Literature review in science education and the role of ICT: Promise, problems and future directions (original) (raw)
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Education through Science as a Motivational Innovation for Science Education for All
Historically, science was introduced into the school curriculum to enable students, who were entering university to study science related subjects gain some background knowledge level (Fensham, 2008, p 14). Unfortunately t among policy-makers and teachers today science subjects have become part of systems, science have become compulsory paper considers the roles of documents and in educational standards. It notes the often expressed target of science education as enhancing scientific literacy and puts forwards views on what is meant by this expressio U ESCO booklet on the Eleven (Fensham, 2008, p.8 and 27) that the term 'scientific literacy' should no longer be used. The papers argues that policy rethink their vision of science in the school curriculum and accept that the teaching of science subjects is part of the overall educational provision and must not be viewed in a different philosophical light from other subjects. If education is the targe teaching of science subjects must be, it is argued, 'education through science'. This view represents a paradigm shift in the purpose of school science education from the historical view an essential step if school science education is to play a meaningful role for the majority of students, especially girls, in 21
Science for All: The struggle to establish school science in England
2019
Current enthusiasm for 'STEM' seems to cement the importance of science in the education of young people. It is almost unthinkable, in today's climate, to imagine that science required any kind of defence or support to make it into the school curriculum in the first place. As Jenkins persuasively reminds us, however, many of the current debates in science education both in England and beyond are best understood within the context of the challenge science (and its components) had in establishing themselves in schools. Broadly speaking, the book is divided into three main sections corresponding roughly to the history of elementary school science, of secondary school science, and of the place of school science post World War II. An introduction, reflection, and brief overview of nineteenth-century English history round out the book. One of Jenkins' major strengths as an author is the way in which he switches effortlessly between the figure and the ground; parts of this book read very well as a general history of the development of the English school system, its competing actors, and the complexities of the examination system and its development. I was particularly grateful for the reminder that we can trace much of current thinking and debate about how young children might best learn science to ideas encapsulated by Richard Dawes and John Stevens Henslow, both members of the Anglican clergy writing and working in the first half of the nineteenth century. The ideas of Dawes would be more recognisable today, focused as he was on the importance of beginning with the interests of the child before using scientific knowledge. Somewhat less recognisable, at least at the elementary school level, is Henslow's call for children to learn to think like scientists. The contrast can be found in the academic literature today around the different 'kinds' of science (or scientific) literacy that one might encourage through school science. A thorough discussion of object study and nature study round out this section and should be required reading for any future science teacher. After some in-depth considerations of some extraordinary figures in the history of English school science, Jenkins reminds us of the importance of scientists and policymakers in the debates. Both groups have had much to say about the role of science in schools, particularly during the complicated beginnings of science in schools and universities during the nineteenth century and early twentieth century. Both Oxford
Strategies for Effective Science Education in the Present Century
The present century continues to witness several emerging technologies often beyond the wildest of our imaginations. An unlimited content of information is available easily from resources all over the globe, packaged in a variety of extremely effective and unconventional styles of presentation. The shift of emphasis from the textbooks and the blackboard to the internet, virtual classrooms and multimedia is happening at a tremendous pace. The magnitude and speed of the information explosion of the present times re-emphasises the urgent need for building bridges across the huge gaps between information, knowledge and wisdom. This shifts our attention to the very basic purpose of education as an enabling, enriching and empowering technology, demanding, focused efforts to evolve innovative strategies addressing the perspectives of the content and the style, the teacher and the taught, the enabling agencies and the public – all stakeholders. The emphasis is shifting towards learning to learn and uncovering and discovering the syllabus. Science education involves inspiring and motivating the student community at large, imparting theoretical as well as practical skills and highlighting the need for creative thinking and innovation.
The changing face of science education : preparing scientifically literate citizens of tomorrow
2005
Science has social implications. Educating students in science involves more than the acquisition of 'facts' or the development of investigative skills. If students are to become independent and responsible citizens, they need to be capable of understanding scientific issues and their impact on society. An argument will be put forward in favour of a science education that considers the social implications of scientific activity on both a local and global scale. Teachers need to change traditional teaching methods to more innovative activities that are more child-centred and take into consideration the social and ethical aspects of the scientific enterprise.
2013
This study formed the preliminary literature review for my doctoral thesis. It aims to critically examine how science education may be leading to unrealistic expectations by students which lead to them withdrawing from a future in science after higher level studies. I will use theoretical arguments that examine how the creation of scientific knowledge through history has influenced our ideas of what science is in modern society. Using theories of power and how they are related to scientific knowledge, I will be examining how education reinforces the power of science, whilst simultaneously, and possibly contradictorily, tries to give all individuals an equal opportunity for scientific literacy. I contend that there is a mismatch in how science is portrayed in secondary school education compared to the science practiced in the real world. The changes in the school science curricula are analysed to explore the power struggle between an authentic experience of science and the political aims in science education. In doing this I hope to identify potential areas for a more in-depth study of how education may be creating an illusion of the science professions which is resulting in a struggle for to retain scientists after graduation.
1985
This conference was convened to identify the most important problems and opportunities facing science teaching in secondary schools and to suggest the most practical means of addressing them. The report highlights issues_invOlving_sciende And technology education which were_addressed_at the conference. Information is presented in three_major sections_which are entitled: (I)_perspectives (providing_an overview of the conference's objectives, participant_composition, and conclusions); (2) topics of disdUssion (synthesizing ideas on classroom reform, science education's 90als, science curriculum, instructional StrategieS, evaluation, role of science supervisors, preparation of Science teachers, and priorities for action); and 131 nett_directions (reflecting on the conference's mission and_acCOMplishMehtt). Also included are listings of_the_conference's_steering committee, consultants,_and pArticipants and a bibliographic listing of references associated with the theme of science and technology education. (NL)
The nature of science and science education: A bibliography
Science & Education, 2001
Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century. As early as 1909 the Central Association for Science and MathematicsTeachers published an article–'A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools'–inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula ...