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Changes in Science education: Difference between revisions
From OER in Education
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|topic=Science Education | |topic=Science Education | ||
|subject=Teacher Education | |subject=Teacher Education | ||
|resourcenumber= | |resourcenumber=TE013 | ||
|age=NA , Higher | |age=NA , Higher | ||
|image=changesinscienceeducation.png | |image=changesinscienceeducation.png | ||
|tagline=Get down to the core of why we teach science | |tagline=Get down to the core of why we teach science | ||
|content= | |content=This lesson raises the following questions : | ||
* What is science | * What is science and what are the problems teaching the Nature of Science. | ||
* Science and certainty; Observation and measurement; Scientific methods and critical testing; Cause and correlation | * Science and certainty; Observation and measurement; Scientific methods and critical testing; Cause and correlation. | ||
* The development of scientific knowledge; Creativity | * The development of scientific knowledge; Creativity. | ||
* Who is science education for? Education for democracy; The public understanding of science | * Who is science education for? Education for democracy; The public understanding of science. | ||
* Assessing the quality of data; Multiple interpretations in science; Modelling in science | * Assessing the quality of data; Multiple interpretations in science; Modelling in science. | ||
* What are the chances that scientific literacy will prevail? Evidence of progress? | * What are the chances that scientific literacy will prevail? Evidence of progress? | ||
* Science for all; Primary science; Secondary science; Post-compulsory science education | * Science for all; Primary science; Secondary science; Post-compulsory science education. | ||
|strategy= | |strategy= | ||
|Learning Objectives= | |Learning Objectives= | ||
* | * Demonstrating an understanding of problems associated with defining the Nature of Science. | ||
* | * Writing in an informed way about the purposes of compulsory science education. | ||
* | * Being aware of the educational complications and implications associated with the phrase ‘the public understanding of science’. | ||
* | * Showing an ability to comment critically on curriculum proposals that aim to promote science citizenship/scientific literacy. | ||
* | * Providing examples of how specific scientific understanding might be used by lay individuals in a practical context. | ||
* | * Explaining how the uses of the term ‘scientific models’ are variable and complex and the pedagogic implications. | ||
* | * Identifying factors that to date have inhibited the wide-scale adoption of curricula geared to the needs of science citizenship. | ||
* | * Describing some of the practical problems associated with the introduction of science into the (England & Wales) primary National Curriculum. | ||
* | * Having a preliminary understanding of issues associated with the teaching of science at secondary level, especially practical work and problems of teacher support. | ||
* | * Distinguishing as far as is possible between vocational and ‘academic’ approaches to science teaching and differences in outcomes. | ||
|additional resources= | |additional resources= | ||
|useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)] | |useful information= Part of the Open University's Teach and Learn series, adapted from their course [http://www3.open.ac.uk/study/postgraduate/course/seh806.htm Contemporary issues in science learning (SEH806)] | ||
