Wikia

Psychology Wiki

Changes: Science education

Edit

Back to page

(New page: {{EdPsy}} '''Science education''' is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community...)
 
 
Line 1: Line 1:
 
{{EdPsy}}
 
{{EdPsy}}
'''Science education''' is the field concerned with sharing [[science]] [[content]] and [[process]] with individuals not traditionally considered part of the scientific community. The target individuals may be children, college students, or adults within the general public. The field of science education comprises science content, some [[sociology]], and some teaching [[pedagogy]].
+
'''Science education''' is the field concerned with sharing [[science]] content and [[Process (science)|process]] with individuals not traditionally considered part of the scientific community. The target individuals may be children, college students, or adults within the general public. The field of science education comprises science content, some [[social science]], and some teaching [[pedagogy]]. The standards for science education provide expectations for the development of understanding for students through the entire course of their [[K–12 (education)|K-12 education]]. The traditional subjects included in the standards are physical, life, earth, and space sciences.
==Historical Background==
+
==Historical background==
Science education in secondary schools began in the UK in 1867 (Layton, 1981). The creation of a science curriculum occurred at that time due to pressure from the British Academy for the Advancement of Science (BAAS) via a formal report published that year (Layton, 1981). BAAS promoted teaching of “pure science” and training of the “scientific habit of mind.” The progressive education movement of the time supported the ideology of mental training through the sciences. BAAS emphasized separately pre-professional training in secondary science education. In this way, future BAAS members could be prepared.
+
Science education in secondary schools began in the UK around 1870, but it was not widespread until much later. The first step came when the British Academy for the Advancement of Science (BAAS) published a report in 1867 (Layton, 1981). BAAS promoted teaching of “pure science” and training of the “scientific habit of mind.” The progressive education movement of the time supported the ideology of mental training through the sciences. BAAS emphasized separately pre-professional training in secondary science education. In this way, future BAAS members could be prepared.
In the US, science education was a scatter of subjects prior to its standardization in the 1890’s (Del Giorno, 1969). The development of a science curriculum in the US emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. The National Education Association formed a Committee of Ten in 1892 to formulate a curriculum. This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance (Hurd, 1991). The BAAS encouraged their longer standing model in the UK (Jenkins, 1985). The US adopted a curriculum that was similar to the UK secondary schools; it included both pre-professional training and mental training.
+
The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as is [[science, technology, society and environment education]] is growing and being implemented more broadly in the late 20th century (Aikenhead, 1994). Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.
+
The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of [[Thomas Henry Huxley]] was critical (see especially [[Thomas Henry Huxley#Educational_influence|Thomas Henry Huxley educational influence]]). [[John Tyndall]] was also influential in the teaching of physical science.<ref>Bibby, Cyril 1959. ''T.H. Huxley: scientist, humanist and educator''. Watts, London.</ref>
  +
  +
In the US, science education was a scatter of subjects prior to its standardization in the 1890’s (Del Giorno, 1969). The development of a science curriculum in the US emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of 30 leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892 which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in U.S. secondary schools . The committee was composed of ten educators (all men) and was chaired by Charles Eliot of Harvard University. The Committee of Ten met, and appointed nine conferences committees (Latin, Greek, English, Other Modern Languages, Mathematics, History, Civil Government and Political Economy, and three in science). The three conference committees appointed for science were: physics, astronomy, and chemistry (1); natural history (2); and geography (3). Each committee, appointed by the Committee of Ten, was composed of ten leading specialists from colleges and normal schools, and secondary schools. Each committee met in a different location in the U.S. The three science committees met for three days in the Chicago area. Committee reports were submitted to the Committee of Ten, which met for four days in New York, to create a comprehensive report (NEA, 1894). In 1894, the NEA published the results of work of these conference committees (NEA, 1894).
  +
  +
Of particular interest here is the Committee of Ten recommendations for the science curriculum. It recommended four possible courses of study:
  +
Three of the courses of study had the following science recommendations
  +
  +
* High School Science (9-12)
  +
Grade 9: Physical Geography (3p)
  +
Grade 10: Physics(3p),
  +
Botany or Zoology (3p);
  +
Grade 11: Astronomy 1/2 year & Meteorology, 1/2 year (3p)
  +
Grade 12: Chemistry (3p)
  +
Geology or physiography, 1/2 year
  +
& (3p)
  +
Anatomy, physiology, and hygiene, 1/2 year
  +
  +
For the classical course of studies Greek replaced many of the sciences
  +
  +
Grade 9: Physical geography (3p)
  +
Grade 10: Physics (3p),
  +
  +
Grade 11:
  +
Grade 12: Chemistry (3p)
  +
  +
See Sheppard & Robbins (2007) For a more full discussion of the recommendations of the Committee of Ten.
  +
  +
The curriculum shown above has been largely replaced by the physical/earth science or biology, chemistry, and physics sequence in most high schools.
  +
  +
According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.<ref>www.nd.edu/rbarger/www7/neacom10.html</ref>
  +
  +
This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance (Hurd, 1991). The BAAS encouraged their longer standing model in the UK (Jenkins, 1985). The US adopted a curriculum was characterized as follows (NEA, 1894):
  +
* Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field."
  +
* Secondary science should focus on laboratory work and the committees prepared lists of specific experiments
  +
* Teaching of facts and principles
  +
* College preparation
  +
  +
The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as is [[science, technology, society and environment education]] is growing and being implemented more broadly in the late 20th century (Aikenhead, 1994). Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.
   
 
==Pedagogy==
 
==Pedagogy==
Whilst public image of science education may be one of simply learning facts [[by rote]], science education in recent history also generally concentrates on the teaching of science [[concepts]] and the addressing [[Misconception|misconceptions]] that learners may hold regarding science concepts or other content. Research shows that students will retain knowledge for a longer period of time if they are involved in more hands on activities.
+
Whilst public image of science education may be one of simply learning facts [[by rote]], science education in recent history also generally concentrates on the teaching of science [[concepts]] and the addressing [[misconception]]s that learners may hold regarding science concepts or other content. Research shows that students will retain knowledge for a longer period of time if they are involved in more hands on activities {{Citation needed|reason=please give a reliable source for this assertion. something like PM Stohr-Hunt (1996) might help, but this research does not relate hands-on activities to "how long students will retain knowledge". I doubt that any research does.|date=June 2009}}.
   
 
==United States==
 
==United States==
In many U.S. states, [[K-12]] [[educator]]s must adhere to rigid standards or [[framework]]s of what content is to be taught to which age groups. Unfortunately, this often means teachers rush to "cover" the material, without truly "teaching" it. In addition, the ''process'' of science is often overlooked, such as the [[scientific method]], and [[critical thinking]], producing students who can pass [[multiple choice test]]s (such as the [[New York]] [[Regents]] exams and the [[Massachusetts]] [[Massachusetts Comprehensive Assessment System|MCAS]]), but cannot solve complex problems. Although at the college level American science education tends to be less regulated, it is actually more rigorous, with teachers and professors fitting more content into the same time period.
+
In many U.S. states, [[K-12]] [[educator]]s must adhere to rigid standards or [[framework]]s of what content is to be taught to which age groups. Unfortunately, this often leads teachers to rush to "cover" the material, without truly "teaching" it. In addition, the ''process'' of science, including such elements as the [[scientific method]] and [[critical thinking]], is often overlooked. This emphasis can produce students who pass [[Standardized test#United States|standardized tests]] without having developed complex problem solving skills. Although at the college level American science education tends to be less regulated, it is actually more rigorous, with teachers and professors fitting more content into the same time period.
   
In 1996, the [[U.S. National Academy of Sciences]] of the [[U.S. National Academies]] produced the [[National Science Education Standards]] which is available online for free in multiple forms. Its focus on inquiry-based, rather than memorization-based, science education was somewhat controversial at the time, but has been shown to be more effective as a model for teaching science, if less amenable to multiple-choice tests.
+
In 1996, the [[U.S. National Academy of Sciences]] of the [[U.S. National Academies]] produced the [[National Science Education Standards]], which is available online for free in multiple forms. Its focus on [[inquiry-based science]], based on the theory of [[Constructivism (learning theory)|constructivism]]{{Citation needed|date=January 2009}} rather than on [[direct instruction]] of facts and methods, remains controversial.{{Citation needed|date=January 2009}} Some research suggests that it is more effective as a model for teaching science. Other approaches include standards-based assessments such as [[Washington Assessment of Student Learning]], which emphasize devising experiments at early grades at a level traditionally not covered until college (traditionally, students conducted rather than designed experiments), based on mock data with very little testing of factual knowledge.{{Clarify me|date=January 2009}} Their eight categories of national science education standards reflect a new emphasis on the themes of constructivist approaches, diversity, and social justice common throughout the [[education reform]] movement. These categories are unifying concepts and processes, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and history and [[nature of science]].<ref>www.nap.edu/readingroo/books/nses/6a.html</ref>{{Dead link|date=January 2009}}
   
Concern about science education and science standards has often been driven by worries that American students lag behind their peers in [[international rankings]].[http://www.publicagenda.org/issues/factfiles_detail.cfm?issue_type=education&list=13] One notable example was the wave of [[education reforms]] implemented after the [[Soviet Union]] launched its [[Sputnik]] [[satellite]] in [[1957]].[http://www.nationalacademies.org/sputnik/ruther1.htm] In recent years, business leaders such as Microsoft Chairman [[Bill Gates]] have called for more emphasis on science education, saying the United States risks losing its economic edge. [http://www.businessroundtable.org/newsroom/document.aspx?qs=5876BF807822B0F1AD1448722FB51711FCF50C8)][http://news.com.com/Gates+Get+U.S.+schools+in+order/2100-1022_3-5692845.html] Public opinion surveys, however, indicate most U.S. parents are complacent about science education and that their level of concern has actually declined in recent years.[http://www.publicagenda.org/research/pdfs/rc0601.pdf]
+
Concern about science education and science standards has often been driven by worries that American students lag behind their peers in [[international rankings]].<ref>[http://www.publicagenda.org/issues/factfiles_detail.cfm?issue_type=education&list=13]</ref> One notable example was the wave of [[education reforms]] implemented after the [[Soviet Union]] launched its [[Sputnik]] [[satellite]] in 1957.<ref>[http://www.nationalacademies.org/sputnik/ruther1.htm]</ref> The first and most prominent of these reforms was lead by the [[Physical Sciences Study Committee]] at [[Massachusetts Institute of Technology|MIT]]. In recent years, business leaders such as Microsoft Chairman [[Bill Gates]] have called for more emphasis on science education, saying the United States risks losing its economic edge.<ref>[http://www.businessroundtable.org/newsroom/document.aspx?qs=5876BF807822B0F1AD1448722FB51711FCF50C8)][http://news.com.com/Gates+Get+U.S.+schools+in+order/2100-1022_3-5692845.html]</ref> To this end, [[Tapping America's Potential]] is an organization aimed at getting more students to graduate with science, technology, engineering and mathematics degrees.<ref>[http://www.tap2015.org/]</ref> Public opinion surveys, however, indicate most U.S. parents are complacent about science education and that their level of concern has actually declined in recent years.<ref>[http://www.publicagenda.org/research/pdfs/rc0601.pdf]</ref>
   
==United Kingdom==
+
=== Physics education ===
  +
Physics is taught in high schools, colleges, and graduate schools. [[Physics First]] is a popular movement in American high schools. In schools with this curriculum 9th grade students take a course with introductory physics education. This is meant to enrich students understanding of physics, and allow for more detail to be taught in subsequent high school biology, and chemistry classes; it also aims to increase the number of students who go on to take 12th grade physics or AP Physics, which are generally [[Elective Subject|electives]] in American high schools.
   
In UK [[school]]s science is generally taught as a single subject [[science]] until age 14-16 then splits into subject-specific [[Advanced Level (UK)|A levels]] ([[physics]], [[chemistry]] and [[biology]]).
+
Physics education in the high schools has suffered the last twenty years because of the fact that many states now only require 3 sciences, which can be satisfied by earth/physical science, chemistry, and biology. The fact that many students do not take physics in high school makes it more difficult for those students to take scientific courses in college.
   
In [[September]] [[2006]] a new Science programme of study known as 21st Century Science was introduced as a [[GCSE]] option in UK schools, designed to "give all 14 to 16 year olds a worthwhile and inspiring experience of science"<ref>http://www.21stcenturyscience.org/</ref>.
+
At the university/college level, using [[appropriate technology]]-related projects to spark non-physics majors’ interest in learning physics has been shown to be successful <ref>Joshua M. Pearce, "[http://scitation.aip.org/getabs/servlet/GetabsServlet?prog=normal&id=PHTEAH000045000003000164000001&idtype=cvips&gifs=yesTeaching Physics Using Appropriate Technology Projects]", The Physics Teacher, 45, pp. 164-167, 2007. pdf</ref>. This is a potential opportunity to forge the connection between physics and social benfit.
   
==References==
+
=== Informal science education ===
<references />
+
Informal science education is the science teaching and learning that occurs outside of the formal school curriculum in places such as museums, the media, and community-based programs. The [[National Science Teachers Association]] has created a position statement<ref>[http://www.nsta.org/about/positions/informal.aspx]</ref> on Informal Science Education to define and encourage science learning in many contexts and throughout the lifespan. Research in informal science education is funded in the United States by the National Science Foundation<ref>[http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5361 National Science Foundation funding for informal science education]</ref>. The Center for Advancement of Informal Science Education (CAISE)<ref>[http://insci.org]</ref> provides resources for the informal science education community.
*Layton, D. (1981). The schooling of science in England, 1854-1939. In R. MacLeod & P.Collins (Eds.), ''The parliment of science'' (pp.188-210). Northwood, England: Science Reviews.
 
*Del Giorno, B.J. (1969). The impact of chaning scientific knowledge on science education in th United States since 1850. ''Science Education'', 53, 191-195.
 
*Hurd, P.D. (1991). Closing the educational gaps between science, technology, and society. ''Theory into Practice'', 30, 251-259.
 
*Jenkins, E. (1985). History of science education. In T. Husen & T.N. Postlethwaite (Eds.) ''International encyclopedia of education'' (pp. 4453-4456). Oxford: Pergamon Press.
 
*Aikenhead, G.S. (1994). What is STS teaching? In J. Solomon & G. Aikenhead (Eds.), ''STS education: International perspectives on reform'' (pp.74-59). New York: Teachers College Press.
 
   
==See also==
+
Examples of informal science education include science centers, [[science museums]], and new digital learning environments (''e.g.'' [[Global Challenge Award]]), many of which are members of the Association of Science and Technology Centers (ASTC).<ref>[http://astc.org/]</ref> The [[Exploratorium]] in San Francisco and The Franklin Institute in Philadelphia are the oldest of this type of museum in the United States. Media include TV programs such as ''[[NOVA (TV series)|NOVA]]'', ''Newton's Apple'', ''[[The Magic School Bus]]'', ''Dragonfly TV'' and ''[[Dora the Explorer]]''. Examples of community-based programs are [[4-H]] Youth Development programs, [[Hands On Science Outreach, Inc.|Hands On Science Outreach]], NASA and Afterschool Programs<ref>[http://education.nasa.gov/divisions/informal/overview/R_NASA_and_Afterschool_Programs.html]</ref> and Girls at the Center.
  +
  +
== United Kingdom ==
  +
  +
In England and Wales [[school]]s science is generally taught as a single subject [[science]] until age 14-16 then splits into subject-specific [[Advanced Level (UK)|A levels]] ([[physics]], [[chemistry]] and [[biology]]). However, the government has since expressed its desire that those pupils who achieve well at the age of 14 should be offered the opportunity to study the three separate sciences from September 2008.<ref name="bbc">{{Cite web|url=http://news.bbc.co.uk/1/hi/education/7245529.stm|title='Poor lacking' choice of sciences|accessdate=2008-02-22|publisher=British Broadcasting Corporation|year=2008|author=Kim Catcheside|work=BBC News website | date=2008-02-15}}</ref> In Scotland the subjects split into chemistry, physics and biology at the age of 13-15 for [[Standard Grade]]s in these subjects.
  +
  +
In September 2006 a new Science programme of study known as 21st Century Science was introduced as a [[GCSE]] option in UK schools, designed to "give all 14 to 16 year olds a worthwhile and inspiring experience of science"<ref>[http://www.21stcenturyscience.org/ Welcome to Twenty First Century Science<!-- Bot generated title -->]</ref>.
  +
  +
== Research in Science Education ==
  +
The practice of science education has been increasingly informed by research into science teaching and learning. Research in science education relies on a wide variety of methodologies, borrowed from many branches of science such as cognitive psychology and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it is brought about.
  +
  +
In [[John D. Bransford]], et al., the fruit of massive research into student thinking is presented as having three key findings:
  +
; Preconceptions : Prior ideas about how things work are remarkably tenacious and an educator must explicitly address a students' specific misconceptions if the student is to abandon his misconception in favour of another explanation. Therefore, it is essential that educators know how to learn about student preconceptions and make this a regular part of their planning.
  +
; Factual Knowledge : In order to become truly literate in an area of science, students must, "(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application."[http://www.nap.edu/html/howpeople1/]
  +
; Metacognition : Students will benefit from thinking about their thinking and their learning. They must be taught ways of evaluating their knowledge and what they don't know, evaluating their methods of thinking, and evaluating their conclusions.
  +
  +
== See also ==
   
<!--'This might be a good place to put some teaching resources.'-->
 
 
* [[Controversial science]]
 
* [[Controversial science]]
 
* [[Education]]
 
* [[Education]]
 
* [[Educational research]]
 
* [[Educational research]]
  +
* [[Environmental groups and resources serving K–12 schools]]
 
* [[Epistemology]] (the study of [[knowledge]] and how we know things)
 
* [[Epistemology]] (the study of [[knowledge]] and how we know things)
 
* [[Graduate school]]
 
* [[Graduate school]]
  +
* [[Inquiry-based Science]]
 
* [[National Science Education Standards]]
 
* [[National Science Education Standards]]
* [[Pedagogy]http://www.doscience.co.uk]
+
* [[National Science Teachers Association]]
  +
* [[Pedagogy]]
 
* [[School science technicians]]
 
* [[School science technicians]]
 
* [[Science]]
 
* [[Science]]
  +
* [[Science achievement]]
 
* [[Science, Technology, Society and Environment Education]]
 
* [[Science, Technology, Society and Environment Education]]
   
{{Education by subject}}
+
== References ==
+
<references />
==External links==
+
* Layton, D. (1981). The schooling of science in England, 1854-1939. In R. MacLeod & P.Collins (Eds.), ''The parliament of science'' (pp.&nbsp;188–210). Northwood, England: Science Reviews.
+
* Del Giorno, B.J. (1969). The impact of changing scientific knowledge on science education in th United States since 1850. ''Science Education'', 53, 191-195.
  +
* Hurd, P.D. (1991). Closing the educational gaps between science, technology, and society. ''Theory into Practice'', 30, 251-259.
  +
* [http://www.worlddeer.org/Markwalker/new1inquiry.doc Teaching Inquiry Science] Downloadable book about teaching science through inquiry.
  +
* Jenkins, E. (1985). History of science education. In T. Husen & T.N. Postlethwaite (Eds.) ''International encyclopedia of education'' (pp.&nbsp;4453–4456). Oxford: Pergamon Press.
  +
* National Education Association (1894). Report of the Committee of Ten on Secondary School Studies With The Reports of the Conferences Arranged by The Committee. New York: The American Book Company [http://books.google.com/books?hl=en&id=1WYWAAAAIAAJ&dq=report+of+the+committee+of+ten+on+secondary+school+studies&printsec=frontcover&source=web&ots=UtOEeTn35f&sig=iJfll5ftJ4TPNu3uHl_cB12-Jv8&sa=X&oi=book_result&resnum=1&ct=result#PPR1,M1 Read the Book Online]
  +
* Sheppard, K. & Robbins D. M. (2007). High School Biology Today: What the Committee of Ten Actually Said. CBE-Life Sciences Education. 6 (3) 198-202.
  +
* Aikenhead, G.S. (1994). What is STS teaching? In J. Solomon & G. Aikenhead (Eds.), ''STS education: International perspectives on reform'' (pp.&nbsp;74–59). New York: Teachers College Press.
  +
* [http://insight.eun.org/en/data/pdf/sciencetechnologyeducation.pdf Dumitru, P. & Joyce, A. (2007) Public-private partnerships for maths, science and technology education. Proceedings of Discovery Days conference.]
  +
* [http://cms2.eun.org/shared/data/pdf/science_brief_2007.pdf European Schoolnet (2007) National and European Initiatives to promote science education in Europe. Insight portal.]
  +
==Further reading==
  +
* [http://books.google.com/books?id=N56hHQAACAAJ The Myth of Scientific Literacy], Morris Herbert Shamos, 1995, [[Rutgers University Press]], ISBN 0-8135-2196-3
  +
*Berube, Clair T. (2008) ''The Unfinished Quest: The Plight of Progressive Science Education in the Age of Standards''. Charlotte, NC: Information Age, Inc. ISBN 978-1593119287
  +
*Falk, John H. (2001) ''Science Education: How We Learn Science Outside of School''. New York: Teachers College ISBN 0-8077-4064-0
   
  +
== External links ==
  +
{{Wikibooks|School science how-to}}
 
* [http://www.ericdigests.org ERIC: Education related articles online]
 
* [http://www.ericdigests.org ERIC: Education related articles online]
 
* [http://www.nap.edu/readingroom/books/nses/ National Science Education Standards]
 
* [http://www.nap.edu/readingroom/books/nses/ National Science Education Standards]
  +
*[http://www.nap.edu/readingroom/books/nses/1.html#why The importance of scientific education]
 
* [http://unr.edu/homepage/jcannon/ejse/ejse.html Electronic Journal of Science Education]
 
* [http://unr.edu/homepage/jcannon/ejse/ejse.html Electronic Journal of Science Education]
  +
* [http://www.sciencekids.co.nz Science Education for Children]
  +
* [http://ScienceCastle.com Online Science Classes]
 
* [http://www.wcer.wisc.edu/archive/nise/ National Institute for Science Education]
 
* [http://www.wcer.wisc.edu/archive/nise/ National Institute for Science Education]
* [http://www.project2061.org/publications/bsl/online/bolintro.htm]
+
* [http://www.project2061.org/publications/bsl/online/bolintro.htm Benchmarks for Science Literacy]
  +
* [http://www.narst.org/ National Association for Research in Science Teaching]
  +
* [http://theaste.org/ The Association for Science Teacher Education]
  +
* [http://www.ejmste.com/ Eurasia Journal of Mathematics, Science & Technology Education]
  +
* [http://www.vega.org.uk/ Science videos for use in Science Education]
  +
  +
{{Education by subject}}
   
  +
[[category:Curriculum]]
 
[[Category:Science education| ]]
 
[[Category:Science education| ]]
   
:el:Διδακτική των φυσικών επιστημών]]
+
<!--
:it:Scienze dell'educazione]]
+
[[el:Διδακτική των φυσικών επιστημών]]
  +
[[it:Scienze dell'educazione]]
  +
[[ja:科学教育]]
  +
[[pt:Biologia educacional]]
  +
-->
 
{{enWP|Science education}}
 
{{enWP|Science education}}

Latest revision as of 01:13, January 23, 2010

Assessment | Biopsychology | Comparative | Cognitive | Developmental | Language | Individual differences | Personality | Philosophy | Social |
Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |

Educational Psychology: Assessment · Issues · Theory & research · Techniques · Techniques X subject · Special Ed. · Pastoral


Science education is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community. The target individuals may be children, college students, or adults within the general public. The field of science education comprises science content, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education. The traditional subjects included in the standards are physical, life, earth, and space sciences.

Historical backgroundEdit

Science education in secondary schools began in the UK around 1870, but it was not widespread until much later. The first step came when the British Academy for the Advancement of Science (BAAS) published a report in 1867 (Layton, 1981). BAAS promoted teaching of “pure science” and training of the “scientific habit of mind.” The progressive education movement of the time supported the ideology of mental training through the sciences. BAAS emphasized separately pre-professional training in secondary science education. In this way, future BAAS members could be prepared.

The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley was critical (see especially Thomas Henry Huxley educational influence). John Tyndall was also influential in the teaching of physical science.[1]

In the US, science education was a scatter of subjects prior to its standardization in the 1890’s (Del Giorno, 1969). The development of a science curriculum in the US emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of 30 leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892 which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in U.S. secondary schools . The committee was composed of ten educators (all men) and was chaired by Charles Eliot of Harvard University. The Committee of Ten met, and appointed nine conferences committees (Latin, Greek, English, Other Modern Languages, Mathematics, History, Civil Government and Political Economy, and three in science). The three conference committees appointed for science were: physics, astronomy, and chemistry (1); natural history (2); and geography (3). Each committee, appointed by the Committee of Ten, was composed of ten leading specialists from colleges and normal schools, and secondary schools. Each committee met in a different location in the U.S. The three science committees met for three days in the Chicago area. Committee reports were submitted to the Committee of Ten, which met for four days in New York, to create a comprehensive report (NEA, 1894). In 1894, the NEA published the results of work of these conference committees (NEA, 1894).

Of particular interest here is the Committee of Ten recommendations for the science curriculum. It recommended four possible courses of study: Three of the courses of study had the following science recommendations

  • High School Science (9-12)
      Grade  9: Physical Geography (3p)
      Grade 10: Physics(3p), 
                         Botany or Zoology (3p); 
      Grade 11: Astronomy 1/2 year & Meteorology, 1/2 year (3p)
      Grade 12: Chemistry (3p)
                         Geology or physiography,  1/2 year 
                                                      &                                                    (3p)
                          Anatomy, physiology, and hygiene, 1/2 year

For the classical course of studies Greek replaced many of the sciences

      Grade  9: Physical  geography (3p)
      Grade 10: Physics (3p), 
                         
      Grade 11: 
      Grade 12: Chemistry (3p)
   

See Sheppard & Robbins (2007) For a more full discussion of the recommendations of the Committee of Ten.

The curriculum shown above has been largely replaced by the physical/earth science or biology, chemistry, and physics sequence in most high schools.

According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.[2]

This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance (Hurd, 1991). The BAAS encouraged their longer standing model in the UK (Jenkins, 1985). The US adopted a curriculum was characterized as follows (NEA, 1894):

  • Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field."
  • Secondary science should focus on laboratory work and the committees prepared lists of specific experiments
  • Teaching of facts and principles
  • College preparation

The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as is science, technology, society and environment education is growing and being implemented more broadly in the late 20th century (Aikenhead, 1994). Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.

PedagogyEdit

Whilst public image of science education may be one of simply learning facts by rote, science education in recent history also generally concentrates on the teaching of science concepts and the addressing misconceptions that learners may hold regarding science concepts or other content. Research shows that students will retain knowledge for a longer period of time if they are involved in more hands on activities [citation needed].

United StatesEdit

In many U.S. states, K-12 educators must adhere to rigid standards or frameworks of what content is to be taught to which age groups. Unfortunately, this often leads teachers to rush to "cover" the material, without truly "teaching" it. In addition, the process of science, including such elements as the scientific method and critical thinking, is often overlooked. This emphasis can produce students who pass standardized tests without having developed complex problem solving skills. Although at the college level American science education tends to be less regulated, it is actually more rigorous, with teachers and professors fitting more content into the same time period.

In 1996, the U.S. National Academy of Sciences of the U.S. National Academies produced the National Science Education Standards, which is available online for free in multiple forms. Its focus on inquiry-based science, based on the theory of constructivism[citation needed] rather than on direct instruction of facts and methods, remains controversial.[citation needed] Some research suggests that it is more effective as a model for teaching science. Other approaches include standards-based assessments such as Washington Assessment of Student Learning, which emphasize devising experiments at early grades at a level traditionally not covered until college (traditionally, students conducted rather than designed experiments), based on mock data with very little testing of factual knowledge.Template:Clarify me Their eight categories of national science education standards reflect a new emphasis on the themes of constructivist approaches, diversity, and social justice common throughout the education reform movement. These categories are unifying concepts and processes, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspectives, and history and nature of science.[3][dead link]


Concern about science education and science standards has often been driven by worries that American students lag behind their peers in international rankings.[4] One notable example was the wave of education reforms implemented after the Soviet Union launched its Sputnik satellite in 1957.[5] The first and most prominent of these reforms was lead by the Physical Sciences Study Committee at MIT. In recent years, business leaders such as Microsoft Chairman Bill Gates have called for more emphasis on science education, saying the United States risks losing its economic edge.[6] To this end, Tapping America's Potential is an organization aimed at getting more students to graduate with science, technology, engineering and mathematics degrees.[7] Public opinion surveys, however, indicate most U.S. parents are complacent about science education and that their level of concern has actually declined in recent years.[8]

Physics education Edit

Physics is taught in high schools, colleges, and graduate schools. Physics First is a popular movement in American high schools. In schools with this curriculum 9th grade students take a course with introductory physics education. This is meant to enrich students understanding of physics, and allow for more detail to be taught in subsequent high school biology, and chemistry classes; it also aims to increase the number of students who go on to take 12th grade physics or AP Physics, which are generally electives in American high schools.

Physics education in the high schools has suffered the last twenty years because of the fact that many states now only require 3 sciences, which can be satisfied by earth/physical science, chemistry, and biology. The fact that many students do not take physics in high school makes it more difficult for those students to take scientific courses in college.

At the university/college level, using appropriate technology-related projects to spark non-physics majors’ interest in learning physics has been shown to be successful [9]. This is a potential opportunity to forge the connection between physics and social benfit.

Informal science education Edit

Informal science education is the science teaching and learning that occurs outside of the formal school curriculum in places such as museums, the media, and community-based programs. The National Science Teachers Association has created a position statement[10] on Informal Science Education to define and encourage science learning in many contexts and throughout the lifespan. Research in informal science education is funded in the United States by the National Science Foundation[11]. The Center for Advancement of Informal Science Education (CAISE)[12] provides resources for the informal science education community.

Examples of informal science education include science centers, science museums, and new digital learning environments (e.g. Global Challenge Award), many of which are members of the Association of Science and Technology Centers (ASTC).[13] The Exploratorium in San Francisco and The Franklin Institute in Philadelphia are the oldest of this type of museum in the United States. Media include TV programs such as NOVA, Newton's Apple, The Magic School Bus, Dragonfly TV and Dora the Explorer. Examples of community-based programs are 4-H Youth Development programs, Hands On Science Outreach, NASA and Afterschool Programs[14] and Girls at the Center.

United Kingdom Edit

In England and Wales schools science is generally taught as a single subject science until age 14-16 then splits into subject-specific A levels (physics, chemistry and biology). However, the government has since expressed its desire that those pupils who achieve well at the age of 14 should be offered the opportunity to study the three separate sciences from September 2008.[15] In Scotland the subjects split into chemistry, physics and biology at the age of 13-15 for Standard Grades in these subjects.

In September 2006 a new Science programme of study known as 21st Century Science was introduced as a GCSE option in UK schools, designed to "give all 14 to 16 year olds a worthwhile and inspiring experience of science"[16].

Research in Science Education Edit

The practice of science education has been increasingly informed by research into science teaching and learning. Research in science education relies on a wide variety of methodologies, borrowed from many branches of science such as cognitive psychology and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it is brought about.

In John D. Bransford, et al., the fruit of massive research into student thinking is presented as having three key findings:

Preconceptions 
Prior ideas about how things work are remarkably tenacious and an educator must explicitly address a students' specific misconceptions if the student is to abandon his misconception in favour of another explanation. Therefore, it is essential that educators know how to learn about student preconceptions and make this a regular part of their planning.
Factual Knowledge 
In order to become truly literate in an area of science, students must, "(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application."[11]
Metacognition 
Students will benefit from thinking about their thinking and their learning. They must be taught ways of evaluating their knowledge and what they don't know, evaluating their methods of thinking, and evaluating their conclusions.

See also Edit

References Edit

  1. Bibby, Cyril 1959. T.H. Huxley: scientist, humanist and educator. Watts, London.
  2. www.nd.edu/rbarger/www7/neacom10.html
  3. www.nap.edu/readingroo/books/nses/6a.html
  4. [1]
  5. [2]
  6. [3][4]
  7. [5]
  8. [6]
  9. Joshua M. Pearce, "Physics Using Appropriate Technology Projects", The Physics Teacher, 45, pp. 164-167, 2007. pdf
  10. [7]
  11. National Science Foundation funding for informal science education
  12. [8]
  13. [9]
  14. [10]
  15. Kim Catcheside (2008). 'Poor lacking' choice of sciences. BBC News website. British Broadcasting Corporation. URL accessed on 2008-02-22.
  16. Welcome to Twenty First Century Science
  • Layton, D. (1981). The schooling of science in England, 1854-1939. In R. MacLeod & P.Collins (Eds.), The parliament of science (pp. 188–210). Northwood, England: Science Reviews.
  • Del Giorno, B.J. (1969). The impact of changing scientific knowledge on science education in th United States since 1850. Science Education, 53, 191-195.
  • Hurd, P.D. (1991). Closing the educational gaps between science, technology, and society. Theory into Practice, 30, 251-259.
  • Teaching Inquiry Science Downloadable book about teaching science through inquiry.
  • Jenkins, E. (1985). History of science education. In T. Husen & T.N. Postlethwaite (Eds.) International encyclopedia of education (pp. 4453–4456). Oxford: Pergamon Press.
  • National Education Association (1894). Report of the Committee of Ten on Secondary School Studies With The Reports of the Conferences Arranged by The Committee. New York: The American Book Company Read the Book Online
  • Sheppard, K. & Robbins D. M. (2007). High School Biology Today: What the Committee of Ten Actually Said. CBE-Life Sciences Education. 6 (3) 198-202.
  • Aikenhead, G.S. (1994). What is STS teaching? In J. Solomon & G. Aikenhead (Eds.), STS education: International perspectives on reform (pp. 74–59). New York: Teachers College Press.
  • Dumitru, P. & Joyce, A. (2007) Public-private partnerships for maths, science and technology education. Proceedings of Discovery Days conference.
  • European Schoolnet (2007) National and European Initiatives to promote science education in Europe. Insight portal.

Further readingEdit

External links Edit

Wikibooks-logo-en
School science how-to may have more about this subject.


This page uses Creative Commons Licensed content from Wikipedia (view authors).

Around Wikia's network

Random Wiki