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This book explores science education as a learning continuum across
all years of schooling from Foundation to Year 12. It seeks to
build pedagogical and content expertise by providing both a level
of support and challenge for all teachers based on current research
and best practice. The text considers key issues including: what
the learner brings to the science classroom; what primary and
secondary teachers can learn from each other; the constructivist
perspective and its value in learning science; context-based
science education; the structure of the Australian curriculum and
science education policy; teacher identity; the nature of
scientific knowledge; principles of assessment and understanding
the role of ICT in science teaching and learning. Featuring case
studies and practical examples in each chapter, this book provides
pre-service teachers with the understanding and tools to ensure
their students are engaged and inspired in science education
throughout their school years.
In this ground-breaking book science education is explored as a
learning continuum across all years of schooling from Foundation to
Year 12. The expert authors, members of Monash University's Science
Education Research Group, seek to build pedagogical and content
expertise by providing both a level of support and challenge for
all teachers based on current research and best practice. The text
considers key issues including: what the learner brings to the
science classroom; what primary and secondary teachers can learn
from each other; the constructivist perspective and its value in
learning science; context-based science education; the structure of
the Australian curriculum and science education policy; teacher
identity; the nature of scientific knowledge; principles of
assessment and understanding the role of ICT in science teaching
and learning. Featuring case studies and practical examples in each
chapter, this book provides pre-service teachers with the
understanding and tools to ensure their students are engaged and
inspired in science education throughout their school years.
In 2007, the Monash-Kings College London International Centre for
the Study of Science and Mathematics Curriculum edited a book
called The Re-emergence of Values in Science Education. This book
reflects on how values have been considered since this original
publication, particularly in terms of socio-cultural, economic and
political factors that have impacted broadly on science, technology
and society, and more specifically on informal and formal science
curricula. Hence, the title of this book has been framed as Values
in Science Education: The shifting sands. As in the first book,
this collection focuses on values that are centrally associated
with science and its teaching, and not the more general notion of
values such as cooperation or teamwork that are also important
values in current curricula. Such values have indeed become more of
a focus in science education. This may be a response to the
changing global context, where technological changes have been
rapid and accelerating. In such complex and risky environments, it
is our guiding principles that become the important mainstays of
our decisions and practices. In terms of science education, what is
becoming clearer is that traditional content and traditional
science and scientific methods are not enough for science and hence
science education to meet such challenges. While shifts in values
in science education continue, tensions remain in curriculum
development and implementation, as evidenced by the continued
diversity of views about what and whose values matter most.
In 2007, the Monash-Kings College London International Centre for
the Study of Science and Mathematics Curriculum edited a book
called The Re-emergence of Values in Science Education. This book
reflects on how values have been considered since this original
publication, particularly in terms of socio-cultural, economic and
political factors that have impacted broadly on science, technology
and society, and more specifically on informal and formal science
curricula. Hence, the title of this book has been framed as Values
in Science Education: The shifting sands. As in the first book,
this collection focuses on values that are centrally associated
with science and its teaching, and not the more general notion of
values such as cooperation or teamwork that are also important
values in current curricula. Such values have indeed become more of
a focus in science education. This may be a response to the
changing global context, where technological changes have been
rapid and accelerating. In such complex and risky environments, it
is our guiding principles that become the important mainstays of
our decisions and practices. In terms of science education, what is
becoming clearer is that traditional content and traditional
science and scientific methods are not enough for science and hence
science education to meet such challenges. While shifts in values
in science education continue, tensions remain in curriculum
development and implementation, as evidenced by the continued
diversity of views about what and whose values matter most.
This book presents research involving learning opportunities that
are afforded to learners of science when the focus is on linking
the formal and informal science education sectors. It uses the
metaphor of a "landscape" as it emphasises how the authors see the
possible movement within a landscape that is inclusive of formal,
informal and free-choice opportunities. The book explores
opportunities to change formal school science education via
perspectives and achievements from the informal and free-choice
science education sector within the wider lifelong, life-wide
education landscape. Additionally it explores how science learning
that occurs in a more inclusive landscape can demonstrate the
potential power of these opportunities to address issues of
relevance and engagement that currently plague the learning of
science in school settings. Combining specific contexts, case
studies and more general examples, the book examines the science
learning landscapes by means of the lens of an ecosystem and the
case of the Synergies longitudinal research project. It explores
the relationships between school and museum, and relates the
lessons learned through encounters with a narwhal. It discusses
science communication, school-community partnerships,
socioscientific issues, outreach education, digital platforms and
the notion of a learning ecology.
This volume considers the future of science learning - what is
being learned and how it is being learned - in formal and informal
contexts for science education. To do this, the book explores major
contemporary shifts in the forms of science that could or should be
learned in the next 20 years, what forms of learning of that
science should occur, and how that learning happens, including from
the perspective of learners. In particular, this volume addresses
shifts in the forms of science that are researched and taught
post-school - emerging sciences, new sciences that are new
integrations, "futures science", and increases in the complexity
and multidisciplinarity of science, including a multidisciplinarity
that embraces ways of knowing beyond science. A central aspect of
this in terms of the future of learning science is the urgent need
to engage students, including their non-cognitive, affective
dimensions, both for an educated citizenry and for a productive
response to the ubiquitous concerns about future demand for
science-based professionals. Another central issue is the actual
impact of ICT on science learning and teaching, including shifts in
how students use mobile technology to learn science.
This volume considers the future of science learning - what is
being learned and how it is being learned - in formal and informal
contexts for science education. To do this, the book explores major
contemporary shifts in the forms of science that could or should be
learned in the next 20 years, what forms of learning of that
science should occur, and how that learning happens, including from
the perspective of learners. In particular, this volume addresses
shifts in the forms of science that are researched and taught
post-school - emerging sciences, new sciences that are new
integrations, "futures science", and increases in the complexity
and multidisciplinarity of science, including a multidisciplinarity
that embraces ways of knowing beyond science. A central aspect of
this in terms of the future of learning science is the urgent need
to engage students, including their non-cognitive, affective
dimensions, both for an educated citizenry and for a productive
response to the ubiquitous concerns about future demand for
science-based professionals. Another central issue is the actual
impact of ICT on science learning and teaching, including shifts in
how students use mobile technology to learn science.
Assessment is a fundamental issue in research in science education,
in curriculum development and implementation in science education
as well as in science teaching and learning. This book takes a
broad and deep view of research involving assessment in science
education, across contexts and cultures (from whole countries to
individual classrooms) and across forms and purposes (from
assessment in the service of student learning to policy
implications of system wide assessment). It examines the
relationships between assessment, measurement and evaluation;
explores assessment philosophies and practices in relation to
curriculum and scientific literacy/learning; and details the
relationships between assessment and science education policy. The
third in a series, Valuing Assessment in Science Education has
chapters from a range of international scholars from across the
globe and staff from Monash University, King's College London and
University of Waikato. The two previous books in the series
examined research relevant to the re-emergence of values in science
education and teaching across the spectrum of science education as
well as across cultural contexts through the professional knowledge
of science teaching. This third book now moves to examine different
aspects of generating understanding about what science is learnt,
how it is learnt, and how it is valued. Valuing Assessment in
Science Education will appeal to all those with some engagement
with and/or use of research in science education, including
research students, academics, curriculum development agencies,
assessment authorities, and policy makers. It will also be of
interest to all classroom science teachers who seek to keep abreast
of the latest research and development and thinking in their area
of professional concern.
Over the past twenty years, much has been written about the
knowledge bases thought necessary to teach science. Shulman has
outlined seven knowledge domains needed for teaching, and others,
such as Tamir, have proposed somewhat similar domains of knowledge,
specifically for science teachers. Aspects of this knowledge have
changed because of shifts in curriculum thinking, and the current
trends in science education have seen a sharp increase in the
significance of the knowledge bases. The development of a
standards-based approach to the quality of science teaching has
become common in the Western world, and phrases such as
"evidence-based practice" have been tossed around in the attempt to
"measure" such quality. The Professional Knowledge Base of Science
Teaching explores the knowledge bases considered necessary for
science teaching. It brings together a number of researchers who
have worked with science teachers, and they address what
constitutes evidence of high quality science teaching, on what
basis such evidence can be judged, and how such evidence reflects
the knowledge basis of the modern day professional science teacher.
This is the second book produced from the Monash University- King's
College London International Centre for the Study of Science and
Mathematics Curriculum. The first book presented a big picture of
what science education might be like if values once again become
central while this book explores what classroom practices may look
like based on such a big picture.
Assessment is a fundamental issue in research in science education,
in curriculum development and implementation in science education
as well as in science teaching and learning. This book takes a
broad and deep view of research involving assessment in science
education, across contexts and cultures (from whole countries to
individual classrooms) and across forms and purposes (from
assessment in the service of student learning to policy
implications of system wide assessment). It examines the
relationships between assessment, measurement and evaluation;
explores assessment philosophies and practices in relation to
curriculum and scientific literacy/learning; and details the
relationships between assessment and science education policy. The
third in a series, Valuing Assessment in Science Education has
chapters from a range of international scholars from across the
globe and staff from Monash University, King's College London and
University of Waikato. The two previous books in the series
examined research relevant to the re-emergence of values in science
education and teaching across the spectrum of science education as
well as across cultural contexts through the professional knowledge
of science teaching. This third book now moves to examine different
aspects of generating understanding about what science is learnt,
how it is learnt, and how it is valued. Valuing Assessment in
Science Education will appeal to all those with some engagement
with and/or use of research in science education, including
research students, academics, curriculum development agencies,
assessment authorities, and policy makers. It will also be of
interest to all classroom science teachers who seek to keep abreast
of the latest research and development and thinking in their area
of professional concern.
Over the past twenty years, much has been written about the
knowledge bases thought necessary to teach science. Shulman has
outlined seven knowledge domains needed for teaching, and others,
such as Tamir, have proposed somewhat similar domains of knowledge,
specifically for science teachers. Aspects of this knowledge have
changed because of shifts in curriculum thinking, and the current
trends in science education have seen a sharp increase in the
significance of the knowledge bases. The development of a
standards-based approach to the quality of science teaching has
become common in the Western world, and phrases such as
"evidence-based practice" have been tossed around in the attempt to
"measure" such quality. The Professional Knowledge Base of Science
Teaching explores the knowledge bases considered necessary for
science teaching. It brings together a number of researchers who
have worked with science teachers, and they address what
constitutes evidence of high quality science teaching, on what
basis such evidence can be judged, and how such evidence reflects
the knowledge basis of the modern day professional science teacher.
This is the second book produced from the Monash University- King's
College London International Centre for the Study of Science and
Mathematics Curriculum. The first book presented a big picture of
what science education might be like if values once again become
central while this book explores what classroom practices may look
like based on such a big picture.
How do we enable young people to imagine themselves as the next
generation of STEM professionals? How do we do this in a way that
engages the desire to learn and explore? In Australia, there is
increasing concern at the declining participation in advanced-level
school mathematics and physical sciences; fewer students electing
to study STEM programs at university; and, evidence of declining
performance of Australian students on international comparative
tests in mathematics and science. This timely book highlights the
need to reconceptualise Maths and Science Teacher Education
Programs (ReMSTEP) in order to revitalise maths and science
teaching approaches within primary and secondary schools. Through a
series of seven `innovations', such as offering maths and science
specialisations within primary pre-service teaching programs, or
creating opportunities to connect scientists and mathematicians
with both pre-service teachers and practitioners in developing
activities for school contexts, ReMSTEP recognises that teacher
graduates are powerful change agents for making maths and science
curricula more engaging, challenging and relevant for primary and
secondary students. This substantively researched text, based on
ReMSTEP's extensive trialling and exhaustive consultation with
researchers and practitioners alike, enriches the debate on the
educational relevance of maths and science, and is a crucial
reference for educational decision-makers, lecturers and
pre-service teachers, and school leaders. Part A examines the
challenges around science and maths education. Part B explores,
through case studies, the seven ReMSTEP innovations around which
the activities were organised. Part C provides an overview of the
impacts of the innovations and explores the implications of the
findings.
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