THE SOCIETAL COMPONENT IN A MODEL OF RELEVANCE IN SCIENCE EDUCATION
|
|
- Clara Shaw
- 8 years ago
- Views:
Transcription
1 THE SOCIETAL COMPONENT IN A MODEL OF RELEVANCE IN SCIENCE EDUCATION Marc Stuckey 1, Jan Sperling 1, Rachel Mamlok-Naaman 2, Avi Hofstein 2 and Ingo Eilks 1 1 Dep. of Biology/Chemistry, Institute of Science Education, University of Bremen, Germany 2 Department of Science Teaching, The Weizmann Institute of Science, Rehovot, Israel Abstract: Relevance is one of the key terms in reform in science education. Teachers are forced to make their teaching more relevant to avoid a loss in interest and motivation. However, the term is not used coherently. An analysis of the literature shows that there are various meanings how the term is used in science education. From a thorough analysis of the literature of the last 50 years a definition of the meaning of relevance was derived and a model of dimensions of its understanding is suggested. From this model, relevance can be operated having three main dimensions: individual, societal and vocational relevance. For validation of the model focus group discussions with science teachers and student teachers of different stages of professionalism have been conducted. The results show a good degree of comprehensibility of the suggested model. However, most teachers, especially those still in the phase of pre-service training, interpret relevance more or less exclusively with a view on its individual dimension. The vocational and societal dimensions are less taken into consideration. Keywords: Science Education, Relevance, Curriculum, Science-Technology-Society INTRODUCTION For decades now the term relevance is used when it comes to reform in science education. Reform papers report that learners perceive science and science education as irrelevant for themselves as well as for the society in which they live and operate (European Commission, 2004). As a result many students show a lack of interest in science learning and they are not motivated by science subjects (European Commission, 2007). Science subjects turn to be not popular to many students especially secondary Physics and Chemistry (Hofstein, Eilks & Bybee, 2011). Both subjects are mainly considered as boring and too difficult to comprehend (Turner, Ireson & Twidle, 2010). As a potential solution, teachers are asked to make science education more relevant in order to motivate their students and making them curious in science subjects (Newton, 1988a). However, it is not always clear what is meant by making science education relevant and how to do it. Already 25 years, Newton (1988a) wrote: The notion of relevance is not a simple one. It seems at the least unhelpful and at the worst counterproductive to urge a teacher to be relevant in terms which are abstract and diffuse. It might be useful if some aspects of the notion of relevance were to be clarified. (Newton, 1988a, p. 8) An analysis of today s literature shows that there are still a lot of different meanings and concepts behind the term relevance when it comes to science education (Stuckey, Hofstein, Mamlok-Naaman & Eilks, 2013). Quite often the term relevance is used as a synonym for other concepts. For example the very popular Relevance of Science Education survey (ROSE) was called a study on relevance. However, in fact it was mainly focusing on student interests and it seems that the term relevance was randomly selected and without any clear concept behind it:
2 The term relevance was chosen We could have chosen other words, like meaningful, motivating, interesting, engaging, important, etc. Relevance should therefore not be interpreted in a narrow or precise sense, and we will not try to provide any operational definition of the term. It should rather be understood as an indication of an important dimension that underlies the project. Besides, we found that ROSE was nice and suitable acronym and that it calls up metaphors, analogies and mental images. (Schreiner & Sjøberg, 2004, p. 21) In science education there are various understandings of the term relevance. The term is used in the widely different contexts and with different meanings and intentions. E.g. relevance is used in the means of interest (Holbrook, 2008), as a perception of meaningfulness (Westbroek, Klaassen, Bulte & Pilot, 2003), or having positive consequences to promote motivation (Keller, 1987). It also is connected to different implications. The term is connected to individual interest, but also to future careers (European Commission, 2004) or having reallife impacts for individuals and society, e.g. in terms of growing prosperity and sustainable development (Knamiller, 1984). Sometimes, relevance is explicitly suggested as being multidimensional (Rannikmäe, Teppo & Holbrook, 2010) but without clearly outlining the dimensions. As there are different meanings in the use of relevance the term also has different textual dimensions. The key question regarding relevance is what is considered to be relevant, to whom, at what time, and/or who decides this (e.g. Aikenhead, 2003). Answering the question: Who decides what is relevant?, Aikenhead (2003) gives seven different heuristic categories of experts (that might overlap to varying degrees) which include academic scientists, curriculum policy makers and researcher, science-based industries and professions, mass media and internet, economics and health experts, experts in the area of cultural aspects and students. Answers for what should be considered relevant can be obtained from two areas: the area defining the general aims and orientation of education and the area of science education itself (Stuckey et al., 2013). Using more general theories like Allgmeinbildung or Activity theory (Elmose & Roth, 2005; Holbrook & Rannikmäe, 2007; Roth & Lee, 2004; Van Aalsvoort, 2004) as well as more science education specific theories like Scientific Literacy for All (Bybee, 1997; Holbrook & Rannikmäe, 2009) it is clear that relevant science education should encompass a societal dimension although this often is quite a neglected one (Hofstein et al., 2011). E.g. Holbrook (2005) suggested for understanding scientific literacy different important aspects to be taken into account that include the personal life of the students, the future workplace, but especially in respect to the society: The stress on conceptual understanding and the appreciation of the nature of science tends not to be relevant for functionality in our lives, i.e. relevant to the home, the environment, future employment and most definitely for future changes and developments within the society. (Holbrook, 2005, p. 1) These general thoughts on science education fit several concrete organizational schemes from the 1980 onwards. E.g. Schollum and Osborne (1985), Newton (1988a; 1988b), Kahl and Harms (1981), van Aalsvoort (2004) or Hofstein and Yager (1982) all made attempts to characterize the relevance of science education by suggesting different dimensions. All of them encompass beside an individual also a societal and sometimes a vocational dimension. This paper summarizes a coherent approach for understanding the term relevance. It discusses a definition and a model for its understanding. The paper also reports on study based focus group discussions whether the (hermeneutical derived) model is comprehensive and whether it mirrors educators understanding of the term relevance with a special view on the importance of a societal dimension of relevant science education.
3 THE MEANING OF RELEVANCE IN SCIENCE EDUCATION In 2013, Stuckey et al. based on a broad analysis of the literature covering almost 50 years suggested a definition for the term relevance. This definition is connected to the idea of consequences and fulfilling personal needs, as for example found in Keller (1987), Knamiller (1984) and Stolz, Witteck, Marks & Eilks (2013): Science learning becomes relevant education whenever learning will have (positive) consequences for the student s life. Positive consequences can include: o (I) Fulfilling actual needs related to a student s personal interest or educational demands (of which learners are aware), as well as o (II) The anticipation of future needs (of which students are not necessarily aware). Relevance in science education covers both intrinsic and extrinsic components. The intrinsic dimensions encompass student s interests and motives; the extrinsic dimension covers ethically justified expectations of one s personal environment and the by the society in which they operate and live.- Relevance can be considered to consist of three different dimensions: individual, societal and vocational. For science teaching this means that relevant education must contribute to pupils intellectual skill development, promote learner competency for current and future societal participation and address learners vocational awareness and understanding of career chances. Each of the three dimensions encompasses a spectrum of present and future aspects. (Stuckey et al., 2013, p. 19) The analysis revealed also several aspects within the textual dimensions of the meaning of relevance in science education (e.g. Kahl & Harms, 1981; van Aalsvoort, 2004). Encompassing almost all aspects found in the literature the three dimensions were suggested covering: (I) Individual/personal relevance includes the matching the learners curiosity and interests, providing students with necessary and useful skills for coping with their everyday lives today and in the future, and contributes to the development of intellectual skills. (II) Vocational/professional is composed of offering orientation for future professions and careers, preparation for further academic or vocational training, and opening up formal career chances (e.g. by having sufficient achievements to enter into any given higher education program of study). (III) Societal relevance focuses on preparation of pupils for self-determination and a responsibly-led life in society by understanding the interdependence and interaction of science and society, developing skills for societal participation and competencies for contributing to society s sustainable development. (Stuckey et al., 2013, p. 18) An illustrative model was also suggested encompassing the three dimensions of relevance in science education: (I) individual, (II) societal, and (III) vocational relevance with each covering extrinsic and intrinsic components as well as a range from present to future relevance of learning science (Figure 1).
4 The three dimensions of the model on relevance in science education are not solitary or hierarchically arranged. The dimensions are overlapping and many aspects might contribute to more than one dimension with respect to how they are interpreted and operated. For example, career orientation can be part of vocational relevance, but it might match also with personal curiosity, or can respond to a demand for more scientists enabling prosperity for the society s future. Figure 1. Model of relevance in science education (Stuckey et al., 2013) METHODOLOGY Validating the model described in Figure 1 was implemented based on focus group discussions with science education experts in different degrees of professionalism. The discussions were made with six groups: Bachelor of Science student teachers, Master of Education student teachers, trainee teachers, teachers, leading teachers, and science education researchers. Leading teachers in this case characterizes a group of teachers having been involved in curriculum development, textbook writing and teacher in-service training for up to 15 years. The group of science education researchers consisted mainly by PhD students in science education with limited teaching experience in schools (all in Germany). The discussion focused in the first phase on open associations of the participants to the term of relevance when it comes to science education. Debate about different understandings was initiated in a group discussion format. Thereafter, a definition and dimensions from the hermeneutical model were presented for starting a second phase of discussion. For the third
5 phase the groups had to weight or balance the different dimensions related to science education. The discussions were audiotaped and transcribed. The length of each discussion is about 30 to 45 minutes. Evaluation was done by qualitative content analysis (Mayring, 2000). Main categories were formed with respect to the suggested model of the meaning of relevance in science education by Stuckey et al. (2013). FINDINGS AND DISCUSSION In the group discussions, the student teachers and teachers became involved in different utilizations of the term relevance in science education. Their utilizations were aligned with those found in the literature. Some groups considered an alignment with concepts such as interest or motivation, while others with needs matching and consequences. Overall, in none of the groups there was any clear and unanimous understanding of the word relevance and how to use it in the context of science education. After presenting the suggested definition, the concept was considered to be concise, although in some groups the previous understanding of connecting relevance mainly to the individual dimension and intrinsic aspects hindered a spontaneous understanding of the vocational and societal dimension within the definition. At this point, the more mature teachers and especially the leading teachers were better able to adopt the broader view on the meaning of relevance intuitively and to freely comment on it. In the end, all the groups reached the point that needs matching and having consequences would be more appropriate concepts for the meaning of relevance in science education than just meeting interest or initiating the perception of meaningfulness only. All the three dimensions described above were mentioned (in different strengths) by the participants in most of the discussion groups. All the groups came up with many aspects to be found in the three dimensions of the relevance model. The model seems to be comprehensive; no further aspects were suggested to be added. Anyhow, it was always the individual dimension that was mentioned first and mostly emphasized. In all groups, especially among the student teachers, the strongest emphasis from the beginning was addicted to the individual dimension of relevance and kept until the very end of the discussion (Table 1). Among the BSc student teachers reference to the societal and vocational dimensions was almost nonexisting without giving them external impulses. The more mature the teachers were the more aspects from the vocational and societal dimensions were suggested in the first phase of the group discussions, especially among the leading teachers. Among these groups more balanced discussions of the three dimensions were kept until the very end. Table 1. Indications of the different dimensions during the open phase of the focus group discussions Dimension Indications (of all groups) Individual 43 Societal 15 Vocational 11
6 After presentation of the three relevance dimensions in the suggested model, all the three dimensions were unanimously agreed to be important in all groups. After the societal component was mentioned its importance was agreed upon, however the right emphasis and place in the curriculum was under debate. In many phases of the discussion the societal dimension was suggested coming up quite late, near to the end of secondary schooling, since aspects of learning for societal participation was considered to be extremely difficult to teach and to learn. Here the view of the societal dimension of science education was reduced to the learning of how to behave in a society at large. Learning how to find one s own place and how to behave in one s personal societal surrounding was not considered as a societal focus in science education. Based on that the various groups also discussed that differentiating between the dimensions is not always easy and that overlaps and interrelations between them exist. Nevertheless the groups unanimously agreed that the societal dimension in many science curricular is the most neglected one and the most difficult to come up with for a science teacher. The groups see a need to strengthen the societal dimension. In all groups the question of balancing the different dimensions was discussed. Discussion suggested taking a view into account to consider age and interests of the students when balancing the three dimensions, as it was already suggested by Newton (1988b) for balancing between the individual and societal dimension. In all interviews the participants claimed that if they have to weight these dimension the most important one for the younger students should be the individual dimension (to make them curious and manage everyday-life questions). The vocational dimension was mentioned becoming important later for students career. All the groups discussed about a balance between the different dimensions, of which the societal dimension might be placed between the other two dimensions. Also here it became clear that the societal dimension was the domain in which student teachers and teachers were most unsettled with and insecure where and how to operate it. In the end most groups reached a point that the individual dimension is very important for younger students while the recognizing the societal and vocational dimension should increase during the students school career (Figure 2). Figure 2. Emphasis of the three dimensions of relevance inspired by a figure from Newton (1988b).
7 CONCLUSIONS AND IMPLICATIONS The term relevance is one of the most often used terms when it comes to reform in science education. This paper summarizes a suggestion for a definition of relevance in science education and provides a model for its understanding that both were derived from a broad analysis of the science education literature form almost the last 50 years (Stuckey et al., 2013). Inthe focus groups study the definition and model were discussed with science teachers and student teachers of different degree of professionalism. The definition and model proved to cover almost all of the participants spontaneous associations regarding the term relevance. It should be noted that in general none of the aspects related to relevance were overlooked, nor were there any aspects in the group discussions that were not represented in the definition of relevance and regarding the suggested and the model. The analysis of the focus group discussions showed that the individual/personal dimension of relevant science education is considered by a vast majority of teachers and student teachers to be the most intuitive one compared to the societal and vocational dimension. The student teachers and practicing teachers initial consideration is that the individual dimension should have a high priority for students to make them curious and skillful for coping everyday-life questions. However, the teachers and student teachers perceived the societal and vocational dimensions will become important in a later stage of students' career. Among all the three dimensions the teachers perceived that the societal dimensions is the most neglected one and the most difficult aspect to be incorporated in science education. For several years, the approach of socio-scientific issue-based science teaching offers an opportunity to extend the social dimension and its applications for science classroom teaching (Bodzin & Mamlok, 2000; Sadler, 2004). Within authentic and controversial socio-scientific issues and debates from current social affairs should be implemented to promote interest and motivation among students (Marks & Eilks, 2009). In teachers discussion about relevance in science education, the student teachers and especially the teachers suggested that such kind of a model of the meaning of relevance in science education can be a beneficial tool to reflect on their curriculum, textbooks, or teaching practices. It became clear that such a model can help to reflect the role and emphasis of the frequently more neglected societal and vocational dimensions in science education. Maybe it is helpful to take up the model of relevance in pre- and in service science teacher education and support the teachers finding an approach for implementing all the three perspectives into their science curriculum in a more balanced way. To sum-up more research is needed to explore the issue of relevance especially in an era in which scientific literacy for all becomes one of the most important goals related to science teaching and learning. REFERENCES Aikenhead, G. S. (2003). Review of research on humanistic perspectives in science curricula. Paper presented at the ESERA conference, Nordwijkerhoud, The Netherlands. Bodzin, A. M. & Mamlok, R. (2000). STS issues-based approach simulations. The Science Teacher, 67(9), Bybee, R. W. (1997). Toward an understanding of scientific literacy, In W. Gräber & C. Bolte (Eds.), Scientific literacy an international symposium (pp.37-68). Kiel: IPN. Elmose, S., & Roth, W.-M. (2005). Allgemeinbildung: Readiness for living in a risk society. Journal of Curriculum Studies, 37,
8 European Commission (2004). Europe needs more scientists. Office for Official Publications of the European Communities: Luxembourg. European Commission (2007). Science Education Now A renewed pedagogy for the future of Europe. High level group on science education. Brussels: Belgium. Hofstein, A., Eilks, I., & Bybee, R. (2011). Societal issues and their importance for contemporary science education: a pedagogical justification and the state of the art in Israel, Germany and the USA. International Journal of Science and Mathematics Education, 9, Hofstein and Yager (1982). Social issues as organizers for science education in the 80 s. School Science and Mathematics, 82, Holbrook, J. (2005). Making chemistry teaching relevant. Chemical Education International, 6 (1). Holbrook, J. (2008). Introduction to the special issue of science education international devoted to PARSEL. Science Education International, 19, Holbrook, J., & Rannikmäe, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29, Holbrook, J., & Rannikmäe, M. (2009). The meaning of scientific literacy. International Journal of Science and Environmental Education, 4, Kahl, S., & Harms, N. (1981). Project synthesis: Purpose, organization and procedures. In N. Harms & R. E. Yager (Eds.), What Research says to the science teacher (vol 3). Washington: NSTA. Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10 (3), Knamiller, G. (1984). The struggle for relevance of science education in developing countries. Studies in Science Education, 11, Marks, R., & Eilks, I. (2009). Promoting scientific literacy using a sociocritical and problemoriented approach to chemistry teaching: Concept, examples, experiences. International Journal of Environmental & Science Education, 4, Mayring, P. (2000). Qualitative content analysis. Forum Qualitative Social Research, 1 (2). Newton, D. P. (1988a). Relevance and science education. Educational Philosophy and Theory, 20 (2), Newton, D. P. (1988b). Making science education relevant. London: Kogan Page. Rannikmae, M., Teppo, M. & Holbrook, J. (2010). Popularity and relevance of science education literacy: Using a context-based approach. Science Education International, 21, Roth, W.-M., & Lee S. (2004). Science education as/for participation in the community. Science Education, 88, Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research Science Teaching, 41, Schollum, B. & Osborne, R. (1985). Relating the new to the familiar. In R. Osborne & P. Freyberg (Eds.), Learning in science. London: Heinemann. Schreiner, C. & Sjøberg, S. (2004). Relevance of science education: Sowing the Seeds of ROSE. Oslo: Acta Didactica.
9 Stolz, M., Witteck, T., Marks, R., & Eilks, I. (2013). "Doping" for chemistry education The use of socio-scientific issues for learning about chemical analytics. Eurasia Journal of Mathematics, Science and Technological Education, 9, Stuckey, M., Hofstein, A., Mamlok-Naaman, R. & Eilks, I. (2013). The meaning of relevance in science education and its implications for the science curriculum. Studies in Science Education, 49, Turner, S., Ireson, G. & Twidle, J. (2010). Enthusiasm, relevance and creativity: could these teaching qualities stop us alienating pupils from science?. School Science Review, 91 (337), Van Aalsvoort, J. (2004). Activity theory as a tool to address the problem of chemistry s lack of relevance in secondary school chemistry education. International Journal of Science Education, 26, Westbroek, H., Klaassen, K., Bulte, A., & Pilot, A. (2003). Characteristics of meaningful chemistry education. Paper presented at the Fourth International Conference of the European Science Education Research Association, August 19-23, Noordwijkerhout, The Netherlands.
Débats / Discussion Notes. The Technology/Education Interface: STES Education for All
Débats / Discussion Notes The Technology/Education Interface: STES Education for All Uri Zoller haifa university TECHNOLOGY AND EDUCATION: THE PROBLEM Most people see technology as the know-how and the
More informationCompetencies of BSc and MSc programmes in Electrical engineering and student portfolios
C:\Ton\DELTA00Mouthaan.doc 0 oktober 00 Competencies of BSc and MSc programmes in Electrical engineering and student portfolios Ton J.Mouthaan, R.W. Brink, H.Vos University of Twente, fac. of EE, The Netherlands
More informationRELEVANT SCIENCE EDUCATION IN THE EYES OF GRADE NINE STUDENTS. Moonika Teppo, Miia Rannikmäe, University of Tartu
RELEVANT SCIENCE EDUCATION IN THE EYES OF GRADE NINE STUDENTS Moonika Teppo, Miia Rannikmäe, University of Tartu Abstract Students are motivated to learn, if the science content is interesting, connected
More informationCore Ideas of Engineering and Technology
Core Ideas of Engineering and Technology Understanding A Framework for K 12 Science Education By Cary Sneider Last month, Rodger Bybee s article, Scientific and Engineering Practices in K 12 Classrooms,
More informationResearch into competency models in arts education
Research into competency models in arts education Paper presented at the BMBF Workshop International Perspectives of Research in Arts Education, Nov. 4 th and 5 th, 2013. Folkert Haanstra, Amsterdam School
More informationExploring web design principles for joint meaningmaking in health-related issues
Exploring web design principles for joint meaningmaking in health-related issues Jonna Wiblom jonna.wiblom@mnd.su.se Carl-Johan Rundgren carl-johan.rundgren@mnd.su.se Maria Andrée maria.andree@mnd.su.se
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationProfession and Professional Work in Adult Education in Europe
Profession and Professional Work in Adult Education in Europe Ekkehard Nuissl In the recent decade it became more important to reflect about the work which is done in adult education, who is doing it and
More informationSupporting the Implementation of NGSS through Research: Curriculum Materials
Supporting the Implementation of NGSS through Research: Curriculum Materials Janet Carlson, BSCS/Stanford University Elizabeth A. Davis, University of Michigan Cory Buxton, University of Georgia Curriculum
More informationDeveloping Teacher Leadership and its Impact in Schools M. Snoek
Developing Teacher Leadership and its Impact in Schools M. Snoek SUMMARY DEVELOPING TEACHER LEADERSHIP AND ITS IMPACT IN SCHOOLS Introduction Successful school improvement is dependent on schools capacities
More informationMaking Chemistry an Attractive Subject for Lifelong Learning: Interactive Approach in Presenting Educational Content
Making Chemistry an Attractive Subject for Lifelong Learning: Interactive Approach in Presenting Educational Content Milena Koleva, Lilyana Nacheva-Skopalik Technical University of Gabrovo (Bulgaria) miki@tugab.bg,
More informationNEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
More informationSECOND CHANCE SCHOOLS IN GREECE: SCIENCE TEACHERS VIEWS AND PRACTICES ON DESIGNING SCIENTIFIC LITERACY CURRICULA 1
SECOND CHANCE SCHOOLS IN GREECE: SCIENCE TEACHERS VIEWS AND PRACTICES ON DESIGNING SCIENTIFIC LITERACY CURRICULA 1 Spyros Kollas and Krystallia Halkia National and Kapodistrian University of Athens, Faculty
More informationPROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS
PROFESSIONAL DEVELOPMENT: A VISION FOR SAUDI SCIENCE TEACHERS Hiya Almazroa Pringcess Noura Bint Abdulrahman University, Saudi Arabia Abstract: Professional development is a significant mechanism for maintaining
More informationKindergarten to Grade 4 Manitoba Foundations for Scientific Literacy
Kindergarten to Grade 4 Manitoba Foundations for Scientific Literacy The Five Foundations Manitoba Foundations for Scientific Literacy To develop scientifically literate students, science learning experiences
More informationFive High Order Thinking Skills
Five High Order Introduction The high technology like computers and calculators has profoundly changed the world of mathematics education. It is not only what aspects of mathematics are essential for learning,
More informationSCIENTIX NEWSLETTER. National initiatives in STEM policy and practice. September 2014
September 2014 SCIENTIX NEWSLETTER National initiatives in STEM policy and practice What are the challenges in STEM teaching and learning? What are the current trends and success stories? At a meeting
More informationSPECIAL EDUCATION AND DISABILITY POLICY (SEDP)
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
More informationTEACHERS REFLECTIONS OVER PATHWAY CPD ACTIVITIES ON INQUIRY-BASED TEACHING
TEACHERS REFLECTIONS OVER PATHWAY CPD ACTIVITIES ON INQUIRY-BASED TEACHING Anna Trifonova and Mario Barajas Universitat de Barcelona - Facultat de Pedagogia - DOE Abstract: Pathway project (FP7/2007-2013,
More informationMASTER OF SCIENCE IN EDUCATION PROGRAM
DIVISION OF GRADUATE STUDIES Raymond Carty, Graduate/Online Studies The Division of Graduate Studies ensures that its graduates have specialized training that results in a firm grounding in the areas of
More informationA Self and Peer Assessment Intervention in Mathematics Content Courses for Pre-Service Elementary School Teachers Xin Ma, Richard Millman, Matt Wells
A Self and Peer Assessment Intervention in Mathematics Content Courses for Pre-Service Elementary School Teachers Xin Ma, Richard Millman, Matt Wells University of Kentucky Introduction We explored in
More informationof knowledge that is characteristic of the profession and is taught at professional schools. An important author in establishing this notion was
Mathematics teacher education and professional development João Pedro da Ponte jponte@fc.ul.pt Grupo de Investigação DIFMAT Centro de Investigação em Educação e Departamento de Educação Faculdade de Ciências
More informationAbstraction in Computer Science & Software Engineering: A Pedagogical Perspective
Orit Hazzan's Column Abstraction in Computer Science & Software Engineering: A Pedagogical Perspective This column is coauthored with Jeff Kramer, Department of Computing, Imperial College, London ABSTRACT
More informationThe background of the improvement of PISA results in Hungary the impact of the EU funded educational development programs 1
The background of the improvement of PISA results in Hungary the impact of the EU funded educational development programs 1 by Gábor Halász ELTE University Budapest (http://halaszg.ofi.hu) Hungary, similarly
More informationRecommended Course Sequence MAJOR LEADING TO PK-4. First Semester. Second Semester. Third Semester. Fourth Semester. 124 Credits
ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within
More informationED 632 Curriculum, Instruction, and Learning Theory. 4 credits
Course Description ED 632 Curriculum, Instruction, and Learning Theory 4 credits Education 632 provides school leaders with the ability to understand major curriculum design models, interpret school district
More informationCourse Guide Masters of Education Program
Course Guide Masters of Education Program Note: 1 course = (3) credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. or M.A Graduate
More informationTHE GRADUATE ACADEMIC PROGRAM MASTER OF ARTS IN EDUCATION
THE GRADUATE ACADEMIC PROGRAM MASTER OF ARTS IN EDUCATION The Master of Arts in Education (M.A.Ed.) degree program is designed to meet the professional development needs of certified, in-service teachers
More informationStudents Attitude towards Science and Technology
Students Attitude towards Science and Technology Najafi, Mohammad PhD, Dept. of Education, Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran. Ebrahimitabass, Ebrahim,
More informationHolistic education: An interpretation for teachers in the IB programmes
IB position paper Holistic education: An interpretation for teachers in the IB programmes John Hare International International Baccalaureate Baccalaureate Organization Organization 2010 2010 1 Language
More informationGRADUATE PROGRAM CURRICULUM
GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION MASTER OF ARTS IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE
More informationDiscuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT
Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application
More informationDEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY
VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective
More informationWhich elements of digital competence should be acquired at school?
1 Which elements of digital competence should be acquired at school? Liisa Ilomäki, Anna Kantosalo and Minna Lakkala The authors of these documents or materials ("the works") are Liisa Ilomäki, Anna Kantosalo
More informationElementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework
Elementary MEd I. The Relationship of the Program with the Unit s Conceptual Framework Shaping Tomorrow: Ideas to Action The Early Elementary Education program for prospective elementary education candidates
More informationThe Essentials of Critical Care Orientation (ECCO) Program's Impact on New Graduate Nurses' Critical Thinking Development
The Essentials of Critical Care Orientation (ECCO) Program's Impact on New Graduate Nurses' Critical Thinking Development Sigma Theta Tau International s 21 st International Nursing Research Congress Mahmoud
More informationLONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
More informationin the Study of Religion
DU/Iliff Joint PhD Program in the Study of Religion Purpose and Nature of the Degree Program Admission Requirements Program Requirements Core Courses Doctor of Philosophy in Religious and Theological Studies
More informationJOINT MASTER OF ARTS IN LEADERSHIP AND EDUCATION CHANGE COURSE DESCRIPTIONS
JOINT MASTER OF ARTS IN LEADERSHIP AND EDUCATION CHANGE COURSE DESCRIPTIONS A. CORE COURSES MALC 801 Perspectives in Educational Leadership Educational leadership is a complex concept, both in theory and
More informationCHEMICAL EDUCATION AND NEW EDUCATIONAL TECHNOLOGIES : AN INTER-UNIVERSITY PROGRAM FOR GRADUATE STUDIES
CHEMISTRY EDUCATION: RESEARCH AND PRACTICE IN EUROPE 2000, Vol. 1, No. 3, pp. 405-410 THE PRACTICE OF CHEMISTRY EDUCATION (REPORT) Teacher education and training Chryssa TZOUGRAKI, 1 Michael P. SIGALAS,
More informationwww.ond.vlaanderen.be/hogeronderwijs/bologna/conference/documents/leuven_louvain-la- Neuve_Communiqué_April_2009.pdf
EUROPÄISCHE FÖDERATION FÜR CHEMIE-INGENIEUR-WESEN EUROPEAN FEDERATION OF CHEMICAL ENGINEERING FEDERATION EUROPEENNE DU GENIE CHIMIQUE EFCE Bologna Recommendations Recommendations for Chemical Engineering
More informationText of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know
Text of article appearing in: Issues in Science and Technology, XIX(2), 48-52. Winter 2002-03. James Pellegrino Knowing What Students Know Recent advances in the cognitive and measurement sciences should
More informationProfessional Standards for Teachers
Professional Standards for Teachers Guidelines for Professional Practice July 2005 Queensland the Smart State The State of Queensland (Department of Education) 2005 Copyright protects this publication.
More informationStandards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
More informationBridging the Global Skills Gap
Bridging the Global Skills Gap Teachers views on how to prepare a Global Generation for the challenges ahead. About the research This report represents the findings of a survey of teachers 1 conducted
More informationEDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:
EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: District Level For institutions undergoing NCATE Accreditation and ELCC Program Review For Advanced Programs at the Master, Specialist, or Doctoral
More informationCommission on Teacher Credentialing (CTC) and Council on Social Work Education Educational Policy Standards and Accreditation Standards (CSWE-EPAS)
(CTC) and Educational Policy Standards and Accreditation Standards (CSWE-) Standards Crosswalk June 2013 An institution that is offering a nationally accredited Pupil Personnel Services: School Social
More informationTEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná
TEACHERS VIEWS AND USE OF EXPLANATION IN TEACHING MATHEMATICS Jarmila Novotná Abstract This study analyses teachers of mathematics views on explications in teaching mathematics. Various types of explanations
More informationGRADUATE PROGRAM CURRICULUM
GRADUATE PROGRAM CURRICULUM COLLEGE OF EDUCATION & HUMAN SERVICES Dr. Hank Weddington, Dean Dr. Kim Matthews, Chair SCHOOL OF EDUCATION CERTIFICATE IN COMMUNITY COLLEGE ADMINISTRATION OFFERED IN ASHEVILLE
More informationA. The master of arts, educational studies program will allow students to do the following.
PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);
More informationGeneral Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education.
General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School. 1 Grade 1-9 Curriculum Guidelines 1 Preface In keeping with the 21st century and the global trends of educational reform,
More informationREGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)
215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work
More informationRAPID PROTOTYPING OF MOBILE LEARNING GAMES
RAPID PROTOTYPING OF MOBILE LEARNING GAMES Maija Federley 1, Timo Sorsa 2, Janne Paavilainen 3, Kimo Boissonnier 2 and Anu Seisto 1 1 Technical Research Centre of Finland VTT - P.O.Box 1000, FI-02044 VTT
More informationPolicy Implications / Policy Recommendations
Policy Implications / Policy Recommendations Policy implications / policy recommendations deriving from our research findings point, for the German case, to the following aspects, which can also be seen
More informationCandidates will demonstrate ethical attitudes and behaviors.
EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and
More informationMorris College Teacher Education Curriculum Changes Elementary Education
EDU 200 Introduction to Education (3) Introduction to Education provides an introduction to the nature of education and its place in our society. An overview of the historical background of systems of
More informationFACT SHEET. White Paper on Teacher Education The teacher the role and the education (Report to the Storting No. 11 (2008-2009)) Principal elements
FACT SHEET White Paper on Teacher Education The teacher the role and the education (Report to the Storting No. 11 (2008-2009)) Principal elements The Government is proposing a new teacher education programme
More informationSUBJECT-SPECIFIC CRITERIA
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in the field of mathematics (09 December 2011) The following specifications complement the ASIIN General
More informationThe nature of science in science curricula Methods and concepts of analysis
The nature of science in science curricula Methods and concepts of analysis Sílvia Ferreira Ana M. Morais Institute of Education of the University of Lisbon Revised personal version of the article published
More informationThis historical document is derived from a 1990 APA presidential task force (revised in 1997).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the
More informationFaculty of Social and Behavioral Sciences
Faculty of Social and Behavioral Sciences Chair: Basma Faour, Ed.D. Mission The Faculty of Social and Behavioral Sciences (SBS) provides culturally and contextually relevant educational curricula that
More informationStandards for Engineering, Technology, and the Applications of Science
Standards for Engineering, Technology, and the Applications of Science One of the most important messages of the Next Generation Science Standards for teachers, parents, and students is that science is
More informationNorth Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
More informationAUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional
More informationMaster of Science in Early Childhood Education Singapore, 2004 2005
Master of Science in Early Childhood Education Singapore, 2004 2005 Sponsored by Wheelock College s Center for International Education, Leadership, and Innovation and RTRC Asia in Singapore Background
More informationThe role of social and ethical studies of IT in the university curriculum
The role of social and ethical studies of IT in the university curriculum Philip Brey University of Twente p.a.e.brey@wmw.utwente.nl In this paper, I will assess the role of education regarding the social
More informationThe General Education Program at Sweet Briar College
The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences
More informationUsing modern information technology during preservice teacher education practicum period to make training possible in authentic environment
Using modern information technology during preservice teacher education practicum period to make training possible in authentic environment Merja Meriläinen Kokkola University Consortium Chydenius Peter
More informationDOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
More informationEnglish. Stage 6 Syllabus. English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English
English Stage 6 Syllabus English (Standard) English (Advanced) English as a Second Language (ESL) English (Extension) Fundamentals of English Original published version updated: Nov/Dec 1999 Board Bulletin/Official
More informationAdvances in Theory and Practice of Teacher Professional Development Research Program of ELAN Institute for Teacher Training and Professional
Advances in Theory and Practice of Teacher Professional Development Research Program of ELAN Institute for Teacher Training and Professional Development Summary of ELAN Research Program ELAN is the University
More informationCourse Guide Masters of Education Program (UOIT)
Course Guide Masters of Education Program (UOIT) Note: 1 course = 3 credits Students need 12 credits (4 courses) to obtain Graduate Diploma Students need 30 credits (10 courses) to obtain M.Ed. Or M.A
More informationUNIVERSITY OF BELGRADE FACULTY OF PHILOSOPHY. Part two: INFORMATION ON DEGREE PROGRAMS
Part two: INFORMATION ON DEGREE PROGRAMS Part two: Information on Degree Programs Philosophy Bachelor s Degree Philosophy Master s Degree Philosophy Doctoral Degree Sociology Bachelor s Degree Sociology
More informationSECTION 4: MASTER OF EDUCATION DEGREE
SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma
More informationThe Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The
More informationASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
More informationSPECIAL EDUCATION AND DISABILITY STUDIES
SPECIAL EDUCATION AND DISABILITY STUDIES GRADUATE Master's programs Master of Arts in Education and Human Development in the field of early childhood special education (http:// bulletin.gwu.edu/education-human-development/mastersprogram/education-human-development-early-childhoodspecial-education)
More informationExecutive Summary Principles and Standards for School Mathematics
Executive Summary Principles and Standards for School Mathematics Overview We live in a time of extraordinary and accelerating change. New knowledge, tools, and ways of doing and communicating mathematics
More informationDegree Level Expectations for Graduates Receiving the
Degree Level Expectations for Graduates Receiving the Degree of Bachelor of Education, B.Ed. Ontario Institute for Studies in Education (OISE) University of Toronto 1 Introduction Teacher education has
More informationJournals for Scholarship of Teaching and Learning in Higher Education
Journals for Scholarship of Teaching and Learning in Higher Education Accounting Advances in Accounting Education - refereed annual focusing on pedagogy of accounting. Issues in Accounting Education -
More informationGraduate School of Education Education & Special Education Programs
Graduate School of Education Education & Special Education Programs MISSION: The mission of the Master of Science in Education and Special Education Programs is to educate, train, and graduate individuals
More informationUSAID/Macedonia Secondary Education Activity, Monitoring and Evaluation Plan
USAID/Macedonia Secondary Education Activity, Monitoring and Evaluation Plan January 2004 Contract Number: GDG-A-00-03-00006-00 Task Order Number: 165-00-03-00105-00 EQUIP1: Secondary Education Activity
More informationBARBADOS. Caribbean Symposium on Inclusive Education. Kingston, Jamaica, 5 7 December 2007. UNESCO International Bureau of Education
BARBADOS Caribbean Symposium on Inclusive Education Kingston, Jamaica, 5 7 December 2007 UNESCO International Bureau of Education Barbados Country Report Ms. Jessica Browne, Senior Education Officer Ministry
More informationGraduate Program Goals Statements School of Social Work College of Education and Human Development
Graduate Program Goals Statements School of Social Work College of Education and Human Development December 12, 2014 Program Youth Development Leadership (MEd) Master of Social Work (MSW) Doctorate in
More informationA "stages and activities" Approach to 3Ps
A "s and activities" Approach to 3Ps by Craig Rusbolt The 3Ps of problem posing, problem solving and peer persuasion an elegantly simple model that portrays the overall flow of scientific research has
More informationCONTINUING EDUCATION OF TEACHERS: MONITORING RESULTS AND DIAGNOSTICS OF ITS MAIN TRENDS
CONTINUING EDUCATION OF TEACHERS: MONITORING RESULTS AND DIAGNOSTICS OF ITS MAIN TRENDS V.I. Klyushkin, A.S. Mishchenko The urgency of improving the diagnostics of continuing education of teachers is determined
More informationFrom High School Teaching to Designing Curriculum: Inspiring the Next Generation of Earth Scientists
From High School Teaching to Designing Curriculum: Inspiring the Next Generation of Earth Scientists Sara R. Walkup Science Curriculum Specialist The Learning Design Group at the Lawrence Hall of Science
More informationMONITORING THE TEACHERS ATTITUDE IN ADOPTING THE NEW INFORMATION TECHNOLOGIES
MONITORING THE TEACHERS ATTITUDE IN ADOPTING THE NEW INFORMATION TECHNOLOGIES Solza GRCEVA 1 Zoran ZDRAVEV 1 ABSTRACT The information society is sweeping the educators towards a future highly dependent
More informationPsychodrama in the Training of Practical Psychologists
Review of European Studies; Vol. 7, No. 5; 2015 ISSN 1918-7173 E-ISSN 1918-7181 Published by Canadian Center of Science and Education Psychodrama in the Training of Practical Psychologists Vera P. Zeleeva
More informationMasters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies
Masters Degree (MED) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest
More informationMasters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies
Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest
More informationCouncil on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets
More informationTOWARDS A COMPETENCE BASED CURRICULUM FOR STM TEACHERS: A COGNITIVE MODE
TOWARDS A COMPETENCE BASED CURRICULUM FOR STM TEACHERS: A COGNITIVE MODE Mihaela Singer, Ligia Sarivan Institute for Educational Sciences, Bucharest, Romania We review recent attempts to harmonize academic
More informationReading Instruction and Reading Achievement Among ELL Students
Research Into Practice READING Reading Instruction and Reading Achievement Among ELL Students Principles of ELL Reading Instruction Some very straightforward principles, directly supported by research,
More informationStandards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
More informationMasters Program in Educational Administration
Department of Educational Administration Masters Program in Educational Administration Degrees conferred. Beside participation in the activities of educational training at the bachelor level, graduate
More informationG u i d e l i n e s f o r K12 Global C l i m a t e Change Education
G u i d e l i n e s f o r K12 Global C l i m a t e Change Education Adapted by: by the National Wildlife Federation from the Environmental Education Guidelines for Excellence of the North American Association
More informationProfessor Shaaron Ainsworth (shaaron.ainsworth@nottingham.ac.uk)
The following PhD vacancies and research topics within the were compiled in November 2013 and were correct at the time of publication. For further guidance on pursuing a PhD in any of these areas, please
More informationNATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS
NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS September 2006 2 NATIONAL COMPETENCY- BASED TEACHER STANDARDS CONTENTS General Introduction to
More informationA Study of Family Engagement in Redwood City Community Schools
February 2013 A Study of Family Engagement in Redwood City Community Schools Lisa Westrich and Karen Strobel Since 2007, the Redwood City School District (RCSD) and Redwood City 2020 (RWC 2020) have partnered
More information