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Science education

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 (the scientific method), 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.

For the academic journal, see Science Education (journal).

Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field."

Secondary science should focus on laboratory work and the committee's prepared lists of specific experiments

Teaching of facts and principles

College preparation

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The first person credited with being employed as a science teacher in a British public school was William Sharp, who left the job at Rugby School in 1850 after establishing science to the curriculum. Sharp is said to have established a model for science to be taught throughout the British public school system.[1]


The British Academy for the Advancement of Science (BAAS) published a report in 1867[2] calling for the teaching of "pure science" and training of the "scientific habit of mind." The progressive education movement supported the ideology of mental training through the sciences. BAAS emphasized separate pre-professional training in secondary science education. In this way, future BAAS members could be prepared.


The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley. John Tyndall was also influential in the teaching of physical science.[3]


In the United States, science education was a scatter of subjects prior to its standardization in the 1890s.[4] The development of a science curriculum emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of thirty leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892, which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in secondary schools. The committee was composed of ten educators and chaired by Charles Eliot of Harvard University. The Committee of Ten appointed nine conferences committees: Latin; Greek; English; Other Modern Languages; Mathematics; History; Civil Government and Political Economy; physics, astronomy, and chemistry; natural history; and geography. Each committee was composed of ten leading specialists from colleges, normal schools, and secondary schools. Committee reports were submitted to the Committee of Ten, which met for four days in New York City, to create a comprehensive report.[5] In 1894, the NEA published the results of the work of these conference committees.[5]


According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.[6]


This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance.[7] The BAAS encouraged their longer standing model in the UK.[8] The US adopted a curriculum was characterized as follows:[5]


The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as inclusion of the arts (S.T.E.A.M.), science, technology, society and environment education is growing and being implemented more broadly in the late 20th century. Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.

By country[edit]

Australia[edit]

As in England and Wales, science education in Australia is compulsory up until year 11, where students can choose to study one or more of the branches mentioned above. If they wish to no longer study science, they can choose none of the branches. The science stream is one course up until year 11, meaning students learn in all of the branches giving them a broad idea of what science is all about. The National Curriculum Board of Australia (2009) stated that "The science curriculum will be organised around three interrelated strands: science understanding; science inquiry skills; and science as a human endeavour."[42] These strands give teachers and educators the framework of how they should be instructing their students.


In 2011, it was reported that a major problem that has befallen science education in Australia over the last decade is a falling interest in science. Fewer year 10 students are choosing to study science for year 11, which is problematic as these are the years where students form attitudes to pursue science careers.[43] This issue is not unique in Australia, but is happening in countries all over the world.

China[edit]

Educational quality in China suffers because a typical classroom contains 50 to 70 students. With over 200 million students, China has the largest educational system in the world. However, only 20% percent of students complete the rigorous ten-year program of formal schooling.[44]


As in many other countries, the science curriculum includes sequenced courses in physics, chemistry, and biology. Science education is given high priority and is driven by textbooks composed by committees 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 novel situations, interpretations, and predictions.[44]

Center for Informal Learning and Schools

Controversial science

Constructivism in science education

Discipline-based education research

Discovery learning

Educational research

Environmental groups and resources serving K–12 schools

(the study of knowledge and how we know things)

Epistemology

Graduate school

Inquiry-based Science

National Science Education Standards

National Science Teachers Association

Pedagogy

Physics education

Mathematics education

Engineering education

Public awareness of science

School science technicians

Science education in England

Science, Technology, Society and Environment Education

Scientific literacy

Science outreach

Scientific modelling

Science education on YouTube

. Nature. 537 (7621): 466–470. 2016. Bibcode:2016Natur.537..466.. doi:10.1038/537466a. PMID 27652548. S2CID 205090336.

"Is science only for the rich?"

Aikenhead, G.S. (1994). . In Solomon, J.; Aikenhead, G.S. (eds.). STS education: International perspectives on reform. New York: Teachers College Press. pp. 74–59. ISBN 978-0807733653.

"What is STS teaching?"

Dumitru, P.; Joyce, A. (2007). (PDF). Proceedings of Discovery Days conference.

"Public-private partnerships for maths, science and technology education"

(PDF). European Schoolnet. 2007.

"National and European Initiatives to promote science education in Europe"

Shamos, Morris Herbert (1995). . Rutgers University Press. ISBN 978-0-8135-2196-1.

The Myth of Scientific Literacy

Berube, Clair T. (2008). . Charlotte NC: Information Age. ISBN 978-1-59311-928-7.

The Unfinished Quest: The Plight of Progressive Science Education in the Age of Standards

Falk, John H. (2001). . New York: Teachers College. ISBN 978-0-8077-4064-4.

Science Education: How We Learn Science Outside of School

Sheppard, K.; Robbins D.M. (2007). . CBE: Life Sciences Education. 6 (3): 198–202. doi:10.1187/cbe.07-03-0013. PMC 1964524. PMID 17785402.

"High School Biology Today: What the Committee of Ten Actually Said"

ERIC: Education related articles online

National Science Education Standards

The importance of scientific education

Electronic Journal of Science Education

National Institute for Science Education

Benchmarks for Science Literacy

The Association for Science Teacher Education

Eurasia Journal of Mathematics, Science & Technology Education

Science videos for use in Science Education

The European Learning Laboratory for the Life Sciences (ELLS)

– slideshow by Life magazine

Science Class Back in the Day

Making Scientific Practices Matter in the Classroom...and Beyond!

(Scientific Animation)

XVIVO

Science Communication Observatory

Scientix: portal on science and maths education in Europe

National Center for Case Study Teaching in Science (NCCSTS)

—free science education videos

Blossoms (MIT)

Inter-Divisional Teaching Commission (IDTC) of the International Union for the History and Philosophy of Science (IUHPS)

International History, Philosophy and Science Teaching Group

Center for Scientific Teaching at Yale University

Wisconsin Program for Scientific Teaching

Scientific Teaching

National Academies Summer Institute on Undergraduate Education in Biology

by Ebert-May and Hodder

Pathways to Scientific Teaching

(2009)

CBE Life Science Education interview with Jo Handlesman

by Miller et al. (2008)

Science Education Forum

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