Science Education for Everyday Life: Evidence-based Practice by Glen S. Aikenhead

By Glen S. Aikenhead

This e-book offers a entire evaluation of humanistic ways to science?— techniques that attach scholars to broader human matters of their lifestyle and tradition. Glen Aikenhead, knowledgeable within the box of culturally delicate technology schooling, summarizes significant all over the world historic findings, makes a speciality of current considering, and provides proof in help of school room perform. This hugely obtainable textual content covers curriculum coverage, educating fabrics, instructor orientations and instructor schooling, scholar studying, tradition reports, and destiny study. that includes vital replacement perspectives at the educating of technology, this article: * Describes an method of educating technology (grades 6-12) that animates students?’ self-identities, encouraging their destiny contributions to society as savvy electorate and efficient staff. * Addresses the stress among educationally sound rules and the political realities of colleges. * offers evidence-based demanding situations to standard brooding about institution technological know-how, illuminating many effective instructions for destiny examine.

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P. 691). , personnel officers in physics-related industries and general educationalists). Häussler and Hoffmann did not initially group their stakeholders into these two categories but instead used a hierarchical cluster analysis statistic to tease out like-minded stakeholders. This analysis produced two coherent groups: Group 1 favored “scientific knowledge and methods as mental tools” and “passing on scientific knowledge to the next generation” significantly more than did Group 2, who favored “physics as a vehicle to promote practical competence” (p.

The process assumes that societal experts are better situated than academic scientists to decide what knowledge is worth knowing in today’s changing scientific and technological world. , 2000). ” These experts agreed that the public had cause to know basic scientific knowledge related to an event with which people were trying to cope and to know specific applications of that knowledge, but particularly to be able to critically evaluate cultural practices, personal habits, media information, and multiple sources of (conflicting) information (Law, 2002).

24 Science Education for Everyday Life 3 Curriculum Policy Policy research, in part, enhances our understanding of the values that underlie policy issues, including: Whose interests are being served? How did those practices emerge? and How are they sustained? Policy research also clarifies alternative policies, factors that influence a policy’s effectiveness, and “the implementation and consequences of policy in concrete settings” (Collins, 2004, p. 2). Science curriculum policy entails the development of a principle of action to be adopted by a stakeholder group (usually a government or school district) and directed toward any aspect of teaching and learning in school science (Collins, 2004).

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