Although there have been numerous studies that indicate the benefits of teachers and students working with scientists, there is little research that documents scientists' views of science education, science teacher preparation, and the goals of science education. Furthermore, little is known about how scientists' views of science education may differ from those held by science teachers. Through the use of semistructured interviews, the perceptions of 37 scientists from diverse science domains and 21 middle and high school science teachers were explored. Participating scientists expressed concerns about the variability in quality of teaching, programs, and resources available for science instruction. Scientists expressed a desire for teachers to have more experience conducting science research and developing their own critical thinking skills. When asked what goals are most important for science education, 40% of the scientists emphasized that teachers should make science fun and exciting for their students. Science teachers' perceptions of science education were compared with the scientists' perceptions. Thirty percent of the teachers agreed with the scientists that too much variability in program or instructional quality exists in science education. Seventy-six percent of the science teachers also thought there is a need to teach critical thinking skills, but more importantly there is a need to inspire creativity and a desire to learn science in students. Both teachers and scientists expressed concerns about how high-stakes accountability inhibits efforts to improve science education. © 2008 Wiley Periodicals, Inc. Sci Ed92:1058–1075, 2008

Creativity, inquiry, or accountability? Scientists' and teachers' perceptions of science education

I n this article, I assess the recent manner in which feminist ideas have contributed to Western physics. This assessment is complicated, for there exists a strong tension between differently aimed critiques of the field. Among practitioners, there is an inclination to distinguish sharply between issues of “physics” and issues of “physicists.” Thus, on the one hand, most physicists concede that the gender and racial composition of physics students is in need of balance. This is correlated with a mainstream movement to create raceand gender-friendly “niches” in the university for students who are “different” and with efforts by women physicists to network, mentor, recruit, and retain more women and help each other build healthy careers within the mainstream. On the other hand, most physicists presume that feminist critique is incapable of generating ideas that will make a superfluid colder, a plasma hotter, or a particle beam more intense. This is correlated with the fact that feminism has done essentially nothing to transform what one might call “orthodox physics”: the body of laws, the rules of inference that relate laws to consequences,

https://www.jstor.org/stable/10.1086/345323

Has Feminism Changed Physics

Background/ContextWith the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been p...

https://journals.sagepub.com/doi/pdf/10.1177/016146811211400205

Hip-Hop, the “Obama Effect,” and Urban Science Education:

The purpose of this study was to examine the effect of ‘peer group activity-based Learning’ on academic achievement of secondary schools students in the subject of physics. In this study, an achievement test (pre-test/ post-test) covering seven chapters was used as measuring instrument. Depending upon pre-test scores, 88 science students of 10 th class were divided into two equal groups (n=44) named as experimental group and control group. The experimental group was taught with peer group activity-based method and the control group was taught by traditional lecture method. Both the groups were taught for a period of four weeks (40 minutes period per day). The post-test was administered at the end of treatment. The pre-test and post-test scores of the experimental and control groups served as data for this study. The analysis of data revealed that on the whole, experimental group showed better performance than controlled group. Furthermore the experimental group performed significantly better than control group in the domain of knowledge, comprehension and application, but no significant difference was found in both comparison groups in skill development. Hence the ultimate results of the study indicated that peer group’s activity-based learning was more effective for teaching of physics as compared to traditional lecture method of teaching at secondary level.

Effect of peer group activity-based learning on students' academic achievement in physics at secondary level

Workshops for scientists and engineers on education and public outreach

Today’s science education, which teaches all students to do science and think like scientists, has depended on the involvement of scientists and their societies. It must continue to do so.

https://web.nmsu.edu/~susanbro/eced440/docs/two_revolutions_in_K-8_science_education.pdf

Ted Schultz

Papers

Two Revolutions in K-8 Science Education