scholarly journals Special Issue: Science Education and Assessment in the Journal of Research in Science Teaching

2011 ◽  
Vol 48 (6) ◽  
pp. 710-710
Author(s):  
Nancy Butler Songer ◽  
Maria Araceli Ruiz-Primo
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Special Issue

Science and Special Education

1994 ◽  
Vol 15 (2) ◽  
pp. 128-133
Author(s):  
Rodney L. Doran ◽  
J. Richard Sentman
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Alternative Assessment ◽  
Teaching And Learning ◽  
School Science ◽  
The Other ◽  
Special Focus ◽  
Special Issue ◽  
Science Teaching And Learning ◽  
Science Educators

This paper is organized into two major parts: a review of current activities in science education, and a review of the articles within this special issue. Project 2061 (aaas) and the scope, sequence, and coordination project (nsta) are ongoing efforts to develop new approaches for school science programs. Other reports and journals in the science education field are described briefly. “Constructivism” and “alternative assessment” are two of the ideas science educators are currently exploring as ways to improve science teaching and learning. The last section includes brief reviews of each of the other papers in this issue with special focus on the science education dimension. There is much we can learn from each other.

scholarly journals SCIENCE EDUCATION AND THE TWO CULTURES

2017 ◽  
Vol 38 (1) ◽  
pp. 13
Author(s):  
James Trefil
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Scientific Literacy ◽  
Democratic Society ◽  
Special Issue ◽  
Great Scientist ◽  
Two Cultures ◽  
80Th Anniversary ◽  
The Two Cultures ◽  
Education Science

Thinking about a suitable topic to be put at the opening pages of this special issue dedicated to the 80th anniversary of academician Bojan Soptrajanov, we deemed more than appropriate to place the thought pro-voking overview of a big friend of Macedonia and the Ss. Cyril and Methodius University in Skopje, our honorary professor James Trefil, a Clarence Robinson Professor of Physics, from the George Mason Uni-versity in Fairfax, Virginia. Prof. Trefil is a great scientist and even greater educator (the latter is known to anyone that has read at least one of the 50+ books written by him). The overview is on the (always relevant) topics like science, science education, science teaching and scientific literacy, as a need in a truly democratic society.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

scholarly journals Ideas, politics and practices of integrated science teaching in the global Cold War

BJHS Themes ◽  
2018 ◽  
Vol 3 ◽  
pp. 167-189
Author(s):  
KRISTIAN H. NIELSEN
Keyword(s):  
Science Education ◽  
Cold War ◽  
Science Teaching ◽  
Modern Society ◽  
The United States ◽  
Integrated Science ◽  
Interest In Science ◽  
Scientific Disciplines ◽  
The Cold War ◽  
Curriculum Reforms

AbstractDuring the Cold War, UNESCO played a major role in promoting science education across the world. UNESCO's Programme in Integrated Science Teaching, launched in 1969, placed science education at the heart of socio-economic development in all nations. The programme planners emphasized the role of science education in the development of human resources necessary to build a modern nation state, seeking to build a scientific and engineering mindset in children. UNESCO's interest in science education drew inspiration from early Cold War curriculum reforms in the United States, where scientists, psychologists and teachers promoted science education as a way to enhance the scientific and technical workforce and to counteract irrational tendencies. While US curriculum reformers were concerned about the quantity and quality of science teaching in secondary school, UNESCO wanted to introduce science as a topic in primary, secondary and vocational schools, promoting integrated science teaching as the best way to do this. From the outset, the term ‘integrated’ meant different things to different people. It not only entailed less focus on scientific disciplines and scientific method strictly defined, but also more on teaching children how to adopt a curious, experimental and engineering approach in life. By the end of the Cold War, UNESCO abandoned the idea of integrated science teaching, but it has a lasting legacy in terms of placing ways of teaching science to children at the heart of modern society.

scholarly journals Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
R. M. Price ◽  
C. J. Self ◽  
W. C. Young ◽  
E. R. Klein ◽  
S. Al-Noori ◽  
...  
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching Experience ◽  
Evidence Based ◽  
Student Centered ◽  
Brief Training

The Science Teaching Experience Program-Working in Science Education (STEP-WISE) provides mentorship, practice, and feedback for research postdocs who are learning and applying inclusive, evidence-based pedagogies. The program is successful and sustainable for institutions. Its salient components are outlined here.

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