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Re-imagining science education : engaging students in science for Australia's future

Author: Russell Tytler; Australian Council for Educational Research.
Publisher: Camberwell, Vic. : ACER Press, 2007.
Series: Australian education review, no. 51.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Calls for major curriculum reform, arguing that the time has passed for tinkering around the edges of a science curriculum that belongs to the past.
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Document Type: Book
All Authors / Contributors: Russell Tytler; Australian Council for Educational Research.
ISBN: 9780864317254 0864317255
OCLC Number: 162141382
Description: viii, 77 pages ; 30 cm.
Contents: Section 1. Introduction --
Science responding to societal change --
The resilience of traditional school science --
So what has changed? --
The structure of this research review paper --
Section 2. The crisis in science --
Main aspects of the crisis in science education --
Student attitudes to science --
Student participation in post-compulsory science --
Who is teaching science? --
Concluding comments --
Section 3. Enriching science education --
Traditional school science --
Broadening the purposes of school science --
Scientific literacy as a focus for driving change in school science --
Curriculum emphases and questions of interest --
The nature of science --
The changing nature of science --
Introducing the voice of scientists --
Introducing contemporary science into the curriculum --
Science for future scientists --
The nature of science capabilities --
Science and the workplace --
Science education for the future citizen --
Concluding comments --
viii --
Section 4. Engaging the science learner --
Conceptual change approaches to teaching and learning --
Shortcomings of conceptual change approaches --
Sociocultural perspectives on learning --
Second generation cognitive science --
Representation and learning in science --
The aesthetic and the conceptual in learning --
Narrative cognition and learning --
Concluding comments Section 5. Framing the content of school science --
The place of conceptual knowledge --
Interest in science 7F 13 context and meaning --
Student interest and what is needed to support it --
Investigative science and scientific reasoning --
The varied methods of science --
Curriculum progression and rigor --
Inquiry curricula --
Socio-scientific investigations --
Planning for variety in investigative approaches --
Framing content around citizens' needs --
School and community initiatives --
Organisation-instigated school initiatives --
Assessing learning in science --
Concluding comments --
Section 6. Teacher-led reform --
Implications for teaching --
Initial teacher education --
A teacher education initiative --
Rethinking the science degree --
Supporting teacher learning --
Professional learning models to support significant change --
Pedagogy, curriculum resources and local control --
Concluding comments --
Section 7. Conclusions and implications --
Shaping the way forward --
Issues of freedom and control --
Supporting a re-imagined science education --
Framing the curriculum --
Pedagogy --
Assessment --
Resource provision --
Teacher learning --
Concluding comments --
List of 2006 ACER Research Conference papers --
References.
Series Title: Australian education review, no. 51.
Responsibility: Russell Tytler.

Abstract:

Calls for major curriculum reform, arguing that the time has passed for tinkering around the edges of a science curriculum that belongs to the past.  Read more...

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