The Idea of Filtered Information and The Learning about the Use of Chemistry Related Information in the Public

Belova, Nadja; Stuckey, Marc; Marks, Ralf; Eilks, Ingo

doi:10.1007/978-94-6300-175-5_10

Cited by 2 publications

(1 citation statement)

References 24 publications

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“…Utilising a range of both formal and informal strategies can ensure that the intellectual demands, which include an extensive array of topics in modern science, align with the learning preferences of young people in both formal and informal educational settings. Furthermore, it is anticipated that curricular materials will incorporate relevant components to cater to diverse learners' needs, potentially influencing science education and teaching practices (Belova et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Diversity and Inclusion in Science Education: Why? A Literature Review

Mamlok-Naaman

2024

CEPSj

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In the last twenty years, there has been a consensus around the world that effective science education is vital to economic success in the emerging knowledge age. It is also suggested that knowledge of science and scientific ways of thinking is essential to participation in democratic decisionmaking. Students may recognise differences and advocate diversity, but assimilating those ideas requires the creation of conditions in which students can think deeply about situations that require tolerance. Schools in many countries and regions of the world are places shaped by cultural diversity. One may observe that in many schools there are social developments like migration and demographic and value change, consequently increasing the diversity of students. The issue of diversity in science education is therefore tackled according to many aspects, e.g., culture, language, scientific literacy and gender. The aim of the present literature review is to align the ERASMUS+ project Diversity in Science towards Social Inclusion with studies and views regarding diversity and inclusion in science education. The main goals of this project were to promote inclusive education and to train and foster the education of disadvantaged learners through a range of measures, including supporting education staff in addressing diversity and reinforcing diversity among education staff. Practices dealing with dimensions of diversity and inclusion in science education are developed and the partners shared the good practices that they developed.

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Section: Discussionmentioning

confidence: 99%

Diversity and Inclusion in Science Education: Why? A Literature Review

Mamlok-Naaman

2024

CEPSj

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The Influences of Global Trends in Teaching and Learning Chemistry on the Chemistry Curriculum in Israel

Mamlok‐Naaman

Taitelbaum²

2019

Israel Journal of Chemistry

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I this paper, we survey and focus on developments in the chemistry curriculum in Israel over the past 70 years, as influenced by changes and reforms in the curricula around the world and specifically in the United States, by political, cultural and socio-economic factors, scientific and technological innovations, and theories and studies in learning and teaching. The mentioned studies refer also to the influence of the learners, the teachers, the content, the pedagogy of teaching and learning both in and out of school, and the assessment of students' achievement on the curriculum changes. Three periods of changes are discussed in the chemistry curriculum in Israel, from the 1960s to the beginning of the 21 st century, as influenced by the above factors.

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The Idea of Filtered Information and The Learning about the Use of Chemistry Related Information in the Public

Cited by 2 publications

References 24 publications

Diversity and Inclusion in Science Education: Why? A Literature Review

Diversity and Inclusion in Science Education: Why? A Literature Review

The Influences of Global Trends in Teaching and Learning Chemistry on the Chemistry Curriculum in Israel

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