What constitutes a desirable program of studies in science education for teachers of science in secondary education?

Curtis, Francis D.

doi:10.1002/sce.3730150103

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Smith, 1963). Because science teachers at this time often taught multiple disciplines (chemistry, biology, physics) within a school, there was substantial disagreement as to whether teachers should receive general preparation in all sciences; or education in biology, the most common high school course, and a course in the specialization of their interest; or all courses within a specialization (Curtis, 1930). Meanwhile, teachers were largely determining what science content to teach based on their individual interests and science experiences, administrative pressures due to requisite student achievement expectations (e.g., reading in K–1) and the school community demographics (Piltz, 1958).…”

Section: Science Teacher Learningmentioning

confidence: 99%

Science Education

Linn

Gerard

Matuk³

et al. 2016

Review of Research in Education

View full text Add to dashboard Cite

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.

show abstract

Section: Science Teacher Learningmentioning

confidence: 99%