Educational Science And Technology

Science education is a highly dynamic field of applied and basic research and of research-based development. The Ministry of Education and Science ( Bulgarian : Министерство на образованието и науката, Ministerstvo na obrazovanieto i naukata) of Bulgaria is the ministry charged with regulating and promoting the educational and scientific work in the country. It was founded as the Ministry of Popular Enlightenment in 1879 and existed under this name until 1947, after which it changed its name numerous times. In 2009 the name changed from “Ministry of Education and Science” to “Ministry of Education, Youth and Science”. In 2013, this change was reversed.

WASHINGTON, D.C. – US2020, a nationwide network of more than 350 organizations to advance the STEM (Science, Technology, Engineering and Math) fields, chose the DC STEM Network as one of 15 finalists for the STEM Coalition Challenge. Ninety-two partner networks, working to advance STEM mentoring and learning to underrepresented students, competed. The finalists will compete for $1-million in resources to implement their innovative approaches to STEM teaching and learning.

Remember making your own crystal radio or a clock from a potato way back when? Science Toys has collected the best of these old-school science projects for the current generation. Students can make things ranging from a steamboat to a solar-powered marshmallow roaster. The projects are best for the middle or high school student, but younger students could also enjoy the projects with adult supervision.

The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as inclusion of the arts (S.T.E.A.M.) , science, technology, society and environment education is growing and being implemented more broadly in the late 20th century (Aikenhead, 1994). Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.

Science centers, in contrast, typically impose no such curriculum, and the learning pathways to be followed are normally determined by the learners themselves. Mapping learners’ achievements thus depends on recognizing the destinations that are reached along this pathway. It also depends on an understanding that the journey and the destinations are equally significant.