)

Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol

2010-12-01

Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.

Utilization of Electronic Information Resources by Undergraduate Students of University of Ibadan: A Case Study of Social Sciences and Education

Science.gov (United States)

Owolabi, Sola; Idowu, Oluwafemi A.; Okocha, Foluke; Ogundare, Atinuke Omotayo

2016-01-01

The study evaluated utilization of electronic information resources by undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan. The study adopted a descriptive survey design with a study population of 1872 undergraduates in the Faculties of Education and the Social Sciences in University of Ibadan, from which a…

Preparing Future Secondary Computer Science Educators

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Ajwa, Iyad

2007-01-01

Although nearly every college offers a major in computer science, many computer science teachers at the secondary level have received little formal training. This paper presents details of a project that could make a significant contribution to national efforts to improve computer science education by combining teacher education and professional…

Emphasizing Morals, Values, Ethics, and Character Education in Science Education and Science Teaching

Science.gov (United States)

Chowdhury, Mohammad

2016-01-01

This article presents the rationale and arguments for the presence of morals, values, ethics and character education in science curriculum and science teaching. The author examines how rapid science and technological advancements and globalization are contributing to the complexities of social life and underpinning the importance of morals, values…

Building a Global Ocean Science Education Network

Science.gov (United States)

Scowcroft, G. A.; Tuddenham, P. T.; Pizziconi, R.

2016-02-01

It is imperative for ocean science education to be closely linked to ocean science research. This is especially important for research that addresses global concerns that cross national boundaries, including climate related issues. The results of research on these critical topics must find its way to the public, educators, and students of all ages around the globe. To facilitate this, opportunities are needed for ocean scientists and educators to convene and identify priorities and strategies for ocean science education. On June 26 and 27, 2015 the first Global Ocean Science Education (GOSE) Workshop was convened in the United States at the University of Rhode Island Graduate School of Oceanography. The workshop, sponsored by the Consortium for Ocean Science Exploration and Engagement (COSEE) and the College of Exploration, had over 75 participants representing 15 nations. The workshop addressed critical global ocean science topics, current ocean science research and education priorities, advanced communication technologies, and leveraging international ocean research technologies. In addition, panels discussed elementary, secondary, undergraduate, graduate, and public education across the ocean basins with emphasis on opportunities for international collaboration. Special presentation topics included advancements in tropical cyclone forecasting, collaborations among Pacific Islands, ocean science for coastal resiliency, and trans-Atlantic collaboration. This presentation will focus on workshop outcomes as well as activities for growing a global ocean science education network. A summary of the workshop report will also be provided. The dates and location for the 2016 GOES Workshop will be announced. See http://www.coexploration.net/gose/index.html

Artificial Intelligence and Science Education.

Science.gov (United States)

Good, Ron

1987-01-01

Defines artificial intelligence (AI) in relation to intelligent computer-assisted instruction (ICAI) and science education. Provides a brief background of AI work, examples of expert systems, examples of ICAI work, and addresses problems facing AI workers that have implications for science education. Proposes a revised model of the Karplus/Renner…

Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

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Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-01-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

Teacher Efficacy of Secondary Special Education Science Teachers

Science.gov (United States)

Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Pre-Service Science Teacher Education System in South Korea: Prospects and Challenges

Science.gov (United States)

Im, Sungmin; Yoon, Hye-Gyoung; Cha, Jeongho

2016-01-01

While much is known about the high academic but low affective achievement of Korean students on international comparative studies, little is known about science teacher education in Korea. As the quality of science teachers is an important factor determining the quality of science education, gaining an understanding of science education in Korea…

Science Student Teachers and Educational Technology: Experience, Intentions, and Value

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Efe, Rifat

2011-01-01

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

Excavating silences and tensions of agency|passivity in science education reform

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Rivera Maulucci, Maria S.

2010-12-01

I reflect on studies by Rodriguez and Carlone, Haun-Frank, and Kimmel to emphasize the ways in which they excavate silences in the science education literature related to linguistic and cultural diversity and situating the problem of reform in teachers rather than contextual factors, such as traditional schooling discourses and forces that serve to marginalize science. I propose that the current push for top-down reform and accountability diminishes opportunities for receptivity, learning with and from students in order to transform teachers' practices and promote equity in science education. I discuss tensions of agency and passivity in science education reform and argue that attention to authentic caring constitutes another silence in the science education literature. I conclude that the current policy context positions teachers and science education researchers as tempered radicals struggling against opp(reg)ressive reforms and that there is a need for more studies to excavate these and other silences.

Leadership, Responsibility, and Reform in Science Education.

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Bybee, Rodger W.

1993-01-01

Regards leadership as central to the success of the reform movement in science education. Defines leadership and introduces a model of leadership modified from the one developed by Edwin Locke and his associates. Provides an overview of the essential qualities of leadership occurring in science education. Discusses reforming science education and…

Data Mining Tools in Science Education

OpenAIRE

Premysl Zaskodny

2012-01-01

The main principle of paper is Data Mining in Science Education (DMSE) as Problem Solving. The main goal of paper is consisting in Delimitation of Complex Data Mining Tool and Partial Data Mining Tool of DMSE. The procedure of paper is consisting of Data Preprocessing in Science Education, Data Processing in Science Education, Description of Curricular Process as Complex Data Mining Tool (CP-DMSE), Description of Analytical Synthetic Modeling as Partial Data Mining Tool (ASM-DMSE) and finally...

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

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Rhee, Hyang-yon; Choi, Kyunghee

2014-01-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized…

Science Identity in Informal Education

Science.gov (United States)

Schon, Jennifer A.

The national drive to increase the number of students pursuing Science Technology, Engineering, and Math (STEM) careers has brought science identity into focus for educators, with the need to determine what encourages students to pursue and persist in STEM careers. Science identity, the degree to which students think someone like them could be a scientist is a potential indicator of students pursuing and persisting in STEM related fields. Science identity, as defined by Carlone and Johnson (2007) consists of three constructs: competence, performance, and recognition. Students need to feel like they are good at science, can perform it well, and that others recognize them for these achievements in order to develop a science identity. These constructs can be bolstered by student visitation to informal education centers. Informal education centers, such as outdoor science schools, museums, and various learning centers can have a positive impact on how students view themselves as scientists by exposing them to novel and unique learning opportunities unavailable in their school. Specifically, the University of Idaho's McCall Outdoor Science School (MOSS) focuses on providing K-12 students with the opportunity to learn about science with a place-based, hands-on, inquiry-based curriculum that hopes to foster science identity development. To understand the constructs that lead to science identity formation and the impact the MOSS program has on science identity development, several questions were explored examining how students define the constructs and if the MOSS program impacted how they rate themselves within each construct. A mixed-method research approach was used consisting of focus group interviews with students and pre, post, one-month posttests for visiting students to look at change in science identity over time. Results from confirmatory factor analysis indicate that the instrument created is a good fit for examining science identity and the associated

Gender Stereotypes in Science Education Resources: A Visual Content Analysis.

Science.gov (United States)

Kerkhoven, Anne H; Russo, Pedro; Land-Zandstra, Anne M; Saxena, Aayush; Rodenburg, Frans J

2016-01-01

More men are studying and working in science fields than women. This could be an effect of the prevalence of gender stereotypes (e.g., science is for men, not for women). Aside from the media and people's social lives, such stereotypes can also occur in education. Ways in which stereotypes are visible in education include the use of gender-biased visuals, language, teaching methods, and teachers' attitudes. The goal of this study was to determine whether science education resources for primary school contained gender-biased visuals. Specifically, the total number of men and women depicted, and the profession and activity of each person in the visuals were noted. The analysis showed that there were more men than women depicted with a science profession and that more women than men were depicted as teachers. This study shows that there is a stereotypical representation of men and women in online science education resources, highlighting the changes needed to create a balanced representation of men and women. Even if the stereotypical representation of men and women in science is a true reflection of the gender distribution in science, we should aim for a more balanced representation. Such a balance is an essential first step towards showing children that both men and women can do science, which will contribute to more gender-balanced science and technology fields.

Fermilab Friends for Science Education | Contact Us

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Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Contact Us Science Education P.O Box 500, MS 777 Batavia, IL 60510-5011 (630) 840-3094 * fax: (630) 840-2500 E-mail : Membership Send all other communications to: Susan Dahl, President Fermilab Friends for Science Education Box

Teaching and Learning about Complex Systems in K-12 Science Education: A Review of Empirical Studies 1995-2015

Science.gov (United States)

Yoon, Susan A.; Goh, Sao-Ee; Park, Miyoung

2018-01-01

The study of complex systems has been highlighted in recent science education policy in the United States and has been the subject of important real-world scientific investigation. Because of this, research on complex systems in K-12 science education has shown a marked increase over the past two decades. In this systematic review, we analyzed 75…

Social Media in Health Science Education: An International Survey.

Science.gov (United States)

O'Sullivan, Elizabeth; Cutts, Emily; Kavikondala, Sushma; Salcedo, Alejandra; D'Souza, Karan; Hernandez-Torre, Martin; Anderson, Claire; Tiwari, Agnes; Ho, Kendall; Last, Jason

2017-01-04

Social media is an asset that higher education students can use for an array of purposes. Studies have shown the merits of social media use in educational settings; however, its adoption in health science education has been slow, and the contributing reasons remain unclear. This multidisciplinary study aimed to examine health science students' opinions on the use of social media in health science education and identify factors that may discourage its use. Data were collected from the Universitas 21 "Use of social media in health education" survey, distributed electronically among the health science staff and students from 8 universities in 7 countries. The 1640 student respondents were grouped as users or nonusers based on their reported frequency of social media use in their education. Of the 1640 respondents, 1343 (81.89%) use social media in their education. Only 462 of the 1320 (35.00%) respondents have received specific social media training, and of those who have not, the majority (64.9%, 608/936) would like the opportunity. Users and nonusers reported the same 3 factors as the top barriers to their use of social media: uncertainty on policies, concerns about professionalism, and lack of support from the department. Nonusers reported all the barriers more frequently and almost half of nonusers reported not knowing how to incorporate social media into their learning. Among users, more than one fifth (20.5%, 50/243) of students who use social media "almost always" reported sharing clinical images without explicit permission. Our global, interdisciplinary study demonstrates that a significant number of students across all health science disciplines self-reported sharing clinical images inappropriately, and thus request the need for policies and training specific to social media use in health science education. ©Elizabeth O'Sullivan, Emily Cutts, Sushma Kavikondala, Alejandra Salcedo, Karan D'Souza, Martin Hernandez-Torre, Claire Anderson, Agnes Tiwari, Kendall

Population Health Science: A Core Element of Health Science Education in Sub-Saharan Africa.

Science.gov (United States)

Hiatt, Robert A; Engmann, Natalie J; Ahmed, Mushtaq; Amarsi, Yasmin; Macharia, William M; Macfarlane, Sarah B; Ngugi, Anthony K; Rabbani, Fauziah; Walraven, Gijs; Armstrong, Robert W

2017-04-01

Sub-Saharan Africa suffers an inordinate burden of disease and does not have the numbers of suitably trained health care workers to address this challenge. New concepts in health sciences education are needed to offer alternatives to current training approaches.A perspective of integrated training in population health for undergraduate medical and nursing education is advanced, rather than continuing to take separate approaches for clinical and public health education. Population health science educates students in the social and environmental origins of disease, thus complementing disease-specific training and providing opportunities for learners to take the perspective of the community as a critical part of their education.Many of the recent initiatives in health science education in sub-Saharan Africa are reviewed, and two case studies of innovative change in undergraduate medical education are presented that begin to incorporate such population health thinking. The focus is on East Africa, one of the most rapidly growing economies in sub-Saharan Africa where opportunities for change in health science education are opening. The authors conclude that a focus on population health is a timely and effective way for enhancing training of health care professionals to reduce the burden of disease in sub-Saharan Africa.

Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalised science classroom

Science.gov (United States)

De Carvalho, Roussel

2016-06-01

Steven Vertovec (2006, 2007) has recently offered a re-interpretation of population diversity in large urban centres due to a considerable increase in immigration patterns in the UK. This complex scenario called superdiversity has been conceptualised to help illuminate significant interactions of variables such as religion, language, gender, age, nationality, labour market and population distribution on a larger scale. The interrelationships of these themes have fundamental implications in a variety of community environments, but especially within our schools. Today, London schools have over 300 languages being spoken by students, all of whom have diverse backgrounds, bringing with them a wealth of experience and, most critically, their own set of religious beliefs. At the same time, Science is a compulsory subject in England's national curriculum, where it requires teachers to deal with important scientific frameworks about the world; teaching about the origins of the universe, life on Earth, human evolution and other topics, which are often in conflict with students' religious views. In order to cope with this dynamic and thought-provoking environment, science initial teacher education (SITE)—especially those catering large urban centres—must evolve to equip science teachers with a meaningful understanding of how to handle a superdiverse science classroom, taking the discourse of inclusion beyond its formal boundaries. Thus, this original position paper addresses how the role of SITE may be re-conceptualised and re-framed in light of the immense challenges of superdiversity as well as how science teachers, as enactors of the science curriculum, must adapt to cater to these changes. This is also the first in a series of papers emerging from an empirical research project trying to capture science teacher educators' own views on religio-scientific issues and their positions on the place of these issues within science teacher education and the science classroom.

Joseph Priestley Across Theology, Education, and Chemistry: An Interdisciplinary Case Study in Epistemology with a Focus on the Science Education Context

Science.gov (United States)

de Berg, Kevin C.

2011-07-01

This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733-1804) in his chemistry, education, and theology documents. Priestley's enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science education are examined from the point of view of the nature of theory and experiment as observed in Priestley's writings and as espoused in modern philosophy of science. Science and religious faith issues in the context of science education are examined from the point of view of one's understanding of sacred texts, and the suggestion is made that a Priestleyan model of "the liberty to think for oneself" and "to hold knowledge with humility and virtue" could prove helpful in dealing with the known divergent opinions in relation to science, education, and religion.

Ethnographic case study of a high school science classroom: Strategies in stem education

Science.gov (United States)

Sohn, Lucinda N.

Historically, science education research has promoted that learning science occurs through direct physical experiences. In recent years, the need for best practices and student motivation have been highlighted in STEM research findings. In response to the instructional challenges in STEM education, the National Research Council has provided guidelines for improving STEM literacy through best practices in science and mathematics instruction. A baseline qualitative ethnographic case study of the effect of instructional practices on a science classroom was an opportunity to understand how a teacher and students work together to learn in an International Baccalaureate life science course. This study was approached through an interpretivist lens with the assumption that learning science is socially constructed. The following were the research questions: 1.) How does the teacher implement science instruction strategies in the classroom? 2.) In what ways are students engaged in the classroom? 3.) How are science concepts communicated in the classroom? The total 35 participants included a high school science teacher and two classes of 11th grade students in the International Baccalaureate program. Using exploratory qualitative methods of research, data was collected from field notes and transcripts from a series of classroom observations, a single one-on-one interview with the teacher and two focus groups with students from each of the two classes. Three themes emerged from text coded using initial and process coding with the computer assisted qualitative data analysis software, MAXQDA. The themes were: 1.) Physical Forms of Communication Play Key Role in Instructional Strategy, 2.) Science Learning Occurs in Casual Environment Full of Distractions, and 3.) Teacher Persona Plays Vital Role in Classroom Culture. The findings provided insight into the teacher's role on students' motivation to learn science. The recommendation for STEM programs and new curriculum is a

General Atomics Sciences Education Foundation Outreach Programs

Science.gov (United States)

Winter, Patricia S.

1997-11-01

Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

Symposium 3 - Science Education “Leopoldo de Meis”: The Critical Importance of Science Education for Society

Directory of Open Access Journals (Sweden)

Bruce Albert

2015-08-01

Full Text Available Symposium 3 - Science Education “Leopoldo de Meis” Chair: Wagner Seixas da Silva, Universidade Federal do Rio de JaneiroAbstract:Three ambitious goals for science education:1. Enable all children to acquire the problem-solving, thinking, and communication skills of scientists – so that they can be productive and competitive in the new world economy.2. Generate a “scientific temper” for each nation, with scientifically trained people in many professions, ensuring the rationality and the tolerance essential for a democratic society.3. Help each nation generate new scientific knowledge and technology by casting the widest possible net for talent.My preferred strategy for the United States:1. Science education should have a much larger role in all school systems, but only if this science education is of a different kind than is experienced in most schools today.2. Making such a change will require a redefinition of what we mean by the term  “science education”.3. To create continually improving education systems, we will need much more collaborative, effective, and use-inspired education research - research that is focused on real school needs and that integrates the best school teachers into the work.4. Our best teachers need to have a much larger voice in helping to steer our national and state policies, as well as in our local school systems!

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

Science.gov (United States)

Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

Professor Barry Fraser's contributions to science education research

Science.gov (United States)

Aldridge, Jill M.

2011-09-01

In this article, I endeavour to convey the depth of Barry Fraser's contributions to science education research, including his tireless endeavours to promote and advance research, especially the field of learning environments, the realisation of his vision to create one of the largest doctoral programs in science and mathematics education in the world, his leadership capacity in terms of guiding and leading an internationally renowned centre and large-scale cross-national and cross-cultural studies, his dedication towards human capacity building in Africa, Asia and elsewhere, his capacity as a mentor and editor that have seen the publication of numerous journal articles and books and the ongoing success of science education research journals.

An Evaluation of the Science Education Component of the Cross River State Science and Technical Education Project

Science.gov (United States)

Ekuri, Emmanuel Etta

2012-01-01

The Cross River State Science and Technical Education Project was introduced in 1992 by edict number 9 of 20 December 1991, "Cross River State Science and Technical Education Board Edit, 20 December, 1991", with the aim of improving the quality of science teaching and learning in the state. As the success of the project depends…

Constructivism in Science and Science Education: A Philosophical Critique

Science.gov (United States)

Nola, Robert

This paper argues that constructivist science education works with an unsatisfactory account of knowledge which affects both its account of the nature of science and of science education. The paper begins with a brief survey of realism and anti-realism in science and the varieties of constructivism that can be found. In the second section the important conception of knowledge and teaching that Plato develops in the Meno is contrasted with constructivism. The section ends with an account of the contribution that Vico (as understood by constructivists), Kant and Piaget have made to constructivist doctrines. Section three is devoted to a critique of the theory of knowledge and the anti-realism of von Glaserfeld. The final section considers the connection, or lack of it, between the constructivist view of science and knowledge and the teaching of science.

Science in General Education

Science.gov (United States)

Read, Andrew F.

2013-01-01

General education must develop in students an appreciation of the power of science, how it works, why it is an effective knowledge generation tool, and what it can deliver. Knowing what science has discovered is desirable but less important.

Reforming Science Education: Part I. The Search for a Philosophy of Science Education

Science.gov (United States)

Schulz, Roland M.

2009-04-01

The call for reforms in science education has been ongoing for a century, with new movements and approaches continuously reshaping the identity and values of the discipline. The HPS movement has an equally long history and taken part in the debates defining its purpose and revising curriculum. Its limited success, however, is due not only to competition with alternative visions and paradigms (e.g. STS, multi-culturalism, constructivism, traditionalism) which deadlock implementation, and which have led to conflicting meanings of scientific literacy, but the inability to rise above the debate. At issue is a fundamental problem plaguing science education at the school level, one it shares with education in general. It is my contention that it requires a guiding “metatheory” of education that can appropriately distance itself from the dual dependencies of metatheories in psychology and the demands of socialization—especially as articulated in most common conceptions of scientific literacy tied to citizenship. I offer as a suggestion Egan’s cultural-linguistic theory as a metatheory to help resolve the impasse. I hope to make reformers familiar with his important ideas in general and more specifically, to show how they can complement HPS rationales and reinforce the work of those researchers who have emphasized the value of narrative in learning science. This will be elaborated in Part II of a supplemental paper to the present one. As a prerequisite to presenting Egan’s metatheory I first raise the issue of the need for a conceptual shift back to philosophy of education within the discipline, and thereto, on developing and demarcating true educational theories (essentially neglected since Hirst). In the same vein it is suggested a new research field should be opened with the express purpose of developing a discipline-specific “philosophy of science education” (largely neglected since Dewey) which could in addition serve to reinforce science education�

What Is "Agency"? Perspectives in Science Education Research

Science.gov (United States)

Arnold, Jenny; Clarke, David John

2014-01-01

The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development…

International Science Education: A Study of UNESCO Science Education Improvement Projects in Selected Anglophone Countries of Africa: Project Problems.

Science.gov (United States)

Nichter, Richard

1984-01-01

Discusses some of the problems faced by technical advisors implementing projects for the improvement of science education in Africa and reasons for these problems. Problem areas considered include underdevelopment, underestimating the process, finances, personality conflict and motivation, and opposition from key groups. (A list of major UNESCO…

Changing Images of the Inclined Plane: A Case Study of a Revolution in American Science Education

Science.gov (United States)

Turner, Steven C.

2012-02-01

Between 1880 and 1920 the way science was taught in American High Schools changed dramatically. The old "lecture/demonstration" method, where information was presented to essentially passive students, was replaced by the "laboratory" method, where students performed their own experiments in specially constructed student laboratories. National leadership in education was generally weak during this period, and the new method required significant investments by the schools, but within a few decades American science education was rapidly and completely transformed. Previous studies of this fundamental change have concentrated on the activities of organizations like the NEA, the Bureau of Education and a few major universities, but the way in which these groups were able to effect actual changes in classroom practice is not completely clear. This article attempts to broaden the existing narrative by integrating the rich and largely ignored material culture of science education—such things as textbooks, lab manuals, student notebooks, science teaching instruments and scientific instrument catalogs. Surprisingly, much of this story can be seen in changes to the depiction of a single, venerable and otherwise unremarkable teaching instrument: the inclined plane.

Space Life Sciences Research and Education Program

Science.gov (United States)

Coats, Alfred C.

2001-01-01

Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

The Feasibility of Educating Trainee Science Teachers in Issues of Science and Religion

Science.gov (United States)

Poole, Michael

2016-01-01

This article reflects on Roussel De Carvalho's paper "Science initial teacher education and superdiversity: educating science teachers for a multi-religious and globalized science classroom" (EJ1102211). It then offers suggestions for making some of the ambitious goals of the science-and-religion components of the science initial teacher…

Middle school girls: Experiences in a place-based education science classroom

Science.gov (United States)

Shea, Charlene K.

The middle school years are a crucial time when girls' science interest and participation decrease (Barton, Tan, O'Neill, Bautista-Guerra, & Brecklin, 2013). The purpose of this study was to examine the experiences of middle school girls and their teacher in an eighth grade place-based education (PBE) science classroom. PBE strives to increase student recognition of the importance of educational concepts by reducing the disconnection between education and community (Gruenewald, 2008; Smith, 2007; Sobel, 2004). The current study provides two unique voices---the teacher and her students. I describe how this teacher and her students perceived PBE science instruction impacting the girls' participation in science and their willingness to pursue advanced science classes and science careers. The data were collected during the last three months of the girls' last year of middle school by utilizing observations, interviews and artifacts of the teacher and her female students in their eighth grade PBE science class. The findings reveal how PBE strategies, including the co-creation of science curriculum, can encourage girls' willingness to participate in advanced science education and pursue science careers. The implications of these findings support the use of PBE curricular strategies to encourage middle school girls to participate in advance science courses and science careers.

Vedic Science Based Education and Nonverbal Intelligence: A Preliminary Longitudinal Study in Cambodia.

Science.gov (United States)

Fergusson, Lee C.; And Others

1996-01-01

A study investigated the effects on students' nonverbal intelligence of implementing an approach to higher education based on Vedic science, developed by Maharishi Mahesh Yogi and including transcendental meditation. The approach was implemented in two Cambodian universities and its effects assessed in 70 undergraduate students. An increase in…

Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

Science.gov (United States)

Charlton, Bruce G

2006-01-01

Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate

Qualitative exploration of centralities in municipal science education networks

DEFF Research Database (Denmark)

von der Fehr, Ane; Sølberg, Jan

2016-01-01

This article examines the social nature of educational change by conducting a social network analysis of social networks involving stakeholders of science education from teachers to political stakeholders. Social networks that comprise supportive structures for development of science education ar...... of science education, especially if they are aware of their own centrality and are able to use their position intentionally for the benefit of science education.......This article examines the social nature of educational change by conducting a social network analysis of social networks involving stakeholders of science education from teachers to political stakeholders. Social networks that comprise supportive structures for development of science education...... are diverse and in order to understand how municipal stakeholders may support such development, we explored four different municipal science education networks (MSE networks) using three different measures of centrality. The centrality measures differed in terms of what kind of stakeholder functions...

Danish and German students’ reflections and recommendations to changes in their science education

DEFF Research Database (Denmark)

Petersen, Morten Rask; Ahrenkiel, Linda; Michelsen, Claus

We here present a case study on students’ reflections and recommendations on their everyday science education. These recommendations come from a minority group seldom heard in science education, namely those students who are already engaged in science and science education. In November 2010...... situation in science education. The seminar was studied as a case study and data was collected by the use of questionnaires, videotaping, student presentations, field notes and interviews with some of the participants. The focus on the findings is on the students’ motives for changing their current...... a seminar was held in Sankelmark, Schleswig-Holstein, Germany. 29 upper secondary students from 4 schools (2 Danish and 2 German) attended the seminar in order to prepare some recommendations to take home to their own school. The students were asked to describe their current situation in science education...

Towards a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network

Science.gov (United States)

Paraskevas, Michael; Zarouchas, Thomas; Angelopoulos, Panagiotis; Perikos, Isidoros

2013-01-01

Now days the growing need for highly qualified computer science educators in modern educational environments is commonplace. This study examines the potential use of Greek School Network (GSN) to provide a robust and comprehensive e-training course for computer science educators in order to efficiently exploit advanced IT services and establish a…

Scientism and Scientific Thinking. A Note on Science Education

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Gasparatou, Renia

2017-11-01

The move from respecting science to scientism, i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that Science and Scientific Method, will give us a direct pathway to the true making of the world, all included. The idealization of science is partly the reason why we feel we need to impose the so-called scientific terminologies and methodologies to all aspects of our lives, education too. Under this rationale, educational policies today prioritize science, not only in curriculum design, but also as a method for educational practice. One might expect that, under the scientistic rationale, science education would thrive. Contrariwise, I will argue that scientism disallows science education to give an accurate image of the sciences. More importantly, I suggest that scientism prevents one of science education's most crucial goals: help students think. Many of my arguments will borrow the findings and insights of science education research. In the last part of this paper, I will turn to some of the most influential science education research proposals and comment on their limits. If I am right, and science education today does not satisfy our most important reasons for teaching science, perhaps we should change not just our teaching strategies, but also our scientistic rationale. But that may be a difficult task.

Science Education Reform in Qatar: Progress and Challenges

Science.gov (United States)

Said, Ziad

2016-01-01

Science education reform in Qatar has had limited success. In the Trends in International Mathematics and Science Study (TIMMS), Qatari 4th and 8th grade students have shown progress in science achievement, but they remain significantly below the international average. Also, in the Program for International Student Assessment (PISA), Qatari…

Communicating Ocean Sciences College Courses: Science Faculty and Educators Working and Learning Together

Science.gov (United States)

Halversen, C.; Simms, E.; McDonnell, J. D.; Strang, C.

2011-12-01

As the relationship between science and society evolves, the need for scientists to engage and effectively communicate with the public about scientific issues has become increasingly urgent. Leaders in the scientific community argue that research training programs need to also give future scientists the knowledge and skills to communicate. To address this, the Communicating Ocean Sciences (COS) series was developed to teach postsecondary science students how to communicate their scientific knowledge more effectively, and to build the capacity of science faculty to apply education research to their teaching and communicate more effectively with the public. Courses are co-facilitated by a faculty scientist and either a K-12 or informal science educator. Scientists contribute their science content knowledge and their teaching experience, and educators bring their knowledge of learning theory regarding how students and the public make meaning from, and understand, science. The series comprises two university courses for science undergraduate and graduate students that are taught by ocean and climate scientists at approximately 25 universities. One course, COS K-12, is team-taught by a scientist and a formal educator, and provides college students with experience communicating science in K-12 classrooms. In the other course, COSIA (Communicating Ocean Sciences to Informal Audiences), a scientist and informal educator team-teach, and the practicum takes place in a science center or aquarium. The courses incorporate current learning theory and provide an opportunity for future scientists to apply that theory through a practicum. COS addresses the following goals: 1) introduce postsecondary students-future scientists-to the importance of education, outreach, and broader impacts; 2) improve the ability of scientists to communicate science concepts and research to their students; 3) create a culture recognizing the importance of communicating science; 4) provide students and

The Use of Journal Clubs in Science Teacher Education

Science.gov (United States)

Tallman, Karen A.; Feldman, Allan

2016-01-01

This qualitative study explored how in a 7-month-long journal club pre- and inservice science teachers engaged with education research literature relevant to their practice to reduce the theory-practice gap. In the journal club they had the opportunity to critique and analyze peer-reviewed science education articles in the context of their…

Turkish Science Teachers' Use of Educational Research and Resources

Science.gov (United States)

Ilhan, Nail; Sözbilir, Mustafa; Sekerci, Ali Riza; Yildirim, Ali

2015-01-01

Research results demonstrate that there is a gap between educational research and practice. Turkey is not an exception in this case. This study aims to examine to what extent and how educational research and resources are being followed,understood and used in classroom practices by science teachers in Turkey. A sample of 968 science teachers…

Male Saudi Arabian freshman science majors at Jazan University: Their perceptions of parental educational practices on their science achievements

Science.gov (United States)

Alrehaly, Essa D.

Examination of Saudi Arabian educational practices is scarce, but increasingly important, especially in light of the country's pace in worldwide mathematics and science rankings. The purpose of the study is to understand and evaluate parental influence on male children's science education achievements in Saudi Arabia. Parental level of education and participant's choice of science major were used to identify groups for the purpose of data analysis. Data were gathered using five independent variables concerning parental educational practices (attitude, involvement, autonomy support, structure and control) and the dependent variable of science scores in high school. The sample consisted of 338 participants and was arbitrarily drawn from the science-based colleges (medical, engineering, and natural science) at Jazan University in Saudi Arabia. The data were tested using Pearson's analysis, backward multiple regression, one way ANOVA and independent t-test. The findings of the study reveal significant correlations for all five of the variables. Multiple regressions revealed that all five of the parents' educational practices indicators combined together could explain 19% of the variance in science scores and parental attitude toward science and educational involvement combined accounted for more than 18% of the variance. Analysis indicates that no significant difference is attributable to parental involvement and educational level. This finding is important because it indicates that, in Saudi Arabia, results are not consistent with research in Western or other Asian contexts.

Improving Science Attitude and Creative Thinking through Science Education Project: A Design, Implementation and Assessment

Science.gov (United States)

Sener, Nilay; Türk, Cumhur; Tas, Erol

2015-01-01

The purpose of this study is to examine the effects of a science education project implemented in different learning environments on secondary school students' creative thinking skills and their attitudes to science lesson. Within this scope, a total of 50 students who participated in the nature education project in Samsun City in 2014 make up the…

The Globalization of Science Education

Science.gov (United States)

Deboer, George

2012-02-01

Standards-based science education, with its emphasis on clearly stated goals, performance monitoring, and accountability, is rapidly becoming a key part of how science education is being viewed around the world. Standards-based testing within countries is being used to determine the effectiveness of a country's educational system, and international testing programs such as PISA and TIMSS enable countries to compare their students to a common standard and to each other. The raising of standards and the competition among countries is driven in part by a belief that economic success depends on a citizenry that is knowledgeable about science and technology. In this talk, I consider the question of whether it is prudent to begin conversations about what an international standards document for global citizenship in science education might look like. I examine current practices to show the areas of international agreement and the significant differences that still exist, and I conclude with a recommendation that such conversations should begin, with the goal of laying out the knowledge and competencies that international citizens should have that also gives space to individual countries to pursue goals that are unique to their own setting.

A Mixed Methods Content Analysis of the Research Literature in Science Education

Science.gov (United States)

Schram, Asta B.

2014-10-01

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.

Unpacking "Culture" in Cultural Studies of Science Education: Cultural Difference versus Cultural Production

Science.gov (United States)

Carlone, Heidi; Johnson, Angela

2012-01-01

In this article, we explore three anthropological approaches to science education research: funds of knowledge, third space/hybridity and practice theory. Definitions, historical origins, uses and constraints of each approach are included along with reviews of exemplary studies in each tradition. We show that funds of knowledge research draws on…

Emotions, Aesthetics and Wellbeing in Science Education

DEFF Research Database (Denmark)

Bellocchi, Alberto; Cassie, Quigley; Otrel-Cass, Kathrin

2017-01-01

This internationally edited collection on emotions, aesthetics, and wellbeing emerged following an exploratory research workshop held in Luxembourg associated with the journal Cultural Studies of Science Education (CSSE). The workshop was entitled ‘Innovation and collaboration in cultural studies...... of science education: Towards an international research agenda.’ Authors were invited to articulate the theoretical and philosophical underpinnings of their research, offering empirical elaborations to illustrate applications of these conceptual and methodological foundations. An outcome...... informing such research. Possibilities for future research are elaborated within the collection generating scope for further collaborative and international studies informed by perspectives represented in the collection. In the present chapter, we outline the origin of this edited collection against...

The Role of Science Education in the Nuclear Age

DEFF Research Database (Denmark)

Christensen, Ivan Lind

2016-01-01

The ramifications of the atomic bombings of Hiroshima and Nagasaki in 1945 and the Atom for Peace resolution adopted by the UN in 1954 has been the object of study for some time now, especially with regard to international relations, national security policies and popular culture. Far less...... attention has been paid to the impact of the subsequent UNESCO Atoms for Peace initiatives within science education. This article traces the international ideas about the role of education in the atomic age, as they were formulated by central agents within UNESCO’s Natural Science Department, Section...... of Science Teaching, Social Science Department and the Department of Education. Moving from the rhetoric of international ‘Big Politics’ to the local level of primary schools, the article explores how the Atom for Peace initiative was related to the general science teaching discourse and the already ongoing...

Teaching Interdisciplinary Engineering and Science Educations

DEFF Research Database (Denmark)

Kofoed, Lise B.; S. Stachowicz, Marian

2014-01-01

In this paper we study the challenges for the involved teachers who plan and implement interdisciplinary educations. They are confronted with challenges regarding their understanding of using known disciplines in a new interdisciplinary way and see the possibilities of integrating disciplines when...... creating new knowledge. We will address the challenges by defining the term interdisciplinary in connection with education, and using the Problem Based Learning educational approach and experience from the engineering and science educational areas to find the obstacles. Two cases based on interdisciplinary...... and understand how different expertise can contribute to an interdisciplinary education....

A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

Science.gov (United States)

Wang, Hui-Hui

Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security challenges in the future. Policymakers and professional societies emphasize STEM education by legislating the addition of engineering standards to the existing science standards. On the other hand, the nature of the work of most STEM professionals requires people to actively apply STEM knowledge to make critical decisions. Therefore, using an integrated approach to teaching STEM in K-12 is expected. However, science teachers encounter numerous difficulties in adapting the new STEM integration reforms into their classrooms because of a lack of knowledge and experience. Therefore, high quality STEM integration professional development programs are an urgent necessity. In order to provide these high quality programs, it is important to understand teachers' perceptions and classroom practices regarding STEM integration. A multiple-case study was conducted with five secondary school science teachers in order to gain a better understanding of teachers' perceptions and classroom practices in using STEM integration. This study addresses the following research questions: 1) What are secondary school science teachers' practices of STEM integration? 2) What are secondary science teachers' overall perceptions of STEM integration? and 3) What is the connection between secondary science teachers' perceptions and understanding of STEM integration with their classroom practices? This research aims to explore teachers' perceptions and classroom practices in order to set up the baseline for STEM integration and also to determine STEM integration professional development best practices in science education. Findings from the study provide critical data for making informed decision about the direction for STEM integration in science education in K-12.

Current Status of Regulatory Science Education in Faculties of Pharmaceutical Science in Japan.

Science.gov (United States)

Tohkin, Masahiro

2017-01-01

I introduce the current pharmaceutical education system in Japan, focusing on regulatory science. University schools or faculties of pharmaceutical science in Japan offer two courses: a six-year course for pharmacists and a four-year course for scientists and technicians. Students in the six-year pharmaceutical course receive training in hospitals and pharmacies during their fifth year, and those in the four-year life science course start research activities during their third year. The current model core curriculum for pharmaceutical education requires them to "explain the necessity and significance of regulatory science" as a specific behavior object. This means that pharmacists should understand the significance of "regulatory science", which will lead to the proper use of pharmaceuticals in clinical practice. Most regulatory science laboratories are in the university schools or faculties of pharmaceutical sciences; however, there are too few to conduct regulatory science education. There are many problems in regulatory science education, and I hope that those problems will be resolved not only by university-based regulatory science researchers but also by those from the pharmaceutical industry and regulatory authorities.

Imaginative science education the central role of imagination in science education

CERN Document Server

Hadzigeorgiou, Yannis

2016-01-01

This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ s...

Science and technology related global problems: An international survey of science educators

Science.gov (United States)

Bybee, Rodger W.; Mau, Teri

This survey evaluated one aspect of the Science-Technology-Society theme, namely, the teaching of global problems related to science and technology. The survey was conducted during spring 1984. Two hundred sixty-two science educators representing 41 countries completed the survey. Response was 80%. Findings included a ranking of twelve global problems (the top six were: World Hunger and Food Resources, Population Growth, Air Quality and Atmosphere, Water Resources, War Technology, and Human Health and Disease). Science educators generally indicated the following: the science and technology related global problems would be worse by the year 2000; they were slightly or moderately knowledgeable about the problems; print, audio-visual media, and personal experiences were their primary sources of information; it is important to study global problems in schools; emphasis on global problems should increase with age/grade level; an integrated approach should be used to teach about global problems; courses including global problems should be required of all students; most countries are in the early stages of developing programs including global problems; there is a clear trend toward S-T-S; there is public support for including global problems; and, the most significant limitations to implementation of the S-T-S theme (in order of significance) are political, personnel, social, psychological, economic, pedagogical, and physical. Implications for research and development in science education are discussed.

Making science education meaningful for American Indian students: The effect of science fair participation

Science.gov (United States)

Welsh, Cynthia Ann

Creating opportunities for all learners has not been common practice in the United States, especially when the history of Native American educational practice is examined (Bull, 2006; Chenoweth, 1999; Starnes, 2006a). The American Indian Science and Engineering Society (AISES) is an organization working to increase educational opportunity for American Indian students in science, engineering, and technology related fields (AISES, 2005). AISES provides pre-college support in science by promoting student science fair participation. The purpose of this qualitative research is to describe how American Indian student participation in science fairs and the relationship formed with their teacher affects academic achievement and the likelihood of continued education beyond high school. Two former American Indian students mentored by the principal investigator participated in this study. Four ethnographic research methods were incorporated: participant observation, ethnographic interviewing, search for artifacts, and auto-ethnographic researcher introspection (Eisenhart, 1988). After the interview transcripts, photos documenting past science fair participation, and researcher field notes were analyzed, patterns and themes emerged from the interviews that were supported in literature. American Indian academic success and life long learning are impacted by: (a) the effects of racism and oppression result in creating incredible obstacles to successful learning, (b) positive identity formation and the importance of family and community are essential in student learning, (c) the use of best practice in science education, including the use of curricular cultural integration for American Indian learners, supports student success, (d) the motivational need for student-directed educational opportunities (science fair/inquiry based research) is evident, (e) supportive teacher-student relationships in high school positively influences successful transitions into higher education. An

Understanding adolescent student perceptions of science education

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Ebert, Ellen Kress

This study used the Relevance of Science Education (ROSE) survey (Sjoberg & Schreiner, 2004) to examine topics of interest and perspectives of secondary science students in a large school district in the southwestern U.S. A situated learning perspective was used to frame the project. The research questions of this study focused on (a) perceptions students have about themselves and their science classroom and how these beliefs may influence their participation in the community of practice of science; (b) consideration of how a future science classroom where the curriculum is framed by the Next Generation Science Standards might foster students' beliefs and perceptions about science education and their legitimate peripheral participation in the community of practice of science; and (c) reflecting on their school science interests and perspectives, what can be inferred about students' identities as future scientists or STEM field professionals? Data were collected from 515 second year science students during a 4-week period in May of 2012 using a Web-based survey. Data were disaggregated by gender and ethnicity and analyzed descriptively and by statistical comparison between groups. Findings for Research Question 1 indicated that boys and girls showed statistically significant differences in scientific topics of interest. There were no statistical differences between ethnic groups although. For Research Question 2, it was determined that participants reported an increase in their interest when they deemed the context of the content to be personally relevant. Results for Research Question 3 showed that participants do not see themselves as youthful scientists or as becoming scientists. While participants value the importance of science in their lives and think all students should take science, they do not aspire to careers in science. Based on this study, a need for potential future work has been identified in three areas: (a) exploration of the perspectives and

Promoting Science in Secondary School Education.

Science.gov (United States)

Chiovitti, Anthony; Duncan, Jacinta C; Jabbar, Abdul

2017-06-01

Engaging secondary school students with science education is crucial for a society that demands a high level of scientific literacy in order to deal with the economic and social challenges of the 21st century. Here we present how parasitology could be used to engage and promote science in secondary school students under the auspice of a 'Specialist Centre' model for science education. Copyright © 2017 Elsevier Ltd. All rights reserved.

Special Education Teachers' Nature of Science Instructional Experiences

Science.gov (United States)

Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

2016-01-01

Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

Science Education and Public Outreach Forums (SEPOF): Providing Coordination and Support for NASA's Science Mission Directorate Education and Outreach Programs

Science.gov (United States)

Mendez, B. J.; Smith, D.; Shipp, S. S.; Schwerin, T. G.; Stockman, S. A.; Cooper, L. P.; Peticolas, L. M.

2009-12-01

NASA is working with four newly-formed Science Education and Public Outreach Forums (SEPOFs) to increase the overall coherence of the Science Mission Directorate (SMD) Education and Public Outreach (E/PO) program. SEPOFs support the astrophysics, heliophysics, planetary and Earth science divisions of NASA SMD in three core areas: * E/PO Community Engagement and Development * E/PO Product and Project Activity Analysis * Science Education and Public Outreach Forum Coordination Committee Service. SEPOFs are collaborating with NASA and external science and education and outreach communities in E/PO on multiple levels ranging from the mission and non-mission E/PO project activity managers, project activity partners, and scientists and researchers, to front line agents such as naturalists/interpreters, teachers, and higher education faculty, to high level agents such as leadership at state education offices, local schools, higher education institutions, and professional societies. The overall goal for the SEPOFs is increased awareness, knowledge, and understanding of scientists, researchers, engineers, technologists, educators, product developers, and dissemination agents of best practices, existing NASA resources, and community expertise applicable to E/PO. By coordinating and supporting the NASA E/PO Community, the NASA/SEPOF partnerships will lead to more effective, sustainable, and efficient utilization of NASA science discoveries and learning experiences.

Life Science Professional Societies Expand Undergraduate Education Efforts

Science.gov (United States)

Matyas, Marsha Lakes; Ruedi, Elizabeth A.; Engen, Katie; Chang, Amy L.

2017-01-01

The "Vision and Change in Undergraduate Biology Education" reports cite the critical role of professional societies in undergraduate life science education and, since 2008, have called for the increased involvement of professional societies in support of undergraduate education. Our study explored the level of support being provided by…

Graph comprehension in science and mathematics education: Objects and categories

DEFF Research Database (Denmark)

Voetmann Christiansen, Frederik; May, Michael

types of registers. In the second part of the paper, we consider how diagrams in science are often composites of iconic and indexical elements, and how this fact may lead to confusion for students. In the discussion the utility of the Peircian semiotic framework for educational studies......, the typological mistake of considering graphs as images is discussed related to litterature, and two examples from engineering education are given. The educational implications for science and engineering are discussed, with emphasis on the need for students to work explicitly with conversions between different...... of representational forms in science is discussed, and how the objects of mathematics and science relate to their semiotic representations....

Recent trends in secondary science education in New Jersey

Science.gov (United States)

Sousa, David

This article compares the results of two surveys sent to New Jersey science supervisors in 1978 and 1982 regarding the status of secondary science education in their schools. It discusses trends that have developed during the four-year period and compares them to national trends revealed in recent studies. The comparison shows that New Jersey faces many of the same problems in science education found across the country. Instruction time in science, double laboratory periods, and the use of national curriculum studies have all declined. Respondents also reported a marked increase in the number of science teachers leaving the classroom for jobs in business and industry. The recruiting of qualified teachers was a difficult task and over 9% of the public schools reported having to use teachers with emergency certification in science to meet their staffing requirements. Difficulties in using staff effectively, in obtaining adequate financial support, and in providing professional development programs were the major concerns of science supervisors.Received: 12 April 1983

An Investigation of Science Educators' View of Roles and Responsibilities for Climate Change Education

Science.gov (United States)

McGinnis, J. Randy; McDonald, Chris; Hestness, Emily; Breslyn, Wayne

2016-01-01

This exploratory study investigates what science educators from differing groups (outside of higher education--informal and formal (K-12) and inside of higher education--content and pedagogy experts) believe are the roles and responsibilities (and what actions these might involve) in climate change education for: 1) their group of educators, and…

Improving science education for sustainable development

NARCIS (Netherlands)

Eijck, van M.W.; Roth, W.-M.

2007-01-01

In recent issues of noteworthy journals, natural scientists have argued for the improvement of science education [1–4]. Such pleas reflect the growing awareness that high-quality science education is required not only for sustaining a lively scientific community that is able to address global

Fermilab Friends for Science Education | Tree of Knowledge

Science.gov (United States)

Fermilab Friends for Science Education FFSE Home About Us Join Us Support Us Contact Us Tree of Testimonials Our Donors Board of Directors Board Tools Calendar Join Us Donate Now Get FermiGear! Education precollege science education programs. Prominently displayed at the Lederman Science Center is the lovely

Equitable science education in urban middle schools: Do reform efforts make a difference?

Science.gov (United States)

Hewson, Peter W.; Butler Kahle, Jane; Scantlebury, Kathryn; Davies, Darleen

2001-12-01

A central commitment of current reforms in science education is that all students, regardless of culture, gender, race, and/ or socioeconomic status, are capable of understanding and doing science. The study Bridging the Gap: Equity in Systemic Reform assessed equity in systemic reform using a nested research design that drew on both qualitative and quantitative methodologies. As part of the study, case studies were conducted in two urban middle schools in large Ohio cities. The purpose of the case studies was to identify factors affecting equity in urban science education reform. Data were analyzed using Kahle's (1998) equity metric. That model allowed us to assess progress toward equity using a range of research-based indicators grouped into three categories critical for equitable education: access to, retention in, and achievement in quality science education. In addition, a fourth category was defined for systemic indicators of equity. Analyses indicated that the culture and climate of the case study schools differentially affected their progress toward equitable reform in science education.

Wisconsin Earth and Space Science Education

Science.gov (United States)

Bilbrough, Larry (Technical Monitor); French, George

2003-01-01

The Wisconsin Earth and Space Science Education project successfilly met its objectives of creating a comprehensive online portfolio of science education curricular resources and providing a professional development program to increase educator competency with Earth and Space science content and teaching pedagogy. Overall, 97% of participants stated that their experience was either good or excellent. The favorable response of participant reactions to the professional development opportunities highlights the high quality of the professional development opportunity. The enthusiasm generated for using the curricular material in classroom settings was overwhelmingly positive at 92%. This enthusiasm carried over into actual classroom implementation of resources from the curricular portfolio, with 90% using the resources between 1-6 times during the school year. The project has had a positive impact on student learning in Wisconsin. Although direct measurement of student performance is not possible in a project of this kind, nearly 75% of participating teachers stated that they saw an increase in student performance in math and science as a result of using project resources. Additionally, nearly 75% of participants saw an increase in the enthusiasm of students towards math and science. Finally, some evidence exists that the professional development academies and curricular portfolio have been effective in changing educator behavior. More than half of all participants indicated that they have used more hands-on activities as a result of the Wisconsin Earth and Space Science Education project.

Evaluating a Graduate Professional Development Program for Informal Science Educators

Science.gov (United States)

Lake, Jeremy Paul

This study is an examination and evaluation of the outcomes of a series of courses that I helped build to create a graduate certificate. Specifically, I wanted to evaluate whether or not the online iteration of the Informal Science Institutions Environmental Education Graduate Certificate Program truly provided the long term professional development needed to enhance the skills of the formal and informal educators participating so that they could contribute meaningfully to the improvement of science literacy in their respective communities. My role as an internal evaluator provided an extraordinary opportunity to know the intent of the learning opportunities and why they were constructed in a particular fashion. Through the combination of my skills, personal experiences both within the certificate's predecessor and as an educator, I was uniquely qualified to explore the outcomes of this program and evaluate its effectiveness in providing a long-term professional development for participants. After conducting a literature review that emphasized a need for greater scientific literacy in communities across America, it was evident that the formal education enterprise needs the support of informal educators working on the ground in myriad different settings in ways that provide science as both content and process, learning science facts and doing real science. Through a bridging of informal science educators with formal teachers, it was thought each could learn the culture of the other, making each more fluent in accessing community resources to help make these educators more collaborative and able to bridge the classroom with the outside world. This bridge promotes ongoing, lifelong learning, which in turn can help the national goal of greater scientific literacy. This study provided insight into the thinking involved in the learners' growth as they converted theory presented in course materials into practice. Through an iterative process of reviewing the course

CREATIVE APPROACHES TO COMPUTER SCIENCE EDUCATION

Directory of Open Access Journals (Sweden)

V. B. Raspopov

2010-04-01

Full Text Available Using the example of PPS «Toolbox of multimedia lessons «For Children About Chopin» we demonstrate the possibility of involving creative students in developing the software packages for educational purposes. Similar projects can be assigned to school and college students studying computer sciences and informatics, and implemented under the teachers’ supervision, as advanced assignments or thesis projects as a part of a high school course IT or Computer Sciences, a college course of Applied Scientific Research, or as a part of preparation for students’ participation in the Computer Science competitions or IT- competitions of Youth Academy of Sciences ( MAN in Russian or in Ukrainian.

Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

Science.gov (United States)

Ozfidan, Burhan; Cavlazoglu, Baki; Burlbaw, Lynn; Aydin, Hasan

2017-01-01

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers' beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and…

The Role of Critical Thinking in Science Education

Science.gov (United States)

Santos, Luis Fernando

2017-01-01

This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and curriculum, and the conception of critical thinking and fostering in science education. This review is specially…

The New England Space Science Initiative in Education (NESSIE)

Science.gov (United States)

Waller, W. H.; Clemens, C. M.; Sneider, C. I.

2002-12-01

Founded in January 2002, NESSIE is the NASA/OSS broker/facilitator for education and public outreach (E/PO) within the six-state New England region. NESSIE is charged with catalyzing and fostering collaborations among space scientists and educators within both the formal and informal education communities. NESSIE itself is a collaboration of scientists and science educators at the Museum of Science, Harvard-Smithsonian Center for Astrophysics, and Tufts University. Its primary goals are to 1) broker partnerships among space scientists and educators, 2) facilitate a wide range of educational and public outreach activities, and 3) examine and improve space science education methods. NESSIE's unique strengths reside in its prime location (the Museum of Science), its diverse mix of scientists and educators, and its dedicated board of advisors. NESSIE's role as a clearinghouse and facilitator of space science education is being realized through its interactive web site and via targeted meetings, workshops, and conferences involving scientists and educators. Special efforts are being made to reach underserved groups by tailoring programs to their particular educational needs and interests. These efforts are building on the experiences of prior and ongoing programs in space science education at the Museum of Science, the Harvard-Smithsonian Center for Astrophysics, Tufts University, and NASA.

Science and Sanity in Special Education.

Science.gov (United States)

Dammann, James E.; Vaughn, Sharon

2001-01-01

This article describes the usefulness of a scientific approach to improving knowledge and practice in special education. Of four approaches to knowledge (superstition, folklore, craft, and science), craft and science are supported and implications for special education drawn including the need to bridge the gulf between research knowledge and…

Developing Intercultural Science Education in Ecuador

Science.gov (United States)

Schroder, Barbara

2008-01-01

This article traces the recent development of intercultural science education in Ecuador. It starts by situating this development within the context of a growing convergence between Western and indigenous sciences. It then situates it within the larger historical, political, cultural, and educational contexts of indigenous communities in Ecuador,…

The Status of Science Education in Illinois Scientific Literacy Target Schools, K-6, 1994. A Study.

Science.gov (United States)

Finson, Kevin D.; Beaver, John B.

The Illinois State Board of Education's Scientific Literacy Project provided extra funds to certain schools with the intent of creating demonstration schools useful as models for other schools to improve their science education programs. The study described in this document examined the impact of these funds on the target schools and attempted to…

Gender in STEM Education: An Exploratory Study of Student Perceptions of Math and Science Instructors in the United Arab Emirates

Science.gov (United States)

Pasha-Zaidi, Nausheen; Afari, Ernest

2016-01-01

The current study addresses student perceptions of math and science professors in the Middle East. Gender disparity in science, technology, engineering, and math (STEM) education continues to exist in higher education, with male professors holding a normative position. This disparity can also be seen in the United Arab Emirates. As female…

Inquiry Coaching: Scientists & Science Educators Energizing the Next Generation

Science.gov (United States)

Shope, R. E.; Alcantara Valverde, L.

2007-05-01

A recent National Academy of Sciences report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Laboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term "Arctica Science Research" to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolcanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

Inquiry-based science education

DEFF Research Database (Denmark)

Østergaard, Lars Domino; Sillasen, Martin Krabbe; Hagelskjær, Jens

2010-01-01

Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret naturfagsundervisnings......Inquiry-based science education (IBSE) er en internationalt afprøvet naturfagsdidaktisk metode der har til formål at øge elevernes interesse for og udbytte af naturfag. I artiklen redegøres der for metoden, der kan betegnes som en elevstyret problem- og undersøgelsesbaseret...

Factors Affecting Academic Dishonesty in the Space of Social Science Education (A Case Study of Public Universities in Tehran

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Masoumeh Qarakhani

2016-09-01

Full Text Available Academic Dishonesty is one of the important issues in the higher education system of Iran, and reducing or preventing it requires identifying the factors which have an impact on it. The present study has analyzed the perceptions and understandings of PhD students in social science fields, who have a wider experience of scientific socialization in the process of education, with the aim of identifying the factors influencing academic dishonesty in the space of social science in Iran. The findings of this research show that the factors influencing academic dishonesty in the space of social science education can be detected at two individual and structural levels. At the structural level, sources and rules, and at the individual level, academic dishonesty among three groups of actors in educational space, i.e. professors, students and managers (heads of departments and faculties, with reference to their individual and personality characteristics, have paved the way for academic dishonesty, or have resulted in its occurrence. In the framework of a combination of actor/structure in explaining social phenomena, the factors influencing academic dishonesty and non-conformity to the norms of the ethics of science in the educational space can be reduced neither to the role of the structure nor that of the actor. Dishonesty in the ethics of science in social science education and the factors affecting them can be explained in the light of a combination of structure and actor.

Building Ocean Learning Communities: A COSEE Science and Education Partnership

Science.gov (United States)

Robigou, V.; Bullerdick, S.; Anderson, A.

2007-12-01

The core mission of the Centers for Ocean Sciences Education Excellence (COSEE) is to promote partnerships between research scientists and educators through a national network of regional and thematic centers. In addition, the COSEEs also disseminate best practices in ocean sciences education, and promote ocean sciences as a charismatic interdisciplinary vehicle for creating a more scientifically literate workforce and citizenry. Although each center is mainly funded through a peer-reviewed grant process by the National Science Foundation (NSF), the centers form a national network that fosters collaborative efforts among the centers to design and implement initiatives for the benefit of the entire network and beyond. Among these initiatives the COSEE network has contributed to the definition, promotion, and dissemination of Ocean Literacy in formal and informal learning settings. Relevant to all research scientists, an Education and Public Outreach guide for scientists is now available at www.tos.org. This guide highlights strategies for engaging scientists in Ocean Sciences Education that are often applicable in other sciences. To address the challenging issue of ocean sciences education informed by scientific research, the COSEE approach supports centers that are partnerships between research institutions, formal and informal education venues, advocacy groups, industry, and others. The COSEE Ocean Learning Communities, is a partnership between the University of Washington College of Ocean and Fishery Sciences and College of Education, the Seattle Aquarium, and a not-for-profit educational organization. The main focus of the center is to foster and create Learning Communities that cultivate contributing, and ocean sciences-literate citizens aware of the ocean's impact on daily life. The center is currently working with volunteer groups around the Northwest region that are actively involved in projects in the marine environment and to empower these diverse groups

Urban science education: examining current issues through a historical lens

Science.gov (United States)

McLaughlin, Cheryl A.

2014-12-01

This paper reviews and synthesizes urban science education studies published between 2000 and 2013 with a view to identifying current challenges faced by both teachers and students in urban classrooms. Additionally, this paper considers the historical events that have shaped the conditions, bureaucracies, and interactions of urban institutions. When the findings from these urban science education studies were consolidated with the historical overview provided, it was revealed that the basic design and regulatory policies of urban schools have not substantively changed since their establishment in the nineteenth century. Teachers in urban science classrooms continue to face issues of inequality, poverty, and social injustice as they struggle to meet the needs of an increasingly diverse student population. Furthermore, persistent concerns of conflicting Discourses, cultural dissonance, and oppression create formidable barriers to science learning. Despite the many modifications in structure and organization, urban students are still subjugated and marginalized in systems that emphasize control and order over high-quality science education.

van Eijck and Roth's utilitarian science education: why the recalibration of science and traditional ecological knowledge invokes multiple perspectives to protect science education from being exclusive

Science.gov (United States)

Mueller, Michael P.; Tippins, Deborah J.

2010-12-01

This article is a philosophical analysis of van Eijck and Roth's (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a "fundamental" basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth's perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide.

Initial teacher education and continuing professional development for science teachers

DEFF Research Database (Denmark)

Dolin, Jens; Evans, Robert Harry

2011-01-01

Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

SPORTS SCIENCES AND MULTICULTURALISM - EDUCATIONAL AND PROFESSIONAL IMPACT

Directory of Open Access Journals (Sweden)

Danica Pirsl

2012-09-01

Full Text Available The aim of the paper is to familiarize the sports sciences educators to the pedagogic concept and professional benefits and awareness of multicultural education if implemented in sports sciences curricula, especially in the efforts to obtain international transparency through sports science literature writing and publishing. Data Sources were textbook chapters and articles searched through the archives of Diversity Digest and Academic Medicine for the years 2000 to 2005 with the key words multiculturalism, diversity, cultural competence, education, and learning. Synthesized data were used to present a rational argument for the inclusion of a critical pedagogy into the field of sports science education. The infrastructure in the professional field of sports sciences, review of the literature on critical multicultural theory and pedagogy and the potential cognitive and intellectual implications of diversity and multicultural education were analyzed. Conclusions/Recommendations focus on possible various and creative strategies for implementing a multicultural agenda in sports sciences curricula and on the analysis of the associated benefits and outcomes of such educational strategies.

Computer science in Dutch secondary education: independent or integrated?

NARCIS (Netherlands)

van der Sijde, Peter; Doornekamp, B.G.

1992-01-01

Nowadays, in Dutch secondary education, computer science is integrated within school subjects. About ten years ago computer science was considered an independent subject, but in the mid-1980s this idea changed. In our study we investigated whether the objectives of teaching computer science as an

Persuasion and Attitude Change in Science Education.

Science.gov (United States)

Koballa, Thomas R., Jr.

1992-01-01

Persuasion is presented as it may be applied by science educators in research and practice. The orientation taken is that science educators need to be acquainted with persuasion in the context of social influence and learning theory to be able to evaluate its usefulness as a mechanism for developing and changing science-related attitudes. (KR)

Integration and timing of basic and clinical sciences education.

Science.gov (United States)

Bandiera, Glen; Boucher, Andree; Neville, Alan; Kuper, Ayelet; Hodges, Brian

2013-05-01

Medical education has traditionally been compartmentalized into basic and clinical sciences, with the latter being viewed as the skillful application of the former. Over time, the relevance of basic sciences has become defined by their role in supporting clinical problem solving rather than being, of themselves, a defining knowledge base of physicians. As part of the national Future of Medical Education in Canada (FMEC MD) project, a comprehensive empirical environmental scan identified the timing and integration of basic sciences as a key pressing issue for medical education. Using the literature review, key informant interviews, stakeholder meetings, and subsequent consultation forums from the FMEC project, this paper details the empirical basis for focusing on the role of basic science, the evidentiary foundations for current practices, and the implications for medical education. Despite a dearth of definitive relevant studies, opinions about how best to integrate the sciences remain strong. Resource allocation, political power, educational philosophy, and the shift from a knowledge-based to a problem-solving profession all influence the debate. There was little disagreement that both sciences are important, that many traditional models emphasized deep understanding of limited basic science disciplines at the expense of other relevant content such as social sciences, or that teaching the sciences contemporaneously rather than sequentially has theoretical and practical merit. Innovations in integrated curriculum design have occurred internationally. Less clear are the appropriate balance of the sciences, the best integration model, and solutions to the political and practical challenges of integrated curricula. New curricula tend to emphasize integration, development of more diverse physician competencies, and preparation of physicians to adapt to evolving technology and patients' expectations. Refocusing the basic/clinical dichotomy to a foundational

Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

Science.gov (United States)

Bazzul, Jesse

2012-12-01

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.

The Particulate Nature of Matter in Science Education and in Science.

Science.gov (United States)

Vos, Wobbe de; Verdonk, Adri H.

1996-01-01

Discusses ideas about the particulate nature of matter and assesses the extent to which these represent a compromise between scientific and educational considerations. Analyzes relations between the particulate nature of matter in science and science education in an attempt to understand children's inclination to attribute all kinds of macroscopic…

What is `Agency'? Perspectives in Science Education Research

Science.gov (United States)

Arnold, Jenny; Clarke, David John

2014-03-01

The contemporary interest in researching student agency in science education reflects concerns about the relevance of schooling and a shift in science education towards understanding learning in science as a complex social activity. The purpose of this article is to identify problems confronting the science education community in the development of this new research agenda and to argue that there is a need for research in science education that attends to agency as a social practice. Despite increasing interest in student agency in educational research, the term 'agency' has lacked explicit operationalisation and, across the varied approaches, such as critical ethnography, ethnographies of communication, discourse analysis and symbolic interactionism, there has been a lack of coherence in its research usage. There has also been argument concerning the validity of the use of the term 'agency' in science education research. This article attempts to structure the variety of definitions of 'student agency' in science education research, identifies problems in the research related to assigning intentionality to research participants and argues that agency is a kind of discursive practice. The article also draws attention to the need for researchers to be explicit in the assumptions they rely upon in their interpretations of social worlds. Drawing upon the discursive turn in the social sciences, a definition of agency is provided, that accommodates the discursive practices of both individuals and the various functional social groups from whose activities classroom practice is constituted. The article contributes to building a focused research agenda concerned with understanding and promoting student agency in science.

Science as a general education: Conceptual science should constitute the compulsory core of multi-disciplinary undergraduate degrees.

Science.gov (United States)

Charlton, Bruce G

2006-01-01

It is plausible to assume that in the future science will form the compulsory core element both of school curricula and multi-disciplinary undergraduate degrees. But for this to happen entails a shift in the emphasis and methods of science teaching, away from the traditional concern with educating specialists and professionals. Traditional science teaching was essentially vocational, designed to provide precise and comprehensive scientific knowledge for practical application. By contrast, future science teaching will be a general education, hence primarily conceptual. Its aim should be to provide an education in flexible rationality. Vocational science teaching was focused on a single-discipline undergraduate degree, but a general education in abstract systematic thinking is best inculcated by studying several scientific disciplines. In this sense, 'science' is understood as mathematics and the natural sciences, but also the abstract and systematic aspects of disciplines such as economics, linguistics, music theory, history, sociology, political science and management science. Such a wide variety of science options in a multi-disciplinary degree will increase the possibility of student motivation and aptitude. Specialist vocational science education will progressively be shifted to post-graduate level, in Masters and Doctoral programs. A multi-disciplinary and conceptually-based science core curriculum should provide an appropriate preparation for dealing with the demands of modern societies; their complex and rapidly changing social systems; and the need for individual social and professional mobility. Training in rational conceptual thinking also has potential benefits to human health and happiness, since it allows people to over-ride inappropriate instincts, integrate conflicting desires and pursue long-term goals.

[Regulatory science: modern trends in science and education for pharmaceutical products].

Science.gov (United States)

Beregovykh, V V; Piatigorskaia, N V; Aladysheva, Zh I

2012-01-01

This article reviews modern trends in development of new instruments, standards and approaches to drugs safety, efficacy and quality assessment in USA and EU that can be called by unique term--"regulatory science" which is a new concept for Russian Federation. New education programs (curricula) developed by USA and EU universities within last 3 years are reviewed. These programs were designed in order to build workforce capable to utilize science approach for drug regulation. The principal mechanisms for financing research in regulatory science used by Food and Drug Administration are analyzed. There are no such science and relevant researches in Russian Federation despite the high demand as well as needs for the system for higher education and life-long learning education of specialists for regulatory affairs (or compliance).

Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

Science.gov (United States)

Mercer-Mapstone, Lucy; Kuchel, Louise

2017-01-01

Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

The implementation of a discovery-oriented science education program in a rural elementary school

Science.gov (United States)

Liddell, Martha Sue

2000-10-01

This study focused on the implementation of a discovery-oriented science education program at a rural elementary school in Mississippi. The instructional leadership role of the principal was examined in the study through identification and documentation of processes undertaken by the principal to implement a discovery-oriented science education program school. The goal of the study was to develop a suggested approach for implementing a discovery-oriented science education program for principals who wish to become instructional leaders in the area of science education at their schools. Mixed methods were used to collect, analyze, and interpret data. Subjects for the study consisted of teachers, students, and parents. Data were collected through field observation; observations of science education being taught by classroom teachers; examination of the principal's log describing actions taken to implement a discovery-oriented science education program; conducting semi-structured interviews with teachers as the key informants; and examining attitudinal data collected by the Carolina Biological Supply Company for the purpose of measuring attitudes of teachers, students, and parents toward the proposed science education program and the Science and Technology for Children (STC) program piloted at the school. To develop a suggested approach for implementing a discovery-oriented science education program, data collected from field notes, classroom observations, the principal's log of activities, and key informant interviews were analyzed and group into themes pertinent to the study. In addition to descriptive measures, chi-square goodness-of-fit tests were used to determine whether the frequency distribution showed a specific pattern within the attitudinal data collected by the Carolina Biological Supply Company. The pertinent question asked in analyzing data was: Are the differences significant or are they due to chance? An alpha level of .01 was selected to determine

Educational Status of Dental Basic Science Course and its Correlation with Students' Educational Background in Kermanshah University of Medical Sciences

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Mozafar Khazaei

2014-04-01

Full Text Available Introduction: Basic science course plays a pivotal role in the academic achievement of the students. The scientific background and educational performance of the students are also influential in this period. The aim of the present study was to investigate the educational status of dental basic science course in the first three admissions (2009-2011 and its association with students’ educational background in Kermanshah University of Medical Sciences (KUMS. Methods: In this descriptive cross-sectional study, all dental students admitted to school of dentistry in 2009-2011 years were included. The students’ academic background (scores, grade point average, score of comprehensive basic sciences examination (CBSE were recorded. Data were analyzed by SPSS 16 using one-way analysis of variance (ANOVA and independent t-test. Results: Kermanshah dental students admitted to university in 2009-2011 were mostly female (59.2%, belonged to regions 2 and 3 (81.6% of university entrance exam, had sciences diploma (89.8% and their grade point average of diploma was nearly 18. There was a significant difference between the three groups of students admitted to university in Biology, Chemistry, Mathematics, Arabic, English language and Theology lessones of entrane exam (P<0.05. The students’ failure rate was 1.5% in university coureses. They all (100% passed CBSE and were ranked second nationally in the year. There was no significant difference between male and female students in terms of age, diploma grade point average, grade point average of basic sciences and score of CBSE. Conclusion: Basic science courses of dentistry in Kermanshah enjoyed a rather constant status and students had a good academic level in these courses.

Not All Education is Equally Liberal: The Effects of Science Education on Political Attitudes

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Christine Ma-Kellams

2014-07-01

Full Text Available Education stands as a potent predictor of political attitudes; however, the underlying mechanisms and moderators of this relationship are not well-understood. We hypothesize that the liberalizing effect of education is moderated by discipline, and that the scientific ethos that serves to guide empirical inquiries facilitates the development of more liberal political attitudes via concerns about fairness and equality. As predicted, being educated in a science-related discipline, as opposed to a non-science discipline, was associated with greater political liberalism; importantly, this effect could not be accounted for by self-selection (Study 1. Furthermore, concerns about fairness and equality, as captured by an individual’s social dominance orientation, mediated the relationship between studying science and political liberalism (Study 2. Study 3 replicated these findings and attest to their generalizability. Study 4 directly assessed the underlying mechanism, endorsement of the scientific ethos, and replicated the mediational model; those who endorsed the scientific ethos more strongly reported more liberal political attitudes, and this was mediated by their lower social dominance orientation.

Social science teachers on citizenship education: A comparative study of two post-communist countries

NARCIS (Netherlands)

Jeliazkova, Margarita I.

2015-01-01

This paper presents some of the results of a comparative study of high school social science teachers in two post-communist European countries: Bulgaria and Croatia. In both countries, citizenship education was implemented as a part of the EU accession efforts. I discuss the ways teachers deal with

On extracurricular studies and their benefit for the advanced education in nuclear science

International Nuclear Information System (INIS)

Kaufmann, Nicolai; Scheuermann, Leif; Scheuermann, Walter

2012-01-01

Nowadays higher education in nuclear science can be described in three steps: The undergraduate studies, the graduate studies and the training on the job for the young engineers in companies. The first step is designed to impart a broad scale of basic knowledge, which has to be kept quite abstract, caused by the amount of information to be taught. A closer insight in current research can only be given very infrequently, even if the division in Bachelor- and Master Programmes has opened more space for a specialization in undergraduate studies. On the contrary the second part of academic education, the graduate studies, is focused on one particular and much delimited issue, which the students have to investigate deeply. Other topics can only be touched on briefly. For the third step - the corporate advanced training - again the demands on the young engineers are a broad and deep insight in the scope as well as the ability to become acquainted fast with a particular topic. Between these three steps there are gaps, which can not be filled within the current education system, but can be moderated by a forth segment of education - extracurricular studies in international courses, like EUROCOURSES. (orig.)

On extracurricular studies and their benefit for the advanced education in nuclear science

Energy Technology Data Exchange (ETDEWEB)

Kaufmann, Nicolai; Scheuermann, Leif; Scheuermann, Walter [Stuttgart Univ. (Germany). Inst. of Nuclear Technology and Energy Systems

2012-11-01

Nowadays higher education in nuclear science can be described in three steps: The undergraduate studies, the graduate studies and the training on the job for the young engineers in companies. The first step is designed to impart a broad scale of basic knowledge, which has to be kept quite abstract, caused by the amount of information to be taught. A closer insight in current research can only be given very infrequently, even if the division in Bachelor- and Master Programmes has opened more space for a specialization in undergraduate studies. On the contrary the second part of academic education, the graduate studies, is focused on one particular and much delimited issue, which the students have to investigate deeply. Other topics can only be touched on briefly. For the third step - the corporate advanced training - again the demands on the young engineers are a broad and deep insight in the scope as well as the ability to become acquainted fast with a particular topic. Between these three steps there are gaps, which can not be filled within the current education system, but can be moderated by a forth segment of education - extracurricular studies in international courses, like EUROCOURSES. (orig.)

Levinas and an Ethics for Science Education

Science.gov (United States)

Blades, David W.

2006-01-01

Despite claims that STS(E) science education promotes ethical responsibility, this approach is not supported by a clear philosophy of ethics. This paper argues that the work of Emmanuel Levinas provides an ethics suitable for an STS(E) science education. His concept of the face of the Other redefines education as learning from the other, rather…

Supporting new science teachers in pursuing socially just science education

Science.gov (United States)

Ruggirello, Rachel; Flohr, Linda

2017-10-01

This forum explores contradictions that arose within the partnership between Teach for America (TFA) and a university teacher education program. TFA is an alternate route teacher preparation program that places individuals into K-12 classrooms in low-income school districts after participating in an intense summer training program and provides them with ongoing support. This forum is a conversation about the challenges we faced as new science teachers in the TFA program and in the Peace Corps program. We both entered the teaching field with science degrees and very little formal education in science education. In these programs we worked in a community very different from the one we had experienced as students. These experiences allow us to address many of the issues that were discussed in the original paper, namely teaching in an unfamiliar community amid challenges that many teachers face in the first few years of teaching. We consider how these challenges may be amplified for teachers who come to teaching through an alternate route and may not have as much pedagogical training as a more traditional teacher education program provides. The forum expands on the ideas presented in the original paper to consider the importance of perspectives on socially just science education. There is often a disconnect between what is taught in teacher education programs and what teachers actually experience in urban classrooms and this can be amplified when the training received through alternate route provides a different framework as well. This forum urges universities and alternate route programs to continue to find ways to authentically partner using practical strategies that bring together the philosophies and goals of all stakeholders in order to better prepare teachers to partner with their students to achieve their science learning goals.

Integrating technology into radiologic science education.

Science.gov (United States)

Wertz, Christopher Ira; Hobbs, Dan L; Mickelsen, Wendy

2014-01-01

To review the existing literature pertaining to the current learning technologies available in radiologic science education and how to implement those technologies. Only articles from peer-reviewed journals and scholarly reports were used in the research for this review. The material was further restricted to those articles that emphasized using new learning technologies in education, with a focus on radiologic science education. Teaching in higher education is shifting from a traditional classroom-based lecture format to one that incorporates new technologies that allow for more varied and diverse educational models. Radiologic technology educators must adapt traditional education delivery methods to incorporate current technologies. Doing so will help engage the modern student in education in ways in which they are already familiar. As students' learning methods change, so must the methods of educational delivery. The use of new technologies has profound implications for education. If implemented properly, these technologies can be effective tools to help educators.

Engineering and science education for nuclear power

International Nuclear Information System (INIS)

1986-01-01

The Guidebook contains detailed information on curricula which would provide the professional technical education qualifications which have been established for nuclear power programme personnel. The core of the Guidebook consists of model curricula in engineering and science, including relevant practical work. Curricula are provided for specialization, undergraduate, and postgraduate programmes in nuclear-oriented mechanical, chemical, electrical, and electronics engineering, as well as nuclear engineering and radiation health physics. Basic nuclear science and engineering laboratory work is presented together with a list of basic experiments and the nuclear equipment needed to perform them. Useful measures for implementing and improving engineering and science education and training capabilities for nuclear power personnel are presented. Valuable information on the national experiences of IAEA Member States in engineering and science education for nuclear power, as well as examples of such education from various Member States, have been included

Promoting Pre-college Science Education

Science.gov (United States)

Lee, R. L.

1999-11-01

The Fusion Education Program, with support from DOE, continues to promote pre-college science education for students and teachers using multiple approaches. An important part of our program is direct scientist-student interaction. Our ``Scientist in a Classroom'' program allows students to interact with scientists and engage in plasma science activities in the students' classroom. More than 1000 students from 11 schools have participated in this exciting program. Also, this year more than 800 students and teachers have visited the DIII--D facility and interacted with scientists to cover a broad range of technical and educational issues. Teacher-scientist interaction is imperative in professional development and each year more than 100 teachers attend workshops produced by the fusion education team. We also participate in unique learning opportunities. Members of the team, in collaboration with the San Diego County Office of Education, held a pioneering Internet-based Physics Olympiad for American and Siberian students. Our teamwork with educators helps shape material that is grade appropriate, relevant, and stimulates thinking in educators and students.

The role of informal science centers in science education: attitudes, skills, and self-efficacy

OpenAIRE

Sasson, Irit

2014-01-01

Informal learning relates to activities that occur outside the school environment. These learning environments, such as visits to science centers provide valuable motivational opportunities for students to learn science. The purpose of this study was to investigate the role of the pre-academic center in science education and particularly to explore its effects on 750 middle-school students' attitudes toward science, their scientific thinking skills and self-efficacy. Pre and post-case based q...

Resonance – Journal of Science Education | News

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Website Reviews. Articles in Resonance – Journal of Science Education. Volume 4 Issue 8 August 1999 pp 91-93 Website Reviews. Website Review · Harini Nagendra · More Details Fulltext PDF ...

Comparison of Sports Sciences and Education Faculty Students' Aggression Scores

Science.gov (United States)

Atan, Tülin

2016-01-01

The aim of this study was to compare the aggression scores of Sports Sciences Faculty and Education Faculty students and also to examine the effects of some demographic variables on aggression. Two hundred Sports Sciences Faculty students (who engage in sporting activities four days a week for two hours) and 200 Education Faculty students (who do…

Play with Science in Inquiry Based Science Education

OpenAIRE

Andrée, Maria; Lager-Nyqvist, Lotta; Wickman, Per-Olof

2011-01-01

In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous info...

Hermeneutics of science and multi-gendered science education

Science.gov (United States)

Ginev, Dimitri Jordan

2008-11-01

In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education. I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered pedagogy as well.

Scale of Academic Emotion in Science Education: Development and Validation

Science.gov (United States)

Chiang, Wen-Wei; Liu, Chia-Ju

2014-04-01

Contemporary research into science education has generally been conducted from the perspective of 'conceptual change' in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations.

Science Education and the Nature of Nature: Bruno Latour's Ontological Politics

Science.gov (United States)

Gleason, Tristan

2017-01-01

This article explores recent developments in the field of science and technology, and the work of Bruno Latour in particular, to problematize the nature of Nature in science education. Although science and technology studies, and the scholarship on science education alike, have become increasingly attentive to the antidemocratic habits of science…

Finding Meaningful Roles for Scientists in science Education Reform

Science.gov (United States)

Evans, Brenda

Successful efforts to achieve reform in science education require the active and purposeful engagement of professional scientists. Working as partners with teachers, school administrators, science educators, parents, and other stakeholders, scientists can make important contributions to the improvement of science teaching and learning in pre-college classrooms. The world of a practicing university, corporate, or government scientist may seem far removed from that of students in an elementary classroom. However, the science knowledge and understanding of all future scientists and scientifically literate citizens begin with their introduction to scientific concepts and phenomena in childhood and the early grades. Science education is the responsibility of the entire scientific community and is not solely the responsibility of teachers and other professional educators. Scientists can serve many roles in science education reform including the following: (1) Science Content Resource, (2) Career Role Model, (3) Interpreter of Science (4) Validator for the Importance of Learning Science and Mathematics, (5) Champion of Real World Connections and Value of Science, (6) Experience and Access to Funding Sources, (7) Link for Community and Business Support, (8) Political Supporter. Special programs have been developed to assist scientists and engineers to be effective partners and advocates of science education reform. We will discuss the rationale, organization, and results of some of these partnership development programs.

Resonance – Journal of Science Education | Indian Academy of ...

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. R K Varma. Articles written in Resonance – Journal of Science Education. Volume 3 Issue 8 August 1998 pp 8-13. On Science Education and Scientific Research · R K Varma · More Details Fulltext PDF ...

Multicultural education, pragmatism, and the goals of science teaching

Science.gov (United States)

El-Hani, Charbel Niño; Mortimer, Eduardo Fleury

2007-07-01

In this paper, we offer an intermediate position in the multiculturalism/universalism debate, drawing upon Cobern and Loving's epistemological pluralism, pragmatist philosophies, Southerland's defense of instructional multicultural science education, and the conceptual profile model. An important element in this position is the proposal that understanding is the proper goal of science education. Our commitment to this proposal is explained in terms of a defense of an ethics of coexistence for dealing with cultural differences, according to which social argumentative processes—including those in science education—should be marked by dialogue and confrontation of arguments in the search of possible solutions, and an effort to (co-)live with differences if a negotiated solution is not reached. To understand the discourses at stake is, in our view, a key requirement for the coexistence of arguments and discourses, and the science classroom is the privileged space for promoting an understanding of the scientific discourse in particular. We argue for "inclusion" of students' culturally grounded ideas in science education, but in a sense that avoids curricular multicultural science education, and, thus, any attempt to broaden the definition of "science" so that ideas from other ways of knowing might be simply treated as science contents. Science teachers should always take in due account the diversity of students' worldviews, giving them room in argumentative processes in science classrooms, but should never lose from sight the necessity of stimulating students to understand scientific ideas. This view is grounded on a distinction between the goals of science education and the nature of science instruction, and demands a discussion about how learning is to take place in culturally sensitive science education, and about communicative approaches that might be more productive in science classrooms organized as we propose here. We employ the conceptual profile model to

Reconsidering social science theories in natural resource management continuing professional education

DEFF Research Database (Denmark)

Stumann, Cathy Brown; Gamborg, Christian

2014-01-01

on the impact of these changes for NRM professionals resulted in many studies calling for NRM professionals to learn a host of new social science-related skills and knowledge. Twenty years later, research continues to show that NRM professionals are struggling to develop these ‘new’ skills and calls...... for integrating the social sciences in NRM education and practice endure. This paper discusses the challenge of integrating social science skills and knowledge into NRM public involvement practice and continuing professional education. The paper argues for a reconsideration of how social science theories relate...... to professionals’ practical theories and concludes with some implications and proposals for NRM continuing professional education....

Simulations as Scaffolds in Science Education

DEFF Research Database (Denmark)

Renken, Maggie; Peffer, Melanie; Otrel-Cass, Kathrin

This book outlines key issues for addressing the grand challenges posed to educators, developers, and researchers interested in the intersection of simulations and science education. To achieve this, the authors explore the use of computer simulations as instructional scaffolds that provide...... strategies and support when students are faced with the need to acquire new skills or knowledge. The monograph aims to provide insight into what research has reported on navigating the complex process of inquiry- and problem-based science education and whether computer simulations as instructional scaffolds...

Motivational Factors in Career Decisions Made by Chinese Science Museum Educators

Science.gov (United States)

Ji, Jiao; Anderson, David; Wu, Xinchun

2016-01-01

Conceptualized by the self-determination theory, this interpretive study examined 23 museum educators' perspectives from five Chinese science museums to understand their work motivation in relation to their professional practice of working in museums. Research outcomes showed that, Chinese science museum educators' work motivation followed a…

Extending the purposes of science education: addressing violence within socio-economic disadvantaged communities

Science.gov (United States)

Castano, Carolina

2012-09-01

Current discourses about science education show a wide concern towards humanisation and a more socio-cultural perspective of school science. They suggest that science education can serve diverse purposes and be responsive to social and environmental situations we currently face. However, these discourses and social approaches to science education tend to focus on global issues. They do not respond to the immediate needs and local context of some communities. I discuss in this paper why the purposes of science education need to be extended to respond to the local issue of violence. For this, I present a case study with a group of 38 students from a poor population in Bogotá, Colombia, located in one of the suburbs with highest levels of crime in the city. I examine the ways that science education contributes to and embodies its own forms of violence and explore how a new approach to science education could contribute to break the cycle of violence.

Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators

Science.gov (United States)

Ceglie, Robert

2013-02-01

This study explores the influence of religion as a support factor for a group of Latina and African-American women majoring in science. The current project is a part of a larger study that investigated persistence factors of underrepresented woman who were enrolled as science majors at United States colleges and universities. This paper focuses on one theme that emerged among six participants who disclosed how religion was a significant influence on their persistence in science fields. The strength and support offered by religious values is certainly not specific to science content; however, the support received from their beliefs highlights a potential area for further exploration. Given the importance of increasing participation by students from diverse backgrounds into science fields, it is critical to recognize how some of these differences may be the key factors influencing the way these students look at the world. This study offers evidence that science educators need to consider what role religious beliefs have for students who may be considering science or science education as a future career, particularly for those students from underrepresented groups.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Science.gov (United States)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Modern Publishing Approach of Journal of Astronomy & Earth Sciences Education

Science.gov (United States)

Slater, Timothy F.

2015-01-01

Filling a needed scholarly publishing avenue for astronomy education researchers and earth science education researchers, the Journal of Astronomy & Earth Sciences Education - JAESE published its first volume and issue in 2014. The Journal of Astronomy & Earth Sciences Education - JAESE is a scholarly, peer-reviewed scientific journal publishing original discipline-based education research and evaluation, with an emphasis of significant scientific results derived from ethical observations and systematic experimentation in science education and evaluation. International in scope, JAESE aims to publish the highest quality and timely articles from discipline-based education research that advance understanding of astronomy and earth sciences education and are likely to have a significant impact on the discipline or on policy. Articles are solicited describing both (i) systematic science education research and (ii) evaluated teaching innovations across the broadly defined Earth & space sciences education, including the disciplines of astronomy, climate education, energy resource science, environmental science, geology, geography, agriculture, meteorology, planetary sciences, and oceanography education. The publishing model adopted for this new journal is open-access and articles appear online in GoogleScholar, ERIC, and are searchable in catalogs of 440,000 libraries that index online journals of its type. Rather than paid for by library subscriptions or by society membership dues, the annual budget is covered by page-charges paid by individual authors, their institutions, grants or donors: This approach is common in scientific journals, but is relatively uncommon in education journals. Authors retain their own copyright. The journal is owned by the Clute Institute of Denver, which owns and operates 17 scholarly journals and currently edited by former American Astronomical Society Education Officer Tim Slater, who is an endowed professor at the University of Wyoming and

Cultural, Social and Political Perspectives in Science Education

DEFF Research Database (Denmark)

This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches to resea......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...... to researching teaching and learning in science. Taking a point of departure in empirical examples from the Nordic countries the collection of work is taking a critical sideways glance at the Nordic education principles. Critical examinations target specifically those who are researching in the fields of science...... conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...

The Viability of Distance Education Science Laboratories.

Science.gov (United States)

Forinash, Kyle; Wisman, Raymond

2001-01-01

Discusses the effectiveness of offering science laboratories via distance education. Explains current delivery technologies, including computer simulations, videos, and laboratory kits sent to students; pros and cons of distance labs; the use of spreadsheets; and possibilities for new science education models. (LRW)

Game based learning for computer science education

NARCIS (Netherlands)

Schmitz, Birgit; Czauderna, André; Klemke, Roland; Specht, Marcus

2011-01-01

Schmitz, B., Czauderna, A., Klemke, R., & Specht, M. (2011). Game based learning for computer science education. In G. van der Veer, P. B. Sloep, & M. van Eekelen (Eds.), Computer Science Education Research Conference (CSERC '11) (pp. 81-86). Heerlen, The Netherlands: Open Universiteit.

Revolutionizing Earth System Science Education for the 21st Century: Report and Recommendations from a 50-State Analysis of Earth Science Education Standards

Science.gov (United States)

Hoffman, Martos; Barstow, Daniel

2007-01-01

The National Oceanic and Atmospheric Administration (NOAA) commissioned TERC to complete a review of science education standards for all 50 states. The study analyzed K-12 Earth science standards to determine how well each state addresses key Earth-science content, concepts and skills. This report reveals that few states have thoroughly integrated…

Resonance – Journal of Science Education | Indian Academy of ...

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Search. Search. Resonance – Journal of Science Education. Title. Author. Keywords. Category. Fulltext. Submit. Resonance – Journal of Science Education. Current Issue : Vol. 23, Issue 4. Current Issue Volume 23 | Issue 4. April 2018. Home · Volumes & Issues ...

Using design science in educational technology research projects

Directory of Open Access Journals (Sweden)

Susan M. Chard

2017-12-01

Full Text Available Design science is a research paradigm where the development and evaluation of a technology artefact is a key contribution. Design science is used in many domains and this paper draws on those domains to formulate a generic structure for design science research suitable for educational technology research projects. The paper includes guidelines for writing proposals using the design science research methodology for educational technology research and presents a generic research report structure. The paper presents ethical issues to consider in design science research being conducted in educational settings and contributes guidelines for assessment when the research contribution involves the creation of a technology artefact.

Joe L. Kincheloe: Embracing criticality in science education

Science.gov (United States)

Bayne, Gillian U.

2009-09-01

This article reviews significant contributions made by Joe L. Kincheloe to critical research in science education, especially through a multimethodological, multitheoretical, and multidisciplinary informed lens that incorporates social, cultural, political, economic, and cognitive dynamics—the bricolage. Kincheloe's ideas provide for a compelling understanding of, and insights into, the forces that shape the intricacies of teaching and learning science and science education. They have implications in improving science education policies, in developing actions that challenge and cultivate the intellect while operating in ways that are more understanding of difference and are socially just.

Global reproduction and transformation of science education

Science.gov (United States)

Tobin, Kenneth

2011-03-01

Neoliberalism has spread globally and operates hegemonically in many fields, including science education. I use historical auto/ethnography to examine global referents that have mediated the production of contemporary science education to explore how the roles of teachers and learners are related to macrostructures such as neoliberalism and derivative sensibilities, including standards, competition, and accountability systems, that mediate enacted curricula. I investigate these referents in relation to science education in two geographically and temporally discrete contexts Western Australia in the 1960s and 1970s and more recently in an inner city high school in the US. In so doing I problematize some of the taken for granted aspects of science education, including holding teachers responsible for establishing and maintaining control over students, emphasizing competition between individuals and between collectives such as schools, school districts and countries, and holding teachers and school leaders accountable for student achievement.

Science Education at Arts-Focused Colleges

Science.gov (United States)

Oswald, W. Wyatt; Ritchie, Aarika; Murray, Amy Vashlishan; Honea, Jon

2016-01-01

Many arts-focused colleges and universities in the United States offer their undergraduate students coursework in science. To better understand the delivery of science education at this type of institution, this article surveys the science programs of forty-one arts-oriented schools. The findings suggest that most science programs are located in…

Science Education Research vs. Physics Education Research: A Structural Comparison

Science.gov (United States)

Akarsu, Bayram

2010-01-01

The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

Science education through open and distance learning at Higher Education level

Directory of Open Access Journals (Sweden)

Amrita NIGAM

2007-10-01

Full Text Available Abstract The changes faced by the society in the past few decades brought revolution in all areas. The job requirements have undergone change tremendously. The emergence of e-culture, e-education, e-governance, e-training, e-work sites and so on questioned the capacity of conventional face to face education in catering to all and relevance of existing job related skills to a great extent in the emerging global society. Today, every one has to update his/her educational and/or professional skills and competencies to cope up with the emerging work challenges. This is more so in the field of science and technology. At the same time, it is impossible to cater to educational and training opportunities to one and all those who aspire for it through the conventional set up. The distance and open learning (ODL seems to be one of the viable alternatives. Today, the success and viability of ODL is accepted globally. Coulter (1989, through a study demonstrated that ODL is a cost-effective medium in providing educational opportunities. Similarly Holmberg (1981 also mentioned ODL as a systematic teaching-learning medium by using variety of medium for imparting learning. The present study is an attempt to study the experiences of the open science learners of IGNOU on different aspect of the science higher education. Here a questionnaire was used to collect the data and responses from 81 students enrolled for B. Sc. from IGNOU were collected. The findings of the study reported that society has undergone drastic changes in the last few decades. The revolution led due to Information and Communication Technologies (ICTs have widely affected all aspects of society. The emerging jobs require entirely new skills and competencies i.e., employment in BPOs or switching over to e-governance, e-Banking and e- based sectors. Even e-learning has made numerous expectations from teachers and other personnel. The use of ICTs in almost every field needs adequately trained

The development of character education by improving student motivation in science

International Nuclear Information System (INIS)

Baykent, D.

2005-01-01

The goal of this study is, first to provide students with better comprehension skills in Science field by encouraging them to raise an interest in Science by applying convenient teaching methods, systems, and tools. Therefore, to use the positive environment developed through motivation consciously and build desired and expected behaviours in the society by means of character education. Appropriate character education is to be carried out by relating Science topics to the current daily life.The field of this study was V.K.V. Koc School. Applications were occurred with 666 students from K1 to K5 levels. Measurements and evaluation field was limited with K4 and K5 levels, who joined the Science Laboratory Activities periodically. The study has been applied between 2000 autumn term and 2002 spring term. Additionally, there is a comparative adaptation on the study of 2002-2003 education year, which was adapted to the American K8 level students at Lake Stevens Middle School, Seattle, Washington, USA

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Science.gov (United States)

Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Space Science Education Resource Directory

Science.gov (United States)

Christian, C. A.; Scollick, K.

The Office of Space Science (OSS) of NASA supports educational programs as a by-product of the research it funds through missions and investigative programs. A rich suite of resources for public use is available including multimedia materials, online resources, hardcopies and other items. The OSS supported creation of a resource catalog through a group lead by individuals at STScI that ultimately will provide an easy-to-use and user-friendly search capability to access products. This paper describes the underlying architecture of that catalog, including the challenge to develop a system for characterizing education products through appropriate metadata. The system must also be meaningful to a large clientele including educators, scientists, students, and informal science educators. An additional goal was to seamlessly exchange data with existing federally supported educational systems as well as local systems. The goals, requirements, and standards for the catalog will be presented to illuminate the rationale for the implementation ultimately adopted.

Earth Science Education in Morocco

Science.gov (United States)

Bouabdelli, Mohamed

1999-05-01

The earth sciences are taught in twelve universities in Morocco and in three other institutions. In addition there are three more earth science research institutions. Earth science teaching has been taking place since 1957. The degree system is a four-year degree, split into two two-year blocks and geology is taught within the geology-biology programme for the first part of the degree. 'Classical' geology is taught in most universities, although applied geology degrees are also on offer in some universities. Recently-formed technical universities offer a more innovative approach to Earth Science Education. Teaching is in French, although school education is in Arabic. There is a need for a reform of the curriculum, although a lead is being taken by the technical universities. A new geological mapping programme promises new geological and mining discoveries in the country and prospects of employment for geology graduates.

Creating and Sustaining University-Community Partnerships in Science Education (Invited)

Science.gov (United States)

Finkelstein, N.

2009-12-01

Despite years of research and investment, we have yet to see the widespread implementation of a myriad research-proven instructional strategies in STEM education[1]. To address this challenge, we present and analyze one such strategy, a theoretically-grounded model of university-community partnership [2] that engages university students and children in a collective enterprise that has the potential to improve the participation and education of all. We document the impact of this effort on: university participants who learn about education, the community and science; children in the community who learn about science, the nature of science and develop their identities and attitudes towards science; and, shifts in institutional structures which may allow these programs to be part of standard practice. This project is designed to be sustained and scaled, and is analyzed through the application of a new framework [3] which brings together theories of STEM change that come from studies in higher education, faculty development and disciplinary-based education research in STEM. [1] National Research Council. (2003). Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of A Workshop. Washington, D.C.: The National Academies Press. [2] Finkelstein, N. and Mayhew, L. (2008). Acting in Our Own Self-Interest: Blending University and Community. Proceedings of the 2008 Physics Education Research Conf, AIP Press. Melville NY, 1064, 19-22. [3] Henderson, C., Finkelstein, N. & Beach A. (to appear). Beyond Dissemination in College science teaching: An Introduction to Four Core Change Strategies. Accepted May 2009 in Journal of College Science Teaching.

Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

Science.gov (United States)

Ajhar, Edward A.; Blackwell, E.; Quesada, D.

2010-05-01

In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

Resonance – Journal of Science Education | Indian Academy of ...

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education. Kathy Ceceri. Articles written in Resonance – Journal of Science Education. Volume 16 Issue 9 September 2011 pp 879-880 Personal Reflections. Five Things I Learned from Richard Feynman About Science Education · Kathy Ceceri · More Details Fulltext PDF ...

Cultural, Social and Political Perspectives in Science Education

DEFF Research Database (Denmark)

conditions and contexts in science education. The different chapters review debates and research in teacher education, school teaching and learning including when external stakeholders are involved. Even though the chapters are contextualized in Nordic settings there will be similarities and parallels...... that will be informative to the international science education research community.......This book presents a collection of critical thinking that concern cultural, social and political issues for science education in the Nordic countries. The chapter authors describe specific scenarios to challenge persisting views, interrogate frameworks and trouble contemporary approaches...

Directory of Research in Social Studies/Social Sciences.

Science.gov (United States)

Barret, Anna R.; Carnett, George S.

Described are current trends in the social and behavioral sciences intended to meet the needs of the educational community. The projects listed include studies in anthropology, sociology, political science, history, geography, foreign area studies, economics, international relations, and environmental education. Part I of the directory lists…

A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

Science.gov (United States)

Underwood, Janice Bell

Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

NARCIS (Netherlands)

Alake - Tuenter, E.; Biemans, H.J.A.; Tobi, H.; Wals, A.E.J.; Oosterheert, I.; Mulder, M.

2012-01-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils’ application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach

Sputnik's Impact on Science Education in America

Science.gov (United States)

Holbrow, Charles H.

2007-04-01

The launch of Sputnik, the world's first artificial Earth orbiting satellite, by the Soviet Union on October 4, 1957 was a triggering event. Before Sputnik pressure had been rising to mobilize America's intellectual resources to be more effective and useful in dealing with the Cold War. Sputnik released that pressure by stirring up a mixture of American hysteria, wounded self-esteem, fears of missile attacks, and deep questioning of the intellectual capabilities of popular democratic society and its educational system. After Sputnik the federal government took several remarkable actions: President Eisenhower established the position of Presidential Science Advisor; the House and the Senate reorganized their committee structures to focus on science policy; Congress created NASA -- the National Aeronautics and Space Agency -- and charged it to create a civilian space program; they tripled funding for the National Science Foundation to support basic research but also to improve science education and draw more young Americans into science and engineering; and they passed the National Defense Education Act which involved the federal government to an unprecedented extent with all levels of American education. I will describe some pre-Sputnik pressures to change American education, review some important effects of the subsequent changes, and talk about one major failure of change fostered by the national government.

Derivation and Implementation of a Model Teaching the Nature of Science Using Informal Science Education Venues

Science.gov (United States)

Spector, Barbara S.; Burkett, Ruth; Leard, Cyndy

2012-01-01

This paper introduces a model for using informal science education venues as contexts within which to teach the nature of science. The model was initially developed to enable university education students to teach science in elementary schools so as to be consistent with "National Science Education Standards" (NSES) (1996) and "A Framework for…

The impact of science shops on university research and education

DEFF Research Database (Denmark)

Hende, Merete; Jørgensen, Michael Søgaard

This report discusses the impact from university-based science shops on curricula and research. Experience from science shops show that besides assisting citizen groups, science shops can also contribute to the development of university curricula and research. This impact has been investigated...... through the SCIPAS questionnaire sent out to science shops and through follow-up interviews with employees from nine different university-based science shops and one university researcher. Not all the cases call themselves science shops, but in the report the term 'science shop' will be used most...... way or the other has had impact on university curricula and/or research. The analysis and the case studies have theoretically been based on literature on universities and education and research as institutions and a few articles about the impact of science shops on education and research. The analysis...

PROGNOSIS OF VISUALIZATION USAGE IN THE SCIENCE EDUCATION PROCESS

OpenAIRE

Bilbokaite, Renata

2016-01-01

Future education depends on many external exogenous factors - society evolution, technologic progress, teachers’ opinion and their ability to organize the education process. Science education is difficult for many students but the progress of the society definitely correlated with achievements of science. This highlights the importance of teaching biology, chemistry, physics, geography and mathematics at school. Visualization helps students to learn science education but at the moment teacher...

An Analysis of the Interdisciplinarity Theme in the Main Brazilian Journals on Science Education

Directory of Open Access Journals (Sweden)

Guilherme do Amaral Carneiro

2018-01-01

Full Text Available The discussion on interdisciplinarity has been present in the scope of Education for over 30 years and has had repercussions in the area of Science Education. Despite the many works in the main Brazilian journals in the area, there are still gaps about complementary information on research that relates interdisciplinarity and Science Education. In order to fill some of this gap, we carried out a study whose objective was to identify these approaches in articles of the main national science education journals. We use the terms interdisciplinarity and interdisciplinary as descriptors in the titles, abstracts, and keywords to select the articles analyzed. It was found that studies focus on basic education and deal mainly with curriculum issues. The areas of physics and biology education stand out, as well as the science environment technology society and Environmental Education approaches. Data also point to a contrasting panorama, of diversification and decrease of the research that relates Science Teaching and Interdisciplinarity.

NQRY Coaching: Scientists and Science Educators Energizing the Next Generation

Science.gov (United States)

Shope, R. E.

2007-12-01

A recent National Academy of Science report recommends that science educators focus strategically on teaching the practice of science. To accomplish this, we have devised and implemented the Science Performance Collaboratory, a collaborative research, education, and workforce model that brings scientists and science educators together to conduct scientific inquiry. In this session, we demonstrate how to form active inquiry teams around Arctica Science Research content areas related to the International Polar Year. We use the term Arctica Science Research to refer to the entire scope of exploration and discovery relating to: polar science and its global connections; Arctic and Antarctic research and climate sciences; ice and cryospheric studies on Earth; polar regions of the Moon, Mars, and Mercury; icy worlds throughout the Solar System, such as Europa, Enceladus, Titan, Pluto and the Comets; cryovolvanism; ice in interstellar space, and beyond. We apply the notion of teaching the practice science by enacting three effective strategies: 1) The Inquiry Wheel Game, in which we develop an expanded understanding of what has been traditionally taught as "the scientific method"; 2) Acting Out the Science Story, in which we develop a physicalized expression of our conceptual understanding; and 3) Selecting Success Criteria for Inquiry Coaching, in which we reframe how we evaluate science learning as we teach the practice of science.

Education and Training in Forensic Science: A Guide for Forensic Science Laboratories, Educational Institutions, and Students. Special Report.

Science.gov (United States)

US Department of Justice, 2004

2004-01-01

Forensic science provides scientific and foundational information for investigators and courts, and thus plays a crucial role in the criminal justice system. This guide was developed through the work of the Technical Working Group on Education and Training in Forensic Science (TWGED) to serve as a reference on best education and training practices…

Science for education: a new model of translational research applied to education

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Roberto Lent

2017-07-01

Full Text Available A great advance in the last transition of centuries has been the consolidation of the concept of translational research, applied with success in Health and Engineering in practically all countries of medium/high GDP. Intriguingly, this has not occurred with Education. It is yet not perceived that Science can already understand how people learn, which are the mechanisms that accelerate learning and teaching, and how this would impact on the economy and the social progress of nations. It is also not perceived that innovations can be validated with populational studies to rationalize and scale novel teaching initiatives, nor which socioemotional competences should future citizens possess to work in companies more and more automatized and informatized. Perhaps because of this omission, the progress of Brazilian educational indicators has been so modest. In Health, public policies not only invest in material improvements (sanitation, hospital attendance, nutritional coverture, etc, but also on Science and Innovation capable of creating new options in the international scenario (therapies for degenerative diseases, vaccines for infectious diseases, etc. Differently, on Education investment has focused exclusively on material improvements (more schools, better salaries for teachers, etc, necessary but insufficient to accelerate growth of our indicators at faster and more competitive rates. This scenario opens to us a window of opportunity to create a new Science policy aiming at Education. To give concreteness to this possibility, the proposal on discussion is that the new initiatives of support and funding by public and private agencies should have Science for Education as its structurant axis.

Resonance journal of science education

Indian Academy of Sciences (India)

Resonance journal of science education. May 2012 Volume 17 Number 5. SERIES ARTICLES. 436 Dawn of Science. The Quest for Power. T Padmanabhan. GENERAL ARTICLES. 441 Bernoulli Runs Using 'Book Cricket' to Evaluate. Cricketers. Anand Ramalingam. 454 Wilhelm Ostwald, the Father of Physical Chemistry.

Resonance journal of science education

Indian Academy of Sciences (India)

Resonance journal of science education. February 2012 Volume 17 Number 2. SERIES ARTICLES. 106 Dawn of Science. Calculus is Developed in Kerala. T Padmanabhan. GENERAL ARTICLES. 117 Willis H Carrier: Father of Air Conditioning. R V Simha. 139 Refrigerants For Vapour Compression Refrigeration. Systems.

Development of Analytical Thinking Ability and Attitudes towards Science Learning of Grade-11 Students through Science Technology Engineering and Mathematics (STEM Education) in the Study of Stoichiometry

Science.gov (United States)

Chonkaew, Patcharee; Sukhummek, Boonnak; Faikhamta, Chatree

2016-01-01

The purpose of this study was to investigate the analytical thinking abilities and attitudes towards science learning of grade-11 students through science, technology, engineering, and mathematics (STEM) education integrated with a problem-based learning in the study of stoichiometry. The research tools consisted of a pre- and post-analytical…

Exploring the development of science self-efficacy in preservice elementary school teachers participating in a science education methods course

Science.gov (United States)

Gunning, Amanda M.

The demands of society's increasing dependence on science and technology call for our students to have a solid foundation in science education, starting in the earliest grades. However, elementary school teachers often lack the necessary experiences to deliver that education. This qualitative study seeks to explore the development of six preservice elementary teachers in a semester-long science methods course. The course consisted of many components; one in particular was a microteaching experience, which emerged as especially significant. The participants' experiences throughout the semester were studied primarily through the lens of self-efficacy, but were also examined considering learning theories and mental models. It was found that two participants in particular were self-directed learners and were able to construct for themselves a self-selected cognitive apprenticeship. Other findings include the significance of a microteaching experience on development of self-efficacy in science teaching and the role mental models may or may not play in development of self-efficacy in the science methods course. This study has implications both for preservice elementary education in science and in general.

Augmented Reality in science education – affordances for student learning

DEFF Research Database (Denmark)

Nielsen, Birgitte Lund; Brandt, Harald; Swensen, Hakon

2016-01-01

Most extant studies examining augmented reality (AR) have focused on the technology itself. This paper presents findings addressing the issue of AR for educational purposes based on a sequential survey distributed to 35 expert science teachers, ICT designers and science education researchers from...... four countries. There was consensus among experts in relation to a focus on ‘learning before technology’, and they in particular supplemented affordances identified in literature with perspectives related to interactivity, a creator perspective and inquiry based science. Expert reflections were...

Characteristics of workplace-based learning across higher health sciences education

DEFF Research Database (Denmark)

Mørcke, Anne Mette; Christensen, Mette Krogh; Henriksen, Jette

the considerable differences found across the three educations concerning supervisors’ roles and expectations of students’ ability to master competences, as well as the differences in opportunities for independent learning activities at the workplaces. This might be rooted in the different traditions underpinning......Characteristics of workplace-based learning across higher health sciences education Background Workplace-based learning is a traditional part of health sciences educations and we find a rich literature on some of the core features. However, a number of questions remain and we contribute...... by exploring the characteristics of the learning activities at workplaces and students’ and supervisors’ roles during clerkships across educations. Summary of work We performed a short-term ethnographic study in medicine, nursing and sports science. Data was collected during nine days observing skills training...

Sensory Science Education

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin

2018-01-01

little note of the body-mind interactions we have with the material world. Utilizing examples from primary schools, it is argued that a sensory pedagogy in science requires a deliberate sensitization and validation of the senses’ presence and that a sensor pedagogy approach may reveal the unique ways...... in how we all experience the world. Troubling science education pedagogy is therefore also a reconceptualization of who we are and how we make sense of the world and the acceptance that the body-mind is present, imbalanced and complex....

Emotional Climate and High Quality Learning Experiences in Science Teacher Education

Science.gov (United States)

Bellocchi, Alberto; Ritchie, Stephen M.; Tobin, Kenneth; King, Donna; Sandhu, Maryam; Henderson, Senka

2014-01-01

The role of emotion during learning encounters in science teacher education is under-researched and under-theorized. In this case study, we explore the emotional climates (ECs), that is, the collective states of emotional arousal, of a preservice secondary science education class to illuminate practice for producing and reproducing high quality…

Discovering Science Education in the USA

Science.gov (United States)

Teaching Science, 2014

2014-01-01

Science is amazing for many reasons. One of them is its immeasurable size as a subject, and the breadth of its application. From nanotech to astrophysics, from our backyards to the global arena, science links everything and everyone on Earth. Our understanding of science--and science education--needs to be just as diverse and all-encompassing.…

The paradox of un/making science people: practicing ethico-political hesitations in science education

Science.gov (United States)

Wallace, Maria F. G.

2018-03-01

Over the years neoliberal ideology and discourse have become intricately connected to making science people. Science educators work within a complicated paradox where they are obligated to meet neoliberal demands that reinscribe dominant, hegemonic assumptions for producing a scientific workforce. Whether it is the discourse of school science, processes of being a scientist, or definitions of science particular subjects are made intelligible as others are made unintelligible. This paper resides within the messy entanglements of feminist poststructural and new materialist perspectives to provoke spaces where science educators might enact ethicopolitical hesitations. By turning to and living in theory, the un/making of certain kinds of science people reveals material effects and affects. Practicing ethicopolitical hesitations prompt science educators to consider beginning their work from ontological assumptions that begin with abundance rather than lack.

A Comparison of Mental Health Status between Students of Two Faculties of Alzahra University: Physical Education vs. Educational Sciences and Psychology

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Elham Baghban Baghestan

2015-07-01

Full Text Available Background and objectives : This study aimed to compare mental health status between students of two faculties of Alzahra University: physical education vs. educational sciences and psychology. Material and Methods : This cross-sectional study was conducted in physical educations and educational sciences and psychology faculties. A total number of 242 and 265 students were surveyed in these faculties respectively by GHQ-28 general health questionnaire. Data were extracted and analyzed using SPSS-17. Results : Results indicated that among 265 students, 135 participants (55.8% in physical education faculty and 170 participants in educational sciences and psychology faculty (60.3% were suspected to suffer from mental disorders. Results showed that prevalence of mental disorders in physical education faculty and faculty of educational sciences and psychology was 9.4% and 30.2% respectively (p Conclusion : The results demonstrated that students of physical education faculty significantly scored lower than students of educational sciences and psychology faculty in all four scales of mental health. They had fewer problems in terms of anxiety, depression, physical disorders and social function. Generally, they had better mental health status. ​

Principles of Professionalism for Science Educators. National Science Teachers Association Position Statement

Science.gov (United States)

National Science Teachers Association (NJ1), 2010

2010-01-01

Science educators play a central role in educating, inspiring, and guiding students to become responsible, scientifically literate citizens. Therefore, teachers of science must uphold the highest ethical standards of the profession to earn and maintain the respect, trust, and confidence of students, parents, school leaders, colleagues, and other…

Praxeologies and Institutional Interactions in the Advanced Science Teacher Education

DEFF Research Database (Denmark)

Rasmussen, Klaus

disciplines in conjunction. In particular the inquiry process of Study and Research Paths (SRP) is experimented as a promising design to bring about disciplinary interaction. SRP is internationally a very recent design, entirely new to Danish teacher education, and the thesis add to the knowledge of its......The present thesis consists of six papers that address three important aspects in mathematics and science teacher education: ‘Integrating two or more teaching disciplines’, ‘learning from practice’ and ‘interaction between institutions’. These aspects are studied in combination as they have...... unfolded in the context of developing and implementing a Danish education programme called the Advanced Science Teacher Education (ASTE), that aim to educate lower secondary school teachers, who among other things are to excel at interdisciplinarity. The essence of integrated teaching is elusive...

Inclusive science education: learning from Wizard

Science.gov (United States)

Koomen, Michele Hollingsworth

2016-06-01

This case study reports on a student with special education needs in an inclusive seventh grade life science classroom using a framework of disability studies in education. Classroom data collected over 13 weeks consisted of qualitative (student and classroom observations, interviews, student work samples and video-taped classroom teaching and learning record using CETP-COP) methods. Three key findings emerged in the analysis and synthesis of the data: (1) The learning experiences in science for Wizard are marked by a dichotomy straddled between autonomy ["Sometimes I do" (get it)] and dependence ["Sometimes I don't (get it)], (2) the process of learning is fragmented for Wizard because it is underscored by an emerging disciplinary literacy, (3) the nature of the inclusion is fragile and functional. Implications for classroom practices that support students with learning disabilities include focusing on student strengths, intentional use of disciplinary literacy strategies, and opportunities for eliciting student voice in decision making.

Study of educational furniture conformity with students anthropometric dimensions of Isfahan university of medical sciences

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