scholarly journals Tiedeopetuksen muuttuvat tavoitteet

2018 ◽  
Vol 2 (1) ◽  
pp. 20-38
Author(s):  
Tommi Kokkonen ◽  
Antti Laherto
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Teaching Methods ◽  
Scientific Literacy ◽  
Important Goal ◽  
Scientific Content ◽  
Global Trends ◽  
Global Issues ◽  
Core Curricula ◽  
Aims Of Science

Luonnontieteiden kouluopetuksen tavoitteita on jo pitkään laajennettu tieteellisen sisältötiedon ulkopuolelle. Perinteisen sisältötietopainotuksen sijaan on alettu korostaa luonnontieteellistä lukutaitoa (engl. scientific literacy), jonka tavoitteena on antaa oppilaille valmiuksia osallistua tieteeseen ja teknologiaan liittyvään keskusteluun ja päätöksentekoon henkilökohtaisissa, yhteiskunnallisissa ja globaaleissa kysymyksissä. Suomen tuoreen opetussuunnitelmauudistuksen painotukset ja ilmiöpohjaisuus ovat osa tätä maailmanlaajuista kehitystä. Tässä artikkelissa esitämme, että luonnontieteellisen lukutaidon opettamiseen ja ilmiöoppimiseen liittyy ratkaisemattomia jännitteitä. Vaikka nykyisissä tavoitteissa korostuu opetuksen relevanssi oppijan ja yhteiskunnan kannalta, sisältötieto määritellään edelleen pitkälti oppiainelähtöisen autenttisuuden näkökulmasta. Me argumentoimme, että opetusmenetelmien ja kontekstien lisäksi myös sisältötieto on uudelleenmääriteltävä muuttuneiden tavoitteiden mukaiseksi. The goals of science education expand beyond traditional scientific content knowledge. Scientific literacy has become an important goal, offering students knowledge and skills to engage in public discussion and decision making in personal, societal and global issues related to science and technology. The recent changes in Finnish Core Curricula towards phenomenon-based learning represent these global trends in science education. In this paper, we argue that there are unresolved tensions in the the pursuit for scientific literacy and phenomenon-based learning. While the current aims of science education emphasize relevance for the student and the society, content knowledge is still defined on the basis of disciplinary authenticity. We argue that in addition to the teaching methods and contexts also content knowledge needs to be redefined to reflect the changing goals of science education.

scholarly journals Naturvetenskaplig undervisning och det dubbla uppdraget

2012 ◽  
Vol 3 (2) ◽  
pp. 107-120
Author(s):  
Barbro Gustafsson
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Sociocultural Theory ◽  
Teaching Sequence ◽  
Scientific Content ◽  
Socioscientific Issue

The aim of this contribution is to discuss the significance of a democratic approach in science education. Initially, the concept of ”democracy” is outlined. According to the deliberative view, democracy is learnt and practiced in communication with others. Furthermore, according to sociocultural theory, communication also enhances scientific content knowledge. This implies that deliberative discussions could be helpful in carrying out teachers’ dual assignment: to transmit knowledge and foster independent, judicious, democratic citizens. The discussion is approached through the presentation of a simulated teaching sequence. Based on this scenario, in which a socioscientific issue is the theme for deliberation, the possibilities and limitations of a deliberative approach in science education is discussed.

RECENT TRENDS IN CURRICULUM AND TEACHING METHODS IN SCIENCE EDUCATION

2020 ◽  
Vol 17 (1) ◽  
pp. 24-43
Author(s):  
Amani Hamdan
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Teaching Science ◽  
Global Trends ◽  
Curriculum Research ◽  
Complete Breakdown ◽  
Education Science

This study aimed to explore modern trends in the field of curriculum research and science teaching methods. To achieve this aim, the research reviews the literature that is closely related to these trends, with a focus on contemporary Arab and foreign studies during the last ten years. Six main axes are identified that comprehensively represent contemporary global trends in curriculum research and science teaching methods: reform movements in teaching and learning science, modern scientific fields and their various branches, methods and strategies for teaching science, science education technology, evaluation of teaching science, and science teacher preparation. This study provides a complete breakdown of the main thrust of the research trends in each axis, while citing solid studies that reflect these trends. This study also provides a set of practical recommendations for developing curricular research and methods of teaching science, especially in terms of research plans and their specific directions in the Saudi context. Keywords: science education, science curriculum, trends in science, teaching science.

scholarly journals Science Education: Defining the Scientifically Literate Person

2016 ◽  
Vol 9 ◽  
Author(s):  
Poh Tan
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Scientific Literacy ◽  
Science Literacy ◽  
Scientific Facts

Science literacy and scientific literacy are terms that have been used synonymously in the field of science education. Although many published papers and resources used them interchangeably, there are scholars who place the notion of science literacy and scientific literacy on opposite ends of the literacy spectrum. In this context, science literacy refers to one who understands the concepts, content and methods in science and in contrast, scientific literacy refers to one who, in addition to content knowledge, applies the process of science and frequently reflects on his/her actions from a scientific perspective and, more importantly, holistically evaluates and questions scientific facts from different perspectives.

scholarly journals Integrating engineering in K-12 science education: spelling out the pedagogical, epistemological, and methodological arguments

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Senay Purzer ◽  
Jenny Patricia Quintana-Cifuentes
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Student Learning Outcomes ◽  
School Science ◽  
School Resources ◽  
Science And Engineering ◽  
Teaching Models ◽  
Engineering Design Process ◽  
Stem Literacy ◽  
K 12

AbstractThis position paper is motivated by recent educational reform efforts that urge the integration of engineering in science education. We argue that it is plausible and beneficial to integrate engineering into formal K-12 science education. We illustrate how current literature, though often implicitly, discusses this integration from a pedagogical, epistemological, or methodological argumentative stance. From a pedagogical perspective, a historically dominant argument emphasizes how engineering helps make abstract science concepts more concrete. The epistemological argument is centered on how engineering is inherently interdisciplinary and hence its integrative role in support of scientific literacy and more broadly STEM literacy is natural. From a methodological perspective, arguments focus on the engineering design process, which is compatible with scientific inquiry and adaptable to answering different types of engineering questions. We call for the necessity of spelling out these arguments and call for common language as science and engineering educators form a research-base on the integration of science and engineering. We specifically provide and discuss specific terminology associated with four different models, each effectively used to integrate engineering into school science. We caution educators against a possible direction towards a convergence approach for a specific type of integrating engineering and science. Diversity in teaching models, more accurately represents the nature of engineering but also allows adaptations based on available school resources. Future synthesis can then examine student learning outcomes associated with different teaching models.

scholarly journals Bibliometric analysis of scientific literacy using VOS viewer: Analysis of science education

2021 ◽  
Vol 1796 (1) ◽  
pp. 012096
Author(s):  
Denti Nanda Effendi ◽  
Irwandani ◽  
Welly Anggraini ◽  
Agus Jatmiko ◽  
Henita Rahmayanti ◽  
...  
Keyword(s):  
Science Education ◽  
Bibliometric Analysis ◽  
Scientific Literacy ◽  
Vos Viewer

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

The Effectiveness of Multimedia and Activity-Based Supplemental Teaching Resources in Materials Science Education

2012 ◽  
Vol 1472 ◽  
Author(s):  
Deborah A. Day ◽  
Eeman Abbasi ◽  
Brian Liang ◽  
Satish Bhat ◽  
Scott DeMeo ◽  
...  
Keyword(s):  
Science Education ◽  
Teaching Methods ◽  
Materials Science ◽  
Teaching Resources ◽  
Specific Content ◽  
9Th Grade ◽  
Digital Stories ◽  
Educational Videos ◽  
And Performance ◽  
Science Classes

ABSTRACTA comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

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