1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Organization for Economic Co-Operation and Development (OECD).

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Understanding By Design

Limits of Growth

‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making science learning relevant both to the learner personally and to the society in which he or she lives should be one of the key goals of science education. However, what ‘relevant’ means is usually inadequately conceptualised. This review of the literature clearly reveals that the term relevance is used with widely variant meanings. From our analysis of the literature, we will suggest an advanced organisational scheme for the term ‘relevance’ and provide helpful suggestions for its use in the field of the science curriculum.

The meaning of ‘relevance’ in science education and its implications for the science curriculum

One common theme underlying recent reports on science education is that the content of school science and its related pedagogical approaches are not aligned with the interests and needs of both society and the majority of the students. Most students do not find their science classes interesting and motivating. These claims are especially valid regarding those students who, in the future, will probably not embark on a career in science or engineering but will need science and technology personally and functionally as literate citizens. One key problem seems to be that few science programs around the world teach how science is linked to those issues that are relevant to students’ life, environment, and role as a citizen. As a result, many students are unable to participate in societal discussions about science and its related technological applications. This paper discusses the need to incorporate socioscientific ideas into the science curricula more thoroughly. This recommendation is supported by a theoretical rationale from various sources leading to a reflection about common practices in science education in three countries: Israel, Germany, and the USA. The state-of-the-art, potentials, and barriers of effective implementation are discussed.

Societal issues and their importance for contemporary science education—a pedagogical justification and the state-of-the-art in israel, germany, and the usa

The years between 2005 and 2014 have been declared as a worldwide Decade of Education for Sustainable Development (DESD) by the United Nations. DESD's intended purpose is to promote and more thoroughly focus education as a crucial tool preparing young people to be responsible future citizens, so that our future generations can shape society in a sustainable manner. All educational levels and domains are to be involved in contributing to ESD, including chemistry. This paper reflects upon the meaning of the UN's challenge and on what ESD pedagogy will mean for chemistry education. Additionally, it provides an overview of different models suggesting how such integration of sustainability issues can be compatible with chemistry education. Various consequences and implications arising from this approach will also be discussed.

Education for Sustainable Development (ESD) and chemistry education

. About 10 years ago the sociocritical and problem-oriented approach to chemistry teaching was suggested using these starting points. In this paper its central assumptions and criteria for structuring lesson plans are presented as they have been refined along a series of lesson plans developed by participatory action research in recent years. The summarized teaching approach intends to more thoroughly promote reflection on scientific questions in the framework of their socioeconomical and ecological consequences. This is done by inserting authentic and controversial debates on socioscientific issues into chemistry teaching, which provoke and allow for open discussions and individual decision making processes. After discussing the framework, we present one example which deals with musk fragrances used in cosmetic products, and we give an overview of different respective issues. From experience gained in applying the different examples, the potential of this teaching approach is then reflected upon as a source for promoting the process-oriented skills of evaluation and communication as essential parts of a well-developed scientific literacy.

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Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences.

Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on scientific content and scientific processes to learn about corresponding applications later, while Vision II focuses on contextualizing scientific knowledge for giving its use in life and society meaning. The tension between Vision I and II can also be related to the tension between “pipeline science – preparing future scientists” and “science for all”. Recently, a more advanced vision of SL was suggested. It is called Vision III and emphasizes philosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called Bildung. In its most contemporary understanding, it is agency-oriented. Bildung-oriented science education aims at making the student capable of a self-determined life in his/her socio-cultural environment, participation in a democratic society, and of empathy and solidarity with others. This concept is also closely connected to more recent educational paradigms that were defined also beyond Europe, e.g. the ideas of Education for Sustainability (EfS) and transformative learning. Both concepts aim on skills development for critical-democratic participation and for shaping our society and culture in a sustainable way. The different visions of SL have consequences for the content and culture of teaching and learning of science and technology. Accepting Vision III requires awareness that our view of selecting and teaching certain content is dependent on our culture, for example our norms, values and worldviews, and on the society we are living in. Learning (cognition) must be complemented with not only meta-learning (metacognition), but also transformative learning, where things are considered from multifaceted (e.g., cultural) perspectives. The discussion in this chapter focuses on educational implications of Vision III of SL and its connection to critical-reflexive Bildung, EfS and transformative learning.

Ingo Eilks

Papers

The meaning of ‘relevance’ in science education and its implications for the science curriculum

Societal issues and their importance for contemporary science education—a pedagogical justification and the state-of-the-art in israel, germany, and the usa

Education for Sustainable Development (ESD) and chemistry education

Promoting Scientific Literacy Using a Sociocritical and Problem-Oriented Approach to Chemistry Teaching: Concept, Examples, Experiences.

Reconsidering Different Visions of Scientific Literacy and Science Education Based on the Concept of Bildung