* What ideas about science do school students form as a result of their experiences in and out of school? * How might science teaching in schools develop a more scientifically-literate society? * How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food? There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial. In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged 9 to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited. The book concludes by discussing ways in which the school science curriculum could be adapted to better equip students as future citizens in our modern scientific and technological society. It will be particularly relevant to science teachers, advisers and inspectors, teacher educators and curriculum planners.
The gender perspective of young people's images of science, engineering and technology (SET) in the Slovak Republic Nataša Urbančíková and Gabriela Koľveková Abstract The paper briefly describes the state of the art within the Slovak ...
This book looks at the individual and societal factors which influence the gender-biased image of science, engineering, and technology (S.E.T.) that is prevalent in young people.
How students form ideas about 'becoming a scientist' Louise Archer, Jennifer DeWitt. Francis, B. (2000a). ... The identities and practices of high achieving pupils: Negotiating achievement and peer cultures. London: Continuum.
Based on findings from the Light’13 project, this book examines such stereotypes and questions whether it is possible to adjust people’s perception of scientists and to increase interest in science and scientific careers through a ...
The final part of the book focuses on learning within domains and what this means from different subject perspectives. Learning and Knowledge is a Course Reader for The Open University course E836 Learni
This book will be an essential resource for everyone involved in K-8 science educationâ€"teachers, principals, boards of education, teacher education providers and accreditors, education researchers, federal education agencies, and state ...
Identifying and Supporting Productive STEM Programs in Out-of-School Settings draws from a wide range of research traditions to illustrate that interest in STEM and deep STEM learning develop across time and settings.
Copenhagen: European Environmental Agency. Heine, S. J. (2017). DNA is not destiny: The remarkable, completely misunderstood relationship between you and your genes. New York: W.W. Norton. Hodson, D. (2008). Towards scientific literacy.
The portrayal of scientific discoveries has a long, though not always honourable, history. Many of the pioneers of scientific illustration can be proved today to have attained a high level...
the research on what became Young People's Images of Science . I admired Ros's ability to be simultaneously supportive and critical of the work of her students and colleagues . Zoubeida Dagher , University of Delaware , USA I am ...