Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England

Ryder, James; Banner, Indira

doi:10.1080/09500693.2010.485282

Cited by 31 publications

(18 citation statements)

References 16 publications

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“…NOS has been highlighted as a critical component of scientific literacy in recent science education reform (Cakiroglu & Geban, 2010;Kampourakis, 2016;Khishfe, 2012;NRC, 2012;Ryder & Banner, 2011). NOS is certainly a part of what SL entails, as implied by the definition of scientific literacy above.…”

Section: Nature Of Science Concepts In the Context Of Socioscientificmentioning

confidence: 99%

Contextualization of Nature of Science Within the Socioscientific Issues Framework: A Review of Research

Karışan¹,

Zeidler²

2016

International Journal of Education in Mathematics, Science and Technology

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Article HistoryReceived: 15 June 2016The aim of this paper is to examine the importance of contextualization of Nature of Science (NOS) within the Socioscientific Issues (SSI) framework, because of the importance to science education. The emphasis on advancing scientific literacy is contingent upon a robust understanding and appreciation of NOS, as well as the acquisition of socioscientific reasoning, skills, and values. Students" negotiations within SSI are influenced by a variety of factors related to NOS such as scientific knowledge, data interpretations and social interactions including an individuals" own articulation of personal beliefs. Since NOS and SSI have become fundamental constructs in science education, especially for achieving scientific literacy, it is conceptually important to highlight the rationale(s) behind the contextualization of NOS within the SSI framework. This paper reviews research that entails the integration of SSI with NOS, exploring the nuanced relationships between these two areas. We do this in three sections presenting key aspects of: (a) SSI in science education; (b) NOS in science education; and (c) contextualization of NOS in SSI.

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Section: Nature Of Science Concepts In the Context Of Socioscientificmentioning

confidence: 99%

Contextualization of Nature of Science Within the Socioscientific Issues Framework: A Review of Research

Karışan¹,

Zeidler²

2016

International Journal of Education in Mathematics, Science and Technology

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“…Indeed, certain courses, notably in England the various Salters-funded courses that use contexts and the several applied science courses for 14-16 year-olds, lay particular stress on the utility of science (cf. Ryder & Banner, 2011). In mathematics lessons, there is a very strong tradition of attempting to demonstrate the utility of what is being taught but, interestingly enough, this is more often everyday utility (e.g.…”

Section: The Implications For Stem Careers Educationmentioning

confidence: 99%

Should we embed careers education in STEM lessons?

Reiß

Mujtaba

2017

The Curriculum Journal

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Schools have a particular responsibility to introduce young people to the range of possible options for them after they leave education as few families can provide this. However, in the United Kingdom, careers education is currently not strong in most schools for a number of reasons but principally due to its low status and shifts in government policy and funding. As a result, too many young people make subject choices for post‐16 study that they subsequently regret. In particular, fewer young people in the United Kingdom choose post‐16 STEM subjects than might do. Yet, STEM (science, technology, engineering and mathematics) graduates are especially valued by employers. We draw on the findings of two research projects, ASPIRES and UPMAP, and argue that one way forward may be to embed careers education in STEM lessons. This can be done in ways that are respectful of and helpful to students. We recommend that an England‐ or UK‐based project to investigate the consequences of embedding careers education in STEM lessons be undertaken.

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“…One implication for curriculum developers is how computers have revolutionized not only the way teachers teach, but also the way curriculum is constructed for the teachers and students to utilize (Ryder & Banner, 2010). The use of new forms of technology is often limited because of the availability of this technology, often called the Digital Divide (Kumar & Helgeson, 1996;Gunkel, 2003).…”

Section: Computer Technology Revolutionmentioning

confidence: 99%

Predictors of Scientific Understanding of Middle School Students: Socioeconomic Status

Strate

Kumar

Morris

2013

EURASIA J MATH SCI T

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Multiple Aims in the Development of a Major Reform of the National Curriculum for Science in England

Cited by 31 publications

References 16 publications

Contextualization of Nature of Science Within the Socioscientific Issues Framework: A Review of Research

Contextualization of Nature of Science Within the Socioscientific Issues Framework: A Review of Research

Should we embed careers education in STEM lessons?

Predictors of Scientific Understanding of Middle School Students: Socioeconomic Status

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