The Re-emergence of Values in Science Education PDF Download

Author: Deborah Corrigan
Publisher: Sense Publishers
ISBN: 908790035X
Category : Education
Languages : en
Pages : 289

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Book Description
Issues relating to values have always had a place in the school science curriculum. Sometimes this has been only in terms of the inclusion of topics such as 'the nature of science' and/or 'scientific method' and/or particular intentions for laboratory work that relate to 'scientific method.'sometimes it has been much broader, for example in curricula with STS emphases. Of importance to aspects of this proposal is that different countries/cultures have had different traditions in terms of the place of values in the school [science] curriculum. One obvious very broad difference of this form is the central place in [science] education thinking in many European countries of bildung, and the complete absence of this construct from most [science] curriculum thinking in English speaking contexts. There are numbers of such country/cultural differences. In the 1990s many countries moved towards various conceptualizations of Outcomes Based Education - OBE (sometimes so labelled and sometimes not). It was usual (but not universal) for OBE focused science curricula to have constrained views of the values that should be implicit and explicit in curriculum; that is views concerned only with 'the nature of science' and 'scientific method' (both usually seen as quite unproblematic). Currently there are a number of education systems that are changing again, and choosing to move away from Outcomes Based Education (for example, South Africa and several Australian states). One of the most interesting features of many of these movements is the re-embracing of a wider view of the science curriculum, including a reconsideration of the nature and place of the values associated with science in the purposes for and approaches to science education.

Author: Deborah Corrigan
Publisher: Springer Nature
ISBN: 3030421724
Category : Science
Languages : en
Pages : 233

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Book Description
In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes have been rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.

Author: Wayne Melville
Publisher: Routledge
ISBN: 1000175812
Category : Education
Languages : en
Pages : 171

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Book Description
By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

Author: Deborah Corrigan
Publisher: Springer Science & Business Media
ISBN: 9400766688
Category : Science
Languages : en
Pages : 376

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Book Description
Assessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning. This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment). It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King’s College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued. Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.

Author: Deborah Corrigan
Publisher: Springer
ISBN: 3319897616
Category : Science
Languages : en
Pages : 220

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Book Description
This book presents research involving learning opportunities that are afforded to learners of science when the focus is on linking the formal and informal science education sectors. It uses the metaphor of a "landscape" as it emphasises how the authors see the possible movement within a landscape that is inclusive of formal, informal and free-choice opportunities. The book explores opportunities to change formal school science education via perspectives and achievements from the informal and free-choice science education sector within the wider lifelong, life-wide education landscape. Additionally it explores how science learning that occurs in a more inclusive landscape can demonstrate the potential power of these opportunities to address issues of relevance and engagement that currently plague the learning of science in school settings. Combining specific contexts, case studies and more general examples, the book examines the science learning landscapes by means of the lens of an ecosystem and the case of the Synergies longitudinal research project. It explores the relationships between school and museum, and relates the lessons learned through encounters with a narwhal. It discusses science communication, school-community partnerships, socioscientific issues, outreach education, digital platforms and the notion of a learning ecology.

Author: Richard K. Coll
Publisher: BRILL
ISBN: 9087902492
Category : Education
Languages : en
Pages : 380

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Book Description
This book presents an international perspective of the influence of educational context on science education. The focus is on the interactions between curriculum development and implementation, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important and distinguishing feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (26 countries in total). The book addresses topics such as: curriculum development; research or evaluation of an implemented curriculum; discussion of pressures driving curriculum reform or implementation of new curricula (e. g., technology or environmental education); the influence of political, cultural, societal or religious mores on education; governmental or ministerial drives for curriculum reform; economic or other pressures driving curriculum reform; the influence of external assessment regimes on curriculum; and so on.

Author: Michael R. Matthews
Publisher: Routledge
ISBN: 1136336753
Category : Education
Languages : en
Pages : 562

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Book Description
Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters—The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research—and 1,300 references, provides a solid foundation for teaching and learning in the field.

Author: Raqib Chowdhury
Publisher: Springer
ISBN: 9811307083
Category : Education
Languages : en
Pages : 354

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Book Description
This book reflects the paradigm shift now manifesting in Bangladesh’s education system by highlighting recent empirical research. It shares essential insights by presenting research conducted on diverse aspects of current day education in Bangladesh, including policy and governance, equity, access and participation, curriculum and pedagogy, assessment, and education programs and projects run by NGOs. Further, it offers a platform for these unique studies to be showcased and disseminated to scholars and researchers from developing and developed countries alike, and represents a unique reference resource for the education research community in Bangladesh, Asia and all over the world. With Foreword from Professor Serajul Islam Choudhury.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309214459
Category : Education
Languages : en
Pages : 400

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Book Description
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.

Author: Sibel Erduran
Publisher: Springer
ISBN: 9401790574
Category : Science
Languages : en
Pages : 206

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Book Description
Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education. The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authors believe that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.