About this journal. In each case, you might also turn your skills to broader science education contexts such as science communication, museums and publishing. If you already have an MSc in Science or Mathematics, you are eligible for admission to the one-year Educational Master’s programme Leraar voorbereidend hoger onderwijs (in Dutch), which also leads to a teaching certificate.
Although we have teased apart aspects of understanding and learning to do science as four interrelated strands, we do not separate these as separate learning objectives in our treatment of the pedagogical literature. Indeed, there is evidence that while the strands can be assessed separately, students use them in concert when engaging in scientific tasks (Gotwals and Songer, 2006). Therefore, we contend that to help children develop conceptual understanding of natural systems in any deep way requires engaging them in scientific practices that incorporate all four strands to help them to build and apply conceptual models, as well as to understand science as a disciplinary way of knowing.
E. 1984. “Research in Science Education: The Cognitive Psychology Perspective.” In Research within Reach: Science Education, ed. David Holdzkom and Pamela B. Lutz. Charleston, WV: Appalachia Educational Laboratory, Research and Development Interpretation Service. Kuhn, D., Garcia-Mila, M. Zohar, A., and Andersen, C. (1995). Strategies of knowledge acquisition. (Monographs of the Society for Research in Child Development, serial no. 245, vol. 60, no. 4). Chicago: Child Development Publications, University of Chicago Press.
In 2009, 97% of K-12 public school teachers reported that they had one or more computers in their classroom, and 69% said that they or their students often or sometimes used computers during class time. The Ministry of Education and Science of Ukraine (Ukrainian: ÐœÑ–Ð½Ñ–ÑÑ‚ÐµÑ€ÑÑ‚Ð²Ð¾ Ð¾ÑÐ²Ñ–Ñ‚Ð¸ Ñ– Ð½Ð°ÑƒÐºÐ¸ Ð£ÐºÑ€Ð°Ñ—Ð½Ð¸) is the main body in the system of central bodies of the executive power.
Understanding science is multifaceted. Research has often treated aspects of scientific proficiency as discrete. However, current research indicates that proficiency in one aspect of science is closely related to proficiency in others (e.g., analytic reasoning skills are greater when one is reasoning about familiar domains). Like strands of a rope, the strands of scientific proficiency are intertwined. However, for purposes of being clear about learning and learning outcomes, the committee discusses these four strands separately (see Box 2-1 for a summary).