Showing papers on "Science, technology, society and environment education published in 2000"
TL;DR: The authors argued that instead of defining scientific literacy in terms of specifically prescribed learning outcomes, scientific literacy should be conceptualized broadly enough for local school districts and individual classroom teachers to pursue the goals that are most suitable for their particular situations along with the content and methodologies that were most appropriate for them and their students.
Abstract: Scientific literacy is a term that has been used since the late 1950s to describe a desired familiarity with science on the part of the general public. A review of the history of science education shows that there have been at least nine separate and distinct goals of science education that are related to the larger goal of scientific literacy. It is argued in this paper that instead of defining scientific literacy in terms of specifically prescribed learning outcomes, scientific literacy should be conceptualized broadly enough for local school districts and individual classroom teachers to pursue the goals that are most suitable for their particular situations along with the content and methodologies that are most appropriate for them and their students. This would do more to enhance the public's understanding and appreciation of science than will current efforts that are too narrowly aimed at increasing scores on international tests of science knowledge. A broad and open-ended approach to scientific literacy would free teachers and students to develop a wide variety of innovative responses to the call for an increased understanding of science for all. fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 582 - 601, 2000
1,183 citations
TL;DR: A review of the published literature in English on the concept of scientific literacy can be found in this paper, where the net is cast wider than just the professional science education com- munity and the diverse works on scientific literacy are brought together in an interpretative synthesis of this literature.
Abstract: In this review of the published literature in English on the concept of scientific literacy, the net is cast wider than just the professional science education com- munity, and the diverse works on scientific literacy are brought together in an interpretative synthesis of this literature. Scientific literacy is first placed in an historical context, and a number of different factors that influence interpretations of this concept are discussed thereafter. These factors include the number of different interest groups that are concerned with scientific literacy, different conceptual definitions of the term, the relative or absolute nature of scientific literacy as a concept, different purposes for advocating scientific lit- eracy, and different ways of measuring it. The overview yields a fuller understanding of the various factors that contribute to the concept of scientific literacy, and makes clear the relationships between these factors. 2000 John Wiley & Sons, Inc. Sci. Ed 84:71- 94, 2000.
909 citations
443 citations
Journal Article•
402 citations
TL;DR: This paper brought diverse perspectives to bear on japanese late-elementary science education, in order to elucidate its instructional features and the broader educational system features that enable deep, coherent instruction.
Abstract: Between 4th and 8th grade, American students fall behind on international norms, whereas Japanese students continue to perform well. This paper brings diverse perspectives to bear on japanese late-elementary science education, in order to elucidate its instructional features and the broader educational system features that enable deep, coherent instruction.
301 citations
TL;DR: The notion of context-sensitive science is put forward as a way to approach what might be meant by interactive social science as mentioned in this paper, in which universities are now operating in a social environment which values research but which also has the ability and in some cases the resources to play a greater role in influencing what research is carried out and how.
Abstract: The notion of context-sensitive science is put forward as a way to approach what might be meant by interactive social science. Universities are now operating in a social environment which values research but which also has the ability and in some cases the resources to play a greater role in influencing what research is carried out and how. The environment is ‘speaking back’ to science and society is looking for leadership in the production of context-sensitive science. Copyright , Beech Tree Publishing.
292 citations
Journal Article•
280 citations
TL;DR: In this paper, the authors present Extended Inquiry Projects: Curriculum Materials for Science Education Reform, a collection of extended inquiry projects for science education reform, with a focus on science education.
Abstract: (2000). Constructing Extended Inquiry Projects: Curriculum Materials for Science Education Reform. Educational Psychologist: Vol. 35, No. 3, pp. 165-178.
277 citations
TL;DR: The authors found that a learning environment based on social constructivist perspectives was effective in developing students' conceptual and pedagogical knowledge, and most importantly enhanced students' sense of science teaching self-efficacy.
Abstract: The rapid growth in knowledge over recent times has meant that teachers have to be responsive to new and ever changing demands of society. Science is among those key areas of knowledge that has experienced overwhelming growth and thus developing scientific literacy is a priority if citizens are to participate effectively in society. Failure to develop children’s interest in science will disempower a generation of children in an era when scientific knowledge is at the foundation of our culture. Unfortunately, many elementary teachers express a lack of confidence in their ability to teach science with dire consequences for the quality of teaching. This paper reports a study involving a cohort of 161 elementary preservice teachers in the third year of a four-year Bachelor of Education program enrolled in a core science education (methods) course. An instructional program that addressed five essential dimensions of meaningful learning – the knowledge base, metacognition, motivation, individual differences and context – was implemented. Quantitative and qualitative data obtained through surveys, observations and focus session reviews revealed that a learning environment based on social constructivist perspectives was effective in developing students’ conceptual and pedagogical knowledge, and most importantly enhanced students’ sense of science teaching self-efficacy. Particular initiatives that were identified by students as being of value were collaborative learning and associated strategies, reflective journal writing, and assignment tasks that adopted principles of problem based learning. While statistically significant gains in science teaching self-efficacy (p < .001) were observed overall, qualitative data enabled a more detailed analysis of the changes in motivations and goals of individual student teachers. The paper explores how the experiences developed their confidence and will to teach science in elementary school and how opportunities were provided that empowered the student teachers to be proactive seekers of knowledge and become lifelong learners.
230 citations
TL;DR: In this article, the authors discuss the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner-city students and use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the culture of power in science education.
Abstract: In this paper we begin a discussion around the need for science educators to understand the relationship between cultural and socioeconomic issues and the science education of inner-city students. We refer to the works of critical scholars in science, education, and sociology in order to help us deconstruct the relationship between sociopolitical agendas and the lack of opportunity in science education for students from lower socioeconomic inner-city enclaves. Through our ethnographic case study of a homeless family in a major metropolitan area in the Northeast, we frame our analysis through the pedagogical questions of representation of science through culture, socioeconomic status, and ''culture capital.'' We use this analysis to raise questions for further research on the significance of understanding, accessing, and critiquing the ''culture of power'' in science education. fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 871-889, 2000
221 citations
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01 Dec 2000
TL;DR: This paper reviewed the role and purpose of science in the school curriculum providing suitable content in the'science for all' curriculum interesting all children in'science-for-all' making the nature of science explicit shifting the paradigm on'science' science, views about science, and pluralistic science education renegotiating the culture of school science.
Abstract: Part one: researching teaching and learning science: why things fall evidence and warrants for belief in a college astronomy course designing teaching situations in the secondary school formative assessment and science education: amodel and theorizing national evaluation for the improvement of science teaching learning to teach science in the primary school manag-ing science teachers' development status as the hallmark of conceptual learning analysing discourse in the science classroom. Part two: reviewing the role and purpose of science in the school curriculum providing suitable content in the 'science for all' curriculum interesting all children in 'science for all' making the nature of science explicit shifting the paradigm on 'science for all' science, views about science, and pluralistic science education renegotiating the culture of school science. Part three: researching science education research programmes and the student science learning literature goals, methods and achievements of research in science education didactics of science - the forgotten dimension in science education research? policy, practice and research - the case of testing and assessment.
01 Jan 2000
TL;DR: This article argued that the more educators know about students as people the better educators will be able to teach people as students in their classrooms, and that the classroom environment is not to be composed of causal variables which the teacher manipulates to foster learning, but an environment mutually shaped to fit the members of the classroom, both teacher and students.
Abstract: People are purposive, intentional beings. People are creatures of habit and yet full of surprises. People can be quite unpredictable. For these reasons and many others, it is difficult to come to know people in the sense of having a causal understanding of human behavior, which was the modernist project in education. At least this cannot be done as scientists do with moving objects such as particle or projectile motion, for example, or even with the behavior of non-human animal species. What a person can do that an object cannot is to tell you about him or herself, thus helping you to get to know this person. This is of course a different kind of knowing and it suggests that getting to know a broad range of people provides an educator with exemplars of what people in general are like. “Interpretive researchers,” noted Cobern (1993a, p. 936), “do not expect that the procedures of experimental natural science can ever be used to produce general laws of education. Rather, one must come to a greater understanding of what meaning is and how it is created. Similarly, the classroom environment is not to be composed of causal variables which the teacher manipulates to foster learning, but an environment mutually shaped to fit the members of the classroom, both teacher and students.” My research takes it thus as axiomatic that the more educators know about students as people the better educators will be able to teach people as students in their classrooms. Among others, Fenstermacher (1979), Hawkins and Pea (1987), Lythcott (1991), and Shymansky and Kyle (1992) have espoused similar views.
TL;DR: In this article, the authors discuss previous attempts to come to grips with this fundamental issue of how to deal with the competing views of science and suggest an alternative approach for integrating nature of science issues into the school science curriculum.
Abstract: Although the nature of science has long been seen as an important, indeed central, component of science education during this century, efforts to integrate an authentic view of the nature of science into the curriculum have often met with little success. Work in the field of science studies since the 1960s has compounded this difficulty by presenting educators with various competing, often conflicting, views of the essence of scientific inquiry. I discuss previous attempts to come to grips with this fundamental issue of how to deal with the competing views of science and suggest an alternative approach for integrating nature of science issues into the school science curriculum. What is needed is for educators to accept that no single nature of science exists and to develop curricula that help students understand instead the diverse, local practices that are found within and across scientific disciplines.
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01 Jan 2000
TL;DR: Constructivism in education as mentioned in this paper is a discussion of the varieties of constructivist thought which have been applied to the teaching of school subjects, especially science and mathematics, and contributors include philosophers of education and specialists in science, mathematics and childhood education.
Abstract: "Constructivism in Education" is a lively discussion of the varieties of constructivist thought which have been applied to the teaching of school subjects, especially science and mathematics. Contributors include philosophers of education and specialists in science, mathematics, and childhood education.
Journal Article•
TL;DR: The impact of digital technologies on science teacher education is more pervasive than any curricular or instructional innovation in the past as discussed by the authors, and the impact can be felt on three fronts: First, as with the hands-on science movement, digital technologies are changing the ways teachers interact with students in the classroom; second, teacher education courses are not only influenced by new K-12 curricula, but also influenced by instructional approaches, fueled by the National Science Education Standards (NRC, 1996), that incorporate a variety of digital technology.
Abstract: The explosion of digital technology has created a revolution similar to the "hands-on" movement of the 1960s. The flexibility, speed, and storage capacity of contemporary desktop computers is causing science educators to redefine the meaning of hands-on experience and rethink the traditional process of teaching. The challenge facing both science educators and science teacher educators is to evaluate relevant applications for information technologies in the science curriculum. At the same time, instruction utilizing information technologies must reflect what is known about the effectiveness of student-centered teaching and learning. The impact of digital technologies on science teacher education is more pervasive than any curricular or instructional innovation in the past. The impact can be felt on three fronts. First, as with the hands-on science movement, digital technologies are changing the ways teachers interact with students in the classroom. Psychological theories (Borich & Tombari, 1997) based on the importance of language to learning, the ways organizing and relating information facilitates understanding, and the influence of social factors in the classroom are all impacted by digital technologies. Second, teacher education courses are not only influenced by new K-12 curricula, they are also influenced by instructional approaches, fueled by the National Science Education Standards (NRC, 1996), that incorporate a variety of digital technologies. Technological applications go beyond K-12 curriculum to the delivery of college level content. For instance, faculty and students explore web resources for educational statistics or education-related reports and course resources.
TL;DR: This article used written diagnostic questions to assess science students' representations of the nature of science and found that the majority of students in this sample draw upon different epistemological representations in different contexts.
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01 Jan 2000
TL;DR: Secada as mentioned in this paper discusses the importance of science education reform in science education, including assessment, equity, and science education reforms, and the role of parents, peers, and communities in this process.
Abstract: Contents: W.G. Secada, Foreword. Preface. Science, Literacy, Social Justice, and Equity: Listening to Our Better Angels. Demographics and Trends in Science Education. Diversity Defies Generalization: Don't Fence Me In. Culture, Worldview, and Prejudice. Curricular Issues: Whose Science Is It? Whose Could It Be? Resources and Opportunity to Learn: Pole-Vaulting Without the Pole. School Organization. Teachers and Teaching: Understanding, Courage, and Change. Assessment, Equity, and Science Education Reform. Families, Peers, and Community: How They Influence Student Learning and Resiliency. Policy, Research, and Practice in Science Education Reform.
TL;DR: This article explored and challenged a number of the assumptions and claims commonly associated with a constructivist approach to school science education, e.g., that constructivist ideas about learning require a progressive pedagogy or that "active learning" demands engaging students with practical activities.
Abstract: This paper explores and challenges a number of the assumptions and claims commonly associated with a constructivist approach to school science education, e.g., that constructivist ideas about learning require a progressive pedagogy or that ‘active learning’ demands engaging students with practical activities. It suggests that constructivist ideas have a particular appeal within primary education because they help to justify classroom practices and activities that primary school teachers, for a variety of other reasons, regard as important. It is suggested that the recent dominant emphasis upon constructivism in science education has narrowed both the professional and the research agenda relating to school science teaching. The paper argues for greater clarity and precision when referring to constructivist ideas in science education and for a better understanding of the role that learning theories should play in influencing the ways in which science is taught in schools.
TL;DR: This article explored many of the experiences that Black Americans have in science education in the United States and proposed changes so that black Americans have an equitable opportunity to engage in and learn quality science.
Abstract: The purpose of this article is to explore many of the experiences that Black Americans have in science education in the United States and propose changes so that Black Americans have an equitable opportunity to engage in and learn quality science. The outcome of quality science is the possession of science knowledge and skills of Black American students to either maintain or change their world as they choose. Science for All Americans delineates the themes and habits of minds that scientifically literate high school graduates should possess; however, these are the preparatory fundamentals for Black American students if equity is to exist for them in science education. Equity in science learning, science teaching, science schooling practices, and quality science opportunities are discussed. The science learning of Black American students continue to be championed; however, the debate persists on the efficiency of culturally relevant science learning. The instruction of many impoverished rural and urban Black American students is very inadequate because of low teacher expectation, inadequate science knowledge and skills of teachers, teachers' poorly clarified professional and cultural beliefs and values, and science curricula that do not focus on the knowledge and skills outlined in Science for All Americans. Some progress toward schooling practices has occurred; however, few have been implemented long enough to determine their impact on Black Americans' science learning. Proposed solutions aimed at providing equitable opportunities for all students to learn quality science include preparing multicultural science teachers, eliminating tracking in schools, equipping classes with science curriculum materials and technology, and supplying financial resources. © 2000 John Wiley & Sons, Inc. Sci Ed84:154–179, 2000.
TL;DR: In this paper, the authors proposed alternative concepts and measures: knowledge of the workings of scientific institutions and attitudes to the nature of science, and demonstrated the viability, reliability, and validity of the new measures on British and Bulgarian data.
Abstract: Research on the public understanding of science has measured knowledge as acquaintance with scientific facts and methods and attitudes as evaluations of societal consequences of science and technology. The authors propose alternative concepts and measures: knowledge of the workings of scientific institutions and attitudes to the nature of science. The viability, reliability, and validity of the new measures are demonstrated on British and Bulgarian data. The instrument consists of twenty items and takes ten to fifteen minutes to apply. Differences in the representation of science are reported between the British and Bulgarian young elite, between the elite and the public in Bulgaria, between natural and social science students, and between beginners and advanced students in Britain. The use of these measures will extend the scope of science indicator measures used by the European Commission and the National Science Foundation, help the assessment of the socialization in university training, and may even c...
TL;DR: In this article, the authors present a survey on second language learning in science education, focusing on the role of second-language learning in the development of science education and its application in education.
Abstract: (2000). Current Issues and Perspectives on Second Language Learning of Science. Studies in Science Education: Vol. 35, No. 1, pp. 93-121.
TL;DR: The authors explored community service learning as one way of addressing the multicultural dimension of preservice education with the following three questions: In what ways does involving pre-service science teachers in community service-learning influence their views on multicultural science education, in theory and practice? What qualities of community servicelearning make multicultural science edu...
Abstract: Many science educators, in the US and elsewhere, suppport the idea that all students should have fair and equal opportunities to become scientifically literate through authentic, real problem-based science education. However, this challenge requires teachers to find ways to help all students feel comfortable with, and connected to, science. Despite the general consensus around the ideal of science for all, science teacher education programmes have had little or no impact on preservice teachers' philosophies of teaching and learning, especially as it relates to serving underserved populations in science. In this paper, I explore community service-learning as one way of addressing the multicultural dimension of preservice education with the following three questions: In what ways does involving pre-service science teachers in community service-learning influence their views on multicultural science education, in theory and practice? What qualities of community service-learning make multicultural science edu...
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01 Oct 2000
TL;DR: In this article, the authors propose a method to solve the problem of gender discrimination in the workplace, and propose an approach based on self-defense and self-representation, respectively.
Abstract: DOCUMENT RESUME
TL;DR: This article identified epistemic and political shortcomings in the portrayal of science found in curricular multicultural science education and argued that this approach denies the unique characteristics of western science as it ignores the particular strengths of other systems of thought.
Abstract: This paper identifies both epistemic and political shortcomings in the portrayal of science found in curricular multicultural science education. It is argued that this approach denies the unique characteristics of western science as it ignores the particular strengths of other systems of thought. This epistemic weakness has the unexpected political effect of reaffirming scientism. Drawing on parallels from writing instruction, it is argued that curricular forms of multicultural science education operate to limit student agency and potential. Finally, an example of a pedagogical alternative that meets the needs of diverse student populations is discussed.
TL;DR: In this article, Gallagher was a member of the Working Group on Teaching in the formulation of National Science Education Standards (NSE standards) and a co-editor of Journal of Research in Science Teaching (JRT).
Abstract: James Gallagher is Professor of Science Education at Michigan State University and currently co-editor of Journal of Research in Science Teaching. He was a member of the Working Group on Teaching in the formulation of National Science Education Standards. His recent work has included the me of continuous assessment as a tool to aid teachers in teaching for understanding.
TL;DR: In this article, the authors present a meta-analysis of initiatives to encourage girls and women into science, engineering and technology courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in higher education and to progress in careers there.
Abstract: The past 15 years have seen a persistent underrepresentation of girls in school science and technology subjects. The article is in three parts. The first part surveys the persistence of girls' opting out of science and technology in their school option choices and reviews from a wide range of literature the influences which affect girls' choices. These influences are: early socialisation, primary teachers as change agents, option choice processes, guidance and careers advice, teachers and teaching, and work experience. The second part presents a meta-analysis of initiatives to encourage girls and women into science, engineering and technology (SET) courses and careers, drawing upon a survey undertaken as part of a Scottish initiative to encourage women students and staff to enter courses in SET in higher education and to progress in careers there. The analysis is then used to illuminate various school initiatives and to estimate the likelihood of their success in addressing the underlying influences on gi...
TL;DR: In this paper, teaching for environmental literacy has been studied in the context of education strategies, issues, and ideas, with an emphasis on the environment and the curriculum of the curriculum.
Abstract: (2000). Teaching for Environmental Literacy. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 74, No. 1, pp. 23-24.
TL;DR: This article attempts to sketch a substantive framework for using science reading and science writing with deaf students based on research and informed practice with hearing students.
Abstract: Reading and writing in science have been frequently maligned but infrequently studied since the 1960s move toward hands-on science. Current interest in the printed-based language arts in science is supported by contemporary educational reforms and the realization that simply doing more hands-on activities may not improve meaningful learning. Students need opportunities to consolidate their science experiences and to contrast their understandings with the interpretations of the science establishment. Science literacy means that students learn about the "big" ideas of science and how to inform and persuade others about these ideas. This article attempts to sketch a substantive framework for using science reading and science writing with deaf students based on research and informed practice with hearing students.
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14 Jul 2000
TL;DR: Part One: Methods for Teaching Science as Inquiry, with a focus on teaching Science Through Inquiry and Learning Science with Understanding.
Abstract: Part One: Methods for Teaching Science as Inquiry. 1. Children, Science, and Inquiry. 2. Processes of Science and Scientific Inquiry. 3. Learning Science with Understanding. 4. Teaching Science Through Inquiry. 5. Questioning Strategies for Inquiry Teaching. 6. Assessing Science Learning. 7. Preparing for Inquiry Science. 8. Connecting Science with Other Subjects. 9. Science for All Learners. 10. Educational Technology and Science Teaching.
TL;DR: The Conceptual Structure of School Chemistry research project as discussed by the authors investigates the hidden structure of chemistry curricula and concludes that chemistry education is based on an underlying, coherent structure of chemical concepts that students are supposed to learn for explaining and predicting chemical phenomena.
Abstract: We started the Conceptual Structure of School Chemistry research project, a part of which is reported on here, with an attempt to solve the problem of the hidden structure in school chemistry. In order to solve that problem, and informed by previous research, we performed a content analysis of school chemistry textbooks and syllabi. This led us to the hypothesis that school chemistry curricula are based on an underlying, coherent structure of chemical concepts that students are supposed to learn for the purpose of explaining and predicting chemical phenomena. The elicited comments and criticisms of an International Forum of twenty-eight researchers of chemical education, though, refuted the central claims of this hypothesis. This led to a descriptive theory of the currently dominant school chemistry curriculum in terms of a rigid combination of a specific substantive structure, based on corpuscular theory, a specific philosophical structure, educational positivism, and a specific pedagogical structure, involving initiatory and preparatory training of future chemists. Secondly, it led to an explanatory theory of the structure of school chemistry – based on Kuhn's theory of normal science and scientific training – in which dominant school chemistry is interpreted as a form of normal science education. Since the former has almost all characteristics in common with the latter, dominant school chemistry must be regarded as normal chemistry education. Forum members also formulated a number of normative criticisms on dominant school chemistry, which we interpret as specific dangers of normal chemistry education, complementing Popper's discussion of the general dangers of normal science and its teaching. On the basis of these criticisms, it is argued that normal chemistry education is isolated from common sense, everyday life and society, history and philosophy of science, technology, school physics, and from chemical research.