Science education is a field related to sharing science content and processes with individuals who are not traditionally considered part of the scientific community. Learners may be children, students, or adults in the general population; the field of science education includes work in science content, the process of science (scientific method), some social sciences, and some pedagogical teaching. Standards for science education provide hope for developing understanding for students through their entire K-12 education program and beyond. Traditional subjects included in the standard are physical, life, earth, space, and human sciences.
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The first person employed as a science teacher at a British public school was William Sharp who left work at the Rugby School in 1850 after forming Science for the curriculum. Sharp is said to have set a model for Science to be taught throughout the British Public School.
The next step came when the UK Academy for the Advancement of Science (BAAS) published a report in 1867. BAAS promoted the teaching of "pure science" and training of "scientific thinking habits." The progressive education movement at that time supported the ideology of mental training through science. BAAS emphasizes separate pre-professional training in secondary science education. In this way, BAAS members in the future can be prepared.
The early development of science teaching was slowed by the lack of qualified teachers. One of the key developments was the founding of the first London School Board in 1870, which addressed the school curriculum; the other is the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley is very important (see especially the influence of Thomas Henry Huxley's education). John Tyndall is also influential in the teaching of physical science.
In the US, science education was the subject's distribution before standardization in the 1890s. The development of the science curriculum in the US emerged gradually after a long debate between two ideologies, citizen science and pre-professional training. As a result of a conference of 30 leading secondary educators and colleges in Florida, the National Education Association appointed the Ten Committees in 1892 who have the authority to organize future meetings and appoint subject committees from the main subjects taught in US secondary schools. The committee consists of ten educators (all men) and is chaired by Charles Eliot from Harvard University. The Committee of the Ten met, and appointed nine conference committees (Latin, Greek, English, Other Modern Languages, Mathematics, History, Civil and Political Economy, and three in science). Three conference committees designated for science are: physics, astronomy, and chemistry (1); natural history (2); and geography (3). Each committee, appointed by the Committee of Ten, is comprised of ten prominent specialists from normal colleges and schools, and secondary schools. Each committee meets at different locations in the US. Three science committees meet for three days in the Chicago area. The committee report submitted to the Committee of Ten, which met for four days in New York, to make a comprehensive report. In 1894, the NEA published the work of these conference committees.
According to the Committee of Ten, the purpose of secondary school is to prepare all students to do well in life, contribute to their well-being and the good of society. Another goal is to prepare some students to succeed in college.
The committee supports a citizen science approach that focuses on mental training and stifles performance in science studies from consideration for college admission. BAAS encourages their older model standing in the UK. The US adopted a curriculum marked as follows:
- Basic science should focus on simple natural phenomena (natural studies) using experiments conducted "on the ground".
- Secondary science should focus on lab work and combat ready lists of specific experiments
- Teach facts and principles
- Preparation
The format of shared mental training and pre-professional training has consistently dominated the curriculum from the beginning to the present. However, movements to combine humanistic approaches, such as art inclusion (S.T.E.A.M.), science, technology, society and environmental education grew and widened more widely in the late 20th century (Aikenhead, 1994). Report by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Standards for Educational Science and Assessment of detailed goals for science education that connect class science to practical application and social implications.
Maps Science education
Science Education Field
Science is a universal subject that stretches a branch of knowledge that examines the structure and behavior of the physical and natural world through observation and experimentation. Science education is most often broken down into the following three areas: Biology, Chemistry, and Physics.
Physics Education
Physics Education is characterized by the study of science related to matter and energy, and their interactions.
First Physics, a program supported by the American Association of Physics Teachers, is a curriculum in which 9th grade students take physics introductory courses. The goal is to enrich students' understanding of physics, and allow for more details to be taught in the next biology and chemistry classes of secondary schools. It also aims to increase the number of students who continue to take grade 12 physics or AP Physics, which is generally the elective course in American high school. [22]
Physics Education in high school in the United States has suffered the last twenty years because many countries now only need three sciences, which can be met by the earth/physical, chemical, and biological sciences. The fact that many students do not take physics in high school makes it more difficult for students to take scientific courses in college.
At the university/college level, using appropriate technology-related projects to spark the interest of non-physics majors in physics learning has proven successful. [23] This is a potential opportunity for a relationship between physics and social benefits.
Chemistry Education
Chemical education is characterized by the study of science related to the composition, structure, and nature of the substances and transformations they experience.
Chemistry is the study of chemicals and the elements and their effects and attributes. Students in chemistry study the periodic table. A branch of educational science known as "chemistry should be taught in a relevant context to promote full understanding of current sustainability issues." Because this source states chemistry is a very important subject in school because it teaches students to understand the problems in the world. Because children are attracted by the world around them, chemistry teachers can attract interest to educate students further. The subject of chemistry is a very practical based subject which means most of the class time is spent on work or completing the experiment.
Biology Education
Biological education is characterized by the study of the structure, function, heredity, and evolution of all living organisms. Biology itself is the study of living organisms, through various fields including morphology, physiology, anatomy, behavior, origin, and distribution.
Depending on the country and level of education, there are many approaches to teaching biology. In the United States, there is an increasing emphasis on the ability to investigate and analyze biological related questions over a long period of time.
Pedagogy
While the public image of science education can be one of the facts of learning solely by rote, science education in history today also generally concentrates on teaching science concepts and overcoming misconceptions that learners can relate to the concept of science or other content. Science education is strongly influenced by constructivist thinking. Constructivism in science education has been informed by extensive research programs into students' thinking and learning in science, and in particular explores how teachers can facilitate conceptual change toward canonical scientific thought. Constructivism emphasizes the active role of learners, and the current significance of knowledge and understanding in mediating learning, and the importance of teaching that provides an optimal level of coaching to learners.
Guided discovery approach to science education
Together with John Dewey, Jerome Bruner, and many others, Arthur Koestler offers a critique of contemporary science education and proposes his successor with a guided discovery approach:
To derive pleasure from the art of invention, as from other arts, the consumer - in this case the student - must be made to revive, to some extent, the creative process. In other words, he must be induced, with the help and proper guidance, to make some fundamental discoveries of his own science, to experience in his own mind some flashes of insight that have lightened his path.... The traditional method of dealing with students is not a problem but with a finished solution, it robs all of his excitement, [turns off] creative encouragement, [reduces] human adventure into a pile of dusty theorems.
Certain direct illustrations of this approach are available.
Research
The practice of science education is increasingly being informed by research into the teaching and learning of science. Research in science education depends on a wide variety of methodologies, borrowed from many branches of science and engineering such as computer science, cognitive science, cognitive psychology, and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it occurs.
John D. Bransford, et al., Summarized the massive research into student thinking as having three key findings:
- Preconception
- Previous ideas on how things work are so tenacious and an educator must explicitly address a student's special misconception if the student is to reconfigure his misunderstanding to support another explanation. Therefore, it is important that educators know how to learn about student prejudices and make this a routine part of their planning.
- Knowledge Organization
- To become truly literate in science, students must, "(A) have a ground of factual knowledge, (b) understanding facts and ideas within the context of conceptual frameworks, and (c) organizing knowledge in ways that facilitate retrieval and application. "[2]
- Metacognition
- Students will benefit from thinking about their thinking and learning. They should be taught how to evaluate their knowledge and what they do not know, evaluate their thinking methods, and evaluate their conclusions.
Educational technology is being perfected to meet the special needs of science teachers. One study examining how mobile phones are used in post-secondary teaching settings shows that cellular technology can increase student engagement and motivation in science classes.
According to a bibliography on constructivist-oriented research on teaching and learning science in 2005, about 64 percent of the documented research was conducted in the physics domain, 21 percent in the biological domain, and 15 percent in chemistry. The main reason for the dominance of physics in research on teaching and learning seems to be that understanding physics includes difficulties because of the particular nature of physics. Research on student conceptions has shown that most of the pre-instructional (daily) ideas brought by students to physics instruction are in stark contrast to the concepts and principles of physics to be achieved - from kindergarten to tertiary level. Quite often the students' ideas are not in line with the physics view. This also applies to more general thinking patterns and student reasoning.
Science education in different countries
Australia
As in England and Wales education is mandatory until the 11th year where students may choose to study one or more of the above-mentioned branches. and if they want to no longer learn science, they can not choose branches. The subject of science is one to 11 years, which means students studying in all branches gives them a broad idea of ​​what science is. The National Curriculum Council of Australia (2009) states that "The curriculum of science will be organized around three interrelated paths: understanding of science, science inquiry skills, and science as a human effort." This thread gives teachers and educators a framework of how they should instruct their students.
The main problem facing science education in Australia over the last decade is a diminished interest in science. The lack of 10 year students choosing to study science for the 11th year is problematic as these are the few years in which students form an attitude to pursue a science career. This problem is not just happening in Australia that occurs in countries around the world.
China
The quality of education in China suffers because the typical classroom contains 50 to 70 students. With more than 200 million students, China has the largest education system in the world. However, only 20% percent of students complete a rigorous ten-year formal education program.
As in many other countries, the science curriculum includes sequential courses in physics, chemistry, and biology. Science education is given high priority and is driven by textbooks compiled by a committee of scientists and teachers. Science education in China places great emphasis on memorization, and gives far less attention to problem solving, application of principles to new situations, interpretations, and predictions.
United Kingdom
In English and Welsh schools, science is a compulsory subject in the National Curriculum. All students aged 5 to 16 should learn science. It is generally taught as the science of a single subject to a sixth form, then divided into the level A of a particular subject (physics, chemistry and biology). However, the government has expressed its desire that students who achieve well at the age of 14 should be offered the opportunity to study three separate sciences from September 2008. In Scotland subjects split into chemistry, physics and biology at age 13-15 for National 4/5s in these subjects, and there is also a standard qualification of a comparable science standard that students can occupy, provided their school offers it.
In September 2006, a new science study program known as 21st Century Science was introduced as a GCSE option in British schools, designed to "provide a useful and inspiring science experience for 14 to 16 years". In November 2013, the Ofsted survey of science in schools revealed that practical science teaching is not considered important enough. In most English schools, students have the opportunity to study separate science programs as part of their GCSE, which resulted in them taking 6 papers by the end of Year 11; this usually fills one of their chosen 'blocks' and requires more science lessons than those who choose not to take part in separate or uninvited science. Other students who chose not to attend additional supplementary science courses, which resulted in them taking 4 papers that produced 2 GCSEs, contrary to the 3 GCSEs granted by taking a separate science.
United States
In many U.S. states, K-12 educators must adhere to rigid standards or frameworks about what content will be taught to which age group. This often leaves the teachers in a hurry to "cover up" the material, without actually "teaching" it. In addition, the process of science , including elements such as scientific methods and critical thinking, is often overlooked. This emphasis can produce students who pass the standardized test without developing complex problem-solving skills. Although at the college level American education education tends to be less regulated, actually more stringent, with teachers and professors putting more content into the same time period.
In 1996, the US National Academy of Sciences of the US National Academy produced the National Science Education Standards, which are available online for free in various forms. His focus on inquiry-based science, based on constructivism rather than direct instruction from facts and methods, is controversial. Some research suggests that it is more effective as a model for teaching science.
"The Standards are calling for more of 'science as a process,' in which students learn skills such as observing, summarizing, and experimenting.The investigation is a science learning center.When involved in investigation, students describe objects and events, ask questions, build explanations, to their present scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In this way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking ability. "
Worries about science education and science standards are often spurred by concerns that American students are lagging behind their international counterparts. One noteworthy example is the wave of educational reforms implemented after the Soviet Union launched the Sputnik satellite in 1957. The first and most important reforms of this reform were led by the Physics Science Study Committee at MIT. In recent years, business leaders such as Microsoft Chairman Bill Gates have called for more emphasis on science education, saying the United States is at risk of losing its economic advantage. For this purpose, Tapping America's Potential is an organization aimed at getting more students to graduate with science, technology, engineering and math degrees. Public opinion surveys, however, show that most US parents are satisfied with science education and that their level of care has actually declined in recent years.
Prof Sreyashi Jhumki Basu publishes extensively about the need for justice in Science Education in the United States.
Furthermore, in a recent National Curriculum Survey conducted by ACT, researchers found a possible disconnect among science educators. "Both secondary/junior high school teachers and secondary level instructor level (d) process/investigation skills are more important than advanced science content topics, high school teachers rated them in the opposite order." Perhaps more communication among educators at different grade levels is needed to ensure common goals for students.
science education framework 2012
According to a report from the National Academy of Sciences, the field of science, technology and education holds the most important place in the modern world, but there are not enough workers in the United States to enter the science, technology, engineering and mathematics (STEM) profession. In 2012, the National Academy of Sciences Committee on the Conceptual Framework for New K-12 Science Education Standards developed a guiding framework for standardizing K-12 science education with the aim of organizing systematic science education for K-12 years. Entitled Framework for Science Education K-12: Practice, Cross-cutting Concepts, and Core Idea , publications promote the standardization of science education K-12 in the United States. It emphasizes science educators to focus on "a limited number of core ideas of discipline and cross-border concepts, designed so that students continue to build and revise their knowledge and abilities for several years, and support the integration of such knowledge and capabilities with the practice required to engage in investigations scientific and engineering design. "
The report says that in the 21st century Americans need science education to engage in and "systematically investigate issues related to their personal and community priorities," as well as to reason scientifically and know how to apply science knowledge. The committee designing this new framework sees this necessity as a matter of educational equality for diverse schoolchildren. Getting more diverse students in STEM education is a matter of social justice seen by the committee.
2013 Next Generation Science Standard
In 2013 a new standard for science education was released that updated the national standards released in 1996. Developed by 26 state governments and national organizations of scientists and science teachers, the guidelines, called the Next Generation Science Standards, are intended to "combat the widespread scientific knowledge of ignorance, to standardize teaching among states, and to increase the number of high school graduates who choose scientific and technical majors on campus.... "These include guidelines for teaching students about topics such as climate change and evolution. The emphasis is on teaching the scientific process so that students have a better understanding of the methods of science and can critically evaluate scientific evidence. Organizations that contribute to developing standards include the National Association of Science Teachers, the American Association for the Advancement of Science, the National Research Council, and the Achieving, nonprofit organizations that are also involved in the development of mathematics and English standards.
Informal science education
Informal science education is teaching and learning science that goes beyond the formal school curriculum in places like museums, media, and community-based programs. The National Association of Science Teachers has made a position statement on Informal Science Education to define and encourage science learning in many contexts and throughout lifetime. Research in informal science education is funded in the United States by the National Science Foundation. The Center for Advancement of Informal Science Education (CAISE) provides resources for the informal science education community.
Examples of informal science education include science centers, science museums, and new digital learning environments (eg the Global Challenge Award), many of whom are members of the Association of Science and Technology Centers (ASTC). The Exploratorium in San Francisco and The Franklin Institute in Philadelphia is the oldest of these type of museums in the United States. Media includes TV programs such as NOVA, Newton's Apple, Bill Nye the Science Guy, Beakman's World, School Bus, and < i> Dragonfly TV . Early examples of science education on American television include programs by Daniel Q. Posin, such as "Dr. Posin Universe", "The Universe Around Us", "On the Shoulders of Giants", and "Out of This World". Examples of community-based programs are the 4-H Youth Development program, Hands On Science Outreach, NASA and After School Programs, and Girls at the Center. Home education is encouraged through educational products such as the subscription service Things Of Science (1940-1989) before.
Source of the article : Wikipedia
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