Changes in Science Education

This course aims to explore the challenges and opportunities in science education. By the end of the course, learners will be able to understand the nature of science, the problems in teaching it, and its historical development. They will also examine the role of science education in democracy and public understanding. The course teaches skills such as critical thinking, data assessment, multiple interpretations, and modeling in science. The teaching method involves lectures, readings, discussions, and assessments. This course is intended for educators, policymakers, and anyone interested in science education and its impact on society.

• Introduction
• Learning outcomes
• 1 Course overview
• 1 Course overview
• 2 What is science?
• 2 What is science?
• 3 Problems of teaching the Nature of Science
• 3 Problems of teaching the Nature of Science
• 3.1 Introduction
• 3.1.1 (A) Science and certainty
• 3.1.2 (B) Observation and measurement
• 3.1.3 (C) Scientific methods and critical testing
• 3.1.4 (D) Cause and correlation
• 3.1.5 (E) Historical development of scientific knowledge
• 3.1.6 (F) Creativity
• 4 Who is science education for?
• 4 Who is science education for?
• 5 Education for democracy?
• 5 Education for democracy?
• 6 The public understanding of science
• 6 The public understanding of science
• 7 A way ahead? – Beyond 2000
• 7 A way ahead? – Beyond 2000
• 7.1 Introduction
• 7.2 Assessing the quality of data
• 7.3 Multiple interpretations in science
• 7.4 Modelling in science
• 7.4.1 Uses of models not made explicit
• 7.4.2 Assumptions within models
• 7.4.3 Modelling errors
• 8 What are the chances that scientific literacy will prevail?
• 8 What are the chances that scientific literacy will prevail?
• 9 Evidence of progress?
• 9 Evidence of progress?
• 10 ‘Science for all?’ A look at some contexts
• 11 Primary science
• 12 Science in secondary schools
• 13 Post-compulsory science education
• Conclusion
• References
• Acknowledgements