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Science education is the teaching and learning of science to school children,college students,or adults within the general public. The field of science education includes work in science content,science process,some social science,and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical,life,earth,space,and human sciences.
Social constructivism is a sociological theory of knowledge according to which human development is socially situated,and knowledge is constructed through interaction with others. Like social constructionism,social constructivism states that people work together to actively construct artifacts. But while social constructivism focuses on cognition,social constructionism focuses on collective meaning-making.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student;this instructional approach allows students to experience student-centered learning,which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
In contemporary education,mathematics education—known in Europe as the didactics or pedagogy of mathematics—is the practice of teaching,learning,and carrying out scholarly research into the transfer of mathematical knowledge.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution,but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition,enhanced group collaboration and communication.
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning,depending on student involvement." Bonwell &Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens,Griffin,Jocoy,Liu,&Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work,role-play and simulations,data collection and analysis,active learning is purported to increase student interest and motivation and to build students ‘critical thinking,problem-solving and social skills". In a report from the Association for the Study of Higher Education,authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read,write,discuss,and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge,skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular,students must engage in such higher-order thinking tasks as analysis,synthesis,and evaluation.
A concept inventory is a criterion-referenced test designed to help determine whether a student has an accurate working knowledge of a specific set of concepts. Historically,concept inventories have been in the form of multiple-choice tests in order to aid interpretability and facilitate administration in large classes. Unlike a typical,teacher-authored multiple-choice test,questions and response choices on concept inventories are the subject of extensive research. The aims of the research include ascertaining (a) the range of what individuals think a particular question is asking and (b) the most common responses to the questions. Concept inventories are evaluated to ensure test reliability and validity. In its final form,each question includes one correct answer and several distractors.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission,rather they construct new understandings and knowledge through experience and social discourse,integrating new information with what they already know. For children,this includes knowledge gained prior to entering school. It is associated with various philosophical positions,particularly in epistemology as well as ontology,politics,and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question,challenge,or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based,rote memorization,or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions,problems,or scenarios.
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered,discovery learning where students use what they already know,to acquire more knowledge. Students learn through participation in project-based learning where they make connections between different ideas and areas of knowledge facilitated by the teacher through coaching rather than using lectures or step-by-step guidance. Further,constructionism holds that learning can happen most effectively when people are active in making tangible objects in the real world. In this sense,constructionism is connected with experiential learning and builds on Jean Piaget's epistemological theory of constructivism.
Constructivist teaching is based on Constructivism. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information.
Investigations in Numbers,Data,and Space is a K–5 mathematics curriculum,developed at TERC in Cambridge,Massachusetts,United States. The curriculum is often referred to as Investigations or simply TERC. Patterned after the NCTM standards for mathematics,it is among the most widely used of the new reform mathematics curricula. As opposed to referring to textbooks and having teachers impose methods for solving arithmetic problems,the TERC program uses a constructivist approach that encourages students to develop their own understanding of mathematics. The curriculum underwent a major revision in 2005–2007.
Math wars is the debate over modern mathematics education,textbooks and curricula in the United States that was triggered by the publication in 1989 of the Curriculum and Evaluation Standards for School Mathematics by the National Council of Teachers of Mathematics (NCTM) and subsequent development and widespread adoption of a new generation of mathematics curricula inspired by these standards.
Science,technology,society and environment (STSE) education,originates from the science technology and society (STS) movement in science education. This is an outlook on science education that emphasizes the teaching of scientific and technological developments in their cultural,economic,social and political contexts. In this view of science education,students are encouraged to engage in issues pertaining to the impact of science on everyday life and make responsible decisions about how to address such issues
Scientific misconceptions are commonly held beliefs about science that have no basis in actual scientific fact. Scientific misconceptions can also refer to preconceived notions based on religious and/or cultural influences. Many scientific misconceptions occur because of faulty teaching styles and the sometimes distancing nature of true scientific texts. Because students' prior knowledge and misconceptions are important factors for learning science,science teachers should be able to identify and address these conceptions.
Inquiry-based learning is a form of active learning that starts by posing questions,problems or scenarios. It contrasts with traditional education,which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning,and is generally used in small-scale investigations and projects,as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
Eleanor Ruth Duckworth is a teacher,teacher educator,and psychologist.
Conceptual change is the process whereby concepts and relationships between them change over the course of an individual person's lifetime or over the course of history. Research in four different fields –cognitive psychology,cognitive developmental psychology,science education,and history and philosophy of science - has sought to understand this process. Indeed,the convergence of these four fields,in their effort to understand how concepts change in content and organization,has led to the emergence of an interdisciplinary sub-field in its own right. This sub-field is referred to as "conceptual change" research.
Constructivism has been considered as a dominant paradigm,or research programme,in the field of science education since the 1980s. The term constructivism is widely used in many fields,and not always with quite the same intention. This entry offers an account of how constructivism is most commonly understood in science education.
Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics,often with the aim of improving the effectiveness of student learning. PER draws from other disciplines,such as sociology,cognitive science,education and linguistics,and complements them by reflecting the disciplinary knowledge and practices of physics. Approximately eighty-five institutions in the United States conduct research in science and physics education.
References
- 1 2 "Donor story: Professor Richard Gunstone".
- 1 2 "An Interview with Richard Gunstone - Emeritus Professor of Science and Technology Education at Monash University" (PDF).
- ↑ "Fellows Directory".
- ↑ "Encyclopedia of Science Education".
- ↑ "Richard Gunstone".
- ↑ "The Teacher's Role in Curriculum Decisions".
- ↑ Smith, Dorothy V.; Gunstone, Richard F. (2009). "Science Curriculum in the Market Liberal Society of the Twenty-first Century: 'Re-visioning' the Idea of Science for All". Research in Science Education. 39 (1): 1–16. Bibcode:2009RScEd..39....1S. doi:10.1007/s11165-007-9069-2. S2CID 145707711.
- ↑ "Understanding of Gravity".
- ↑ "Cognitive Structure and Performance After Physics Instruction".
- ↑ White, Richard; Gunstone, Richard; Elterman, Enno; MacDonald, Ian; McKittrick, Brian; Mills, David; Mulhall, Pam (1995). "Students' perceptions of teaching and learning in first-year university physics". Research in Science Education. 25 (4): 465–478. Bibcode:1995RScEd..25..465W. doi:10.1007/BF02357388. S2CID 144252391.
- ↑ "Improving understanding in physics: An effective teaching procedure" (PDF).
- ↑ "Self-Study in Teaching and Research".
- ↑ Mulhall, Pamela; Gunstone, Richard (2012). "Views About Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics". Journal of Science Teacher Education. 23 (5): 429–449. Bibcode:2012JSTEd..23..429M. doi:10.1007/s10972-012-9291-2. hdl: 11343/282547 . S2CID 143821869.
- ↑ "Metacognition and learning to teach".
- ↑ "JRST AWARD".
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