The evolution of science education research

Curtis, Francis D.

doi:10.1002/tea.3660010106

Cited by 3 publications

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“…Chase and Simon’s (1973) finding that the development of expertise requires 10,000 hours, reinforced the idea of pushing complex topics down into earlier grades (Goldstein, 1992). Not surprisingly, designers created instruction that was too difficult for most students and textbooks that could not be covered in the time allocated (Curtis, 1963). The main response to the difficulty of the texts was to create versions with reduced demands rather than seek ways to make the instruction effective for a broader range of learners.…”

Section: Science Instructionmentioning

confidence: 99%

Science Education

Linn

Gerard

Matuk³

et al. 2016

Review of Research in Education

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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.

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Section: Science Instructionmentioning

confidence: 99%

Science Education

Linn

Gerard

Matuk³

et al. 2016

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…According to Curtis, the first research in science teaching appeared near the end of the first decade of the twentieth century. He viewed this as the beginning of a new era in which research would form the basis for a viable theory of learning (2). Although much early research in science teaching would be considered poor by today's standards, it is, nevertheless, an indicator of what was once current interest.…”

Section: Introductionmentioning

confidence: 99%