Science Education

Abstract

Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.

Correlates of Science Classroom Teaching With Southeast Asian and East Asian Eighth Graders’ Science Achievement in Timss 2015

“…The most prominent teaching challenge concerns topics to include in the curriculum (Linn et al, 2016). According to Linn et al (2016) students face a difficulty to make meaning of their learning when confronted with many distinct topics in a single year.…”

“…The most prominent teaching challenge concerns topics to include in the curriculum (Linn et al, 2016). According to Linn et al (2016) students face a difficulty to make meaning of their learning when confronted with many distinct topics in a single year. Science teachers also face the challenge of sequencing science topics in the curriculum to ensure that students have the prerequisite knowledge, are developmentally ready to learn the material, and can integrate new ideas with prior knowledge (Linn et al, 2016).…”

“…According to Linn et al (2016) students face a difficulty to make meaning of their learning when confronted with many distinct topics in a single year. Science teachers also face the challenge of sequencing science topics in the curriculum to ensure that students have the prerequisite knowledge, are developmentally ready to learn the material, and can integrate new ideas with prior knowledge (Linn et al, 2016). Moreover, curriculum topics in science might also be taught or omitted based on the available natural resources, topography, or climate in a specific country (Daus & Braeken, 2018).…”

“…Starting in the mid-1990 when the cost of information and communication devices became more affordable, and Internet use grew, technology was no longer accessible only to wealthy school districts (Linn et al, 2016). By 2008, there was an average of one computer for every 3.1 public school students in the United States (NCES, 2014).…”

“…Since then, increasing attention was seen in educational settings in which online learning through Internet was used widely to enhance science learning as reported by Ng and Nyunt (2010). To support science practices, designers created powerful resources rather than adapting tools of scientists, and technology moved from an accessory to an integral partner in science inquiry, enhancing teachers' roles and guiding students' autonomous learning (Linn et al, 2016). Design-based research methods led to exciting refinements of technologies for education (Linn et al, 2016).…”