Is Science Education Relevant? (original) (raw)
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Science Education in Europe–Images, Approaches, Innovations
Proceedings of the 2nd International Multi-Conference …, 2009
Images of science, engineering and technology (SET) are often connected to outdated clichés about nerdy scientists and boring engineers representing various gender stereotypes. According to current studies many of these stereotypical schemes are still active and have great impact on study decision making processes and students' job expectations in the field of SET. This paper will discuss first results of the European project MOTIVATION, which is looking for factors influencing young people's perception of SET and SET education. Results from pupils' interviews and content analysis of youth magazines will be presented, in order to answer three main questions: First, how do upper secondary school pupils perceive the image of SET? Second, what influences this pupils' image of SET? And third, how could secondary school pupils get more attracted to SET study and job fields?
ROSE (The Relevance of Science Education) Final Report part 2. Western youth and science.
This is part 2 of the final report from ROSE (The Relevance of Science Education), a comparative study of 15 year old students' perceptions of science and science education. Here we present ROSE in more detail and present in-depth examples of how the date have been analyzed. The basis for this report is Camilla Schreiner's PhD (2006). We describe the background and rationale of ROSE, the chronology and details of the development of the ROSE instrument. We also discuss the underlying methodological considerations and theoretical perspective, in particular related to youth in late modernity. This report can also serve as an example on how data from studies like ROSE may be approached to give in-depth analysis and descriptions of different types of students based on the responses they give in ROSE-and in similar studies. The focus here is on the sample of Norwegian students, but international comparisons based on the same statistical methods are also included, based on two master degrees in science education, Fredrik Jensen (2008) and Fazilat Ullah (2008). One chapter is written by Maria Vetleseter Bøe, now (2019) now associate professor at the University of Oslo. Note that literature reviews and other chapters have not been updated.
Science Education in Europe: Pedagogical Challenges
International Journal for Cross-Disciplinary Subjects in Education, 2013
In 2007, the Rocard report highlighted concerns with the type of science education presented in European classrooms [1]. Despite research on consrtructivism research teaching science remained mainly through a 'transmission approach' whereby the teacher passed on all the scientific knowledge that students had to then assimilate [2]. The result was a combination of active teachers and passive students. Furthermore, whereas science became more poignant in everyday life and science related careers increased, students' interest and specialization in the field decreased drastically, creating a significant disparity between supply and demand. In this perspective, research and science educators have acknowledged the need for a change in both the quality and methodology of teaching science wherein students are given the opportunity to explore and engage in science and in doing so, to be the drivers of their own learning [3]. The European Commission has taken on the responsibility to support professors and academics working in this field, to adopt this inquiry based learning approach (IBSE) by financing projects such as PRI-SCI-NET, which focuses on equipping educators, particularly teachers, with the tools, skills, networking and collaboration opportunities to further enhance their repertoire. This paper focuses on the methodology and objectives of PRI-SCI-NET in addressing science education at primary level.
Science and technology education in Europe: Current challenges and possible solutions
This document attempts to describe and analyse some challenges facing Science and Technology (S&T), mainly in education, but also relating it to a wider social setting. After describing the problematic enrolment pattern, the paper goes on to suggest a series of underlying reasons for why we have this problematic situation. This description is tentative and explorative, and is meant to give ideas for a discussion of possible explanations. This is followed by a similar analysis of who needs S&T – and for what purposes. The point here is that the challenge may be perceived differently from different perspectives and interests. Hence, there may also be different views on suitable strategies to solve 'the problem.' A critical description of S&T in schools is offered, and some international recent trends are briefly described. These trends may provide ideas for possible ways ahead.
Journal of Baltic Science Education, 2016
Innovative societies need people who are equipped with scientific and technological competences e.g. are scientifically literate. Being scientifically literate encompasses a large set of competences, many beyond those which are directly linked with exhibiting acquired scientific knowledge. While PISA studies mainly give a comparison of students’ science knowledge, thinking and process skills, the assessment is not so much about the skills needed in the workplace or functioning in society as a responsible citizen. This suggests there is a need for further comparative studies to cover this deficit. Such kind of research is essential directed to those countries which have shown high results in PISA studies (e.g. Estonia) in order to interpret PISA results more widely in new contexts. This is especially highlighted by recent findings from research carried out among a representative sample of Estonian gymnasium students. The outcomes showed that students’ problem solving, decision-making...
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.
Popularity and Relevance of Science Education and Scientific Literacy:-The PARSEL Project in Europe
2008
A consortium of researchers from 8 European nations has successfully applied to the EU commission for funding the PARSEL (Popularity and Relevance in Science Education for Scientific Literacy) project, which aims at raising the popularity and relevance of science teaching and enhancing students' scientific and technological literacy, through identification of suitable teaching-learning materials based on relevant context-based educational approaches. These approaches, identifiable within the teaching-learning ...
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.