The paper presents and discusses selected data from an international comparative study called Science And Scientists (SAS). Some 10000 children around the age of 13 from 21 countries have provided data by answering an extended questionnaire. The study opens for national as well as international deliberations about priorities in science education. Differences based on culture as well as on gender are discussed. It is argued that these sorts of data may provide an empirical for discussions about priorities in the design of curricula and textbooks as well as choice of pedagogy. It may also provide an empirical background for discussions about local adaptation versus a universal science curriculum. Questionnaires of this sort may also be used in teacher training to sensitize student teachers to the fach that the science curriculum is not value-neutral and that and the choice of contents as well as classroom practices may favour or disfavour certain groups of students. Among the most prominent findings that Japanese children seem to be less interested in learning science than children in other countries, and that girls in particular seem to have a very low interest in science topics.
Prior to 1988 science education was characterised by a minority of pupils having access to science. The advent of a National Curriculum for Science introduced compulsory science education between the ages 5-16, yet despite this move the uptake of students choosing to study science post 16 has not increased in physics and there is a national shortage of maths, chemistry and technology teachers. The current curriculum is seen as inherently flawed by many people, who believe that only a radical rethink of science education will enable young people to participate as scientifically literate citizens in a democratic society. This paper considers the nature and extent of curriculum reform over the past two decades and the evaluation systems in place. It concludes with a suggested vision for science education in the 21st century.
Science education is in the news. The release of the National Science Education Standards set a vision for the future of sicence education. Results from the Third International Mathematics and Science give us a benchmark by which we can compare our performance on an international. Research in science educatino is constantly providing new ideas for improving our practice. What do all of these mean for the classroom teacher? How do we make sense of all of the information that is comingout? This session will focus on a lecture/discussion with the Retiring President of the National Science Teachers Associationl. Discuss some of the issues that are facing our profession and explore ways in which classroom teachers are involved in influencing the directions in which science educatinon is heading on a national level.
The functions and global framework of the International Council of Associations for Science Education (ICASE) will be explained. The main aims of ICASE and examples of ICASE work, such as School Links and workshops, are considered. ICASE work with UNESCO will also be mentioned. ICASE encourages the sharing of ideas and goals between science teachers, through science associations, science education organisations. A main aim is to enhance general public understanding of science and science culture, through education. How can we prepare children for making decisions in tomorrow's world? Many decisions concern scientificprinciples. ICASE members discuss and promote standards to give all humanity the right of access to scientific skills and information. Individuals must be able to make decisions in harmony with their local culture. Such decisions should not be left to commercialism or the multi nationals. Science teachers have an enormous responsibility in creating scientifically literate populations. We need to share and help each other.
The characteristics of the newly revised curriculum can be summarized into 3 categories, namely: 1) the need to understand objectives in conducting observation and experiment; 2) to emphasize the acquisition of familiarity with the natural phenomena; and 3) to provide opportunity to apply in daily life ones scientific viewpoint and thinking.
Print has been the dominant medium in distance learning courses, but such courses now present opportunities to give students access to a rich media environment that not only includes well-organised teaching material prepared for them, but also large resources that they can organise for themselves. All they need is access to a computer and a telephone line. The Wold Wide Web offers a vast amount of information that students can access, but they must devise their own methods of study and, most importantly, they must develop critical and selective skills. This paper discusses the way in which study skills appropriate to media-rich distance learning can be embedded in Science courses and the particular problems in doing this for life-long learners studying at home.
Science learning is not just in the classroom. Science learning in school occurs outside the classroom, in the school grounds and during organised visits to sites such as science centres, science and natural history museums, botanical gardens, zoos, aquaria and nature and centres and are part of the teaching for a particular topic. Science learning also occurs outside the formal school curriculum in leisure visits with families and out of school leisure organisations such as Boy Scouts, or child carers. If members of the community, parents of the children and other people, are involved in science in school and the out-of-school visits to sites where science can be learnt they may also learn some science and hence the public's understanding of science is being developed. Furthermore, involving other adults promotes life long learning of science and taking school children to sites for science out of school develops awareness of places where learning can continue life long.
The paper discusses the World Conference on Science organized by UNESCO and the International Council (ICSU), and hosted by the Hungarian Academy of Science. It was held from 26 June to 1 July, 1999 in Budapest, Hungary. The presentation will elaborate on the Draft Declaration and the Framework of Action, on the use of scientific knowledge which "set forth the issues of science and the use of scientific knowledge at the end of the century." The statement serves as a challenge to science educators. The priorities on the involvement of scientists for school and out-of-school science education will be cited. Finally the challenge for the region will be raised focused on: the importance of science education for national development; popularizing science in-school and out-of-school; and science education for future scientists.
This is a report of demonstrations being given in Nishinomiya. With the current trend away from interest in science, Nishinomiya City has been practicing educational activities for people from small children to senior citizens to maintain an interest in science throughout their lifetimes, to get familiar with nature, and to nurture a scientific orientation. The report includes approaches taken through the Nishinomiya Yukawa Memorial Activities in Nishinomiya and the Life Science Seminar, which provides information on state-of-the-art life science for citizens.
On the one hand, the study of mathematics is held in high regard, given its place as a critical filter for further educational and career opportunities, its perceived link to economic growth, and its relevance in a society with increased reliance on technology. At the same time, much concern is expressed about the decreasing numbers engaged in serious study of the mathematical sciences beyond the compulsory years. What factors encourage students to persist with, or discontinue, the study of mathematics is explored by describing in some detail the experiences, needs, and pressures faced by apparently successful students inside and outside the university mathematics classroom.
In this presentation, the followings will be discussed: (1)An overview of the impact of mathematics software packages on mathematics education now and in the near future. (2)Linking to software packages for computation is necessary for now since Web browsers treat mathematics symbols as static objects. The situation will change when MML/XML becomes widely used. (3)How technology is being implemented in the U.S.? (4)How technology is perceived in the Asian Pacific Regions?