The Ministry of Education and Science of Ukraine (Ukrainian: Міністерство освіти і науки України) is the main body in the system of central bodies of the executive power. BWF has increased its commitment to science education by creating the North Carolina Science, Mathematics, and Technology Education (SMT) Center in 2004. This non-profit organization serves as a catalyst and facilitator to create an integrated plan to systematically improve the performance of North Carolina secondary school students in SMT education.
E. 1998. Translating and Using Research for Improving Teacher Education in Science and Mathematics (SALISH II). Iowa City: University of Iowa, Science Education Center. Taking statements of goals seriously is another trend. Goals can and should provide the framework for the curriculum, indicate the instruction selected, and provide form and structure for evaluating successes and failures. Each of these critical factors provides a basis for doing science in education.
In science, words often are given very specific meanings that are different from and often more restrictive than their everyday usage. A few such cases are important to discuss before we proceed further in this report. It is also important for teachers to be aware of the confusion that can arise from these multiple usages of familiar words, clarifying the specific scientific usage when needed.
Journal of Strategies for Policy in Science and Education 15 Strategies for Policy in Science and Education, listed in EBSCOhost Research Databases; referenced in European Reference Index for the Humanities, ERIH PLUS, Sociological Abstracts, Social Services Abstracts; Worldwide Political Science Abstracts; Pais International and Linguistic and Language Behavior Abstracts.
Evidence for links between Strands 3 and 4 and the other two strands is less robust, but emerging findings are compelling. Motivation, which is an element of Strand 4, clearly plays an important role in learning (see Chapter 7 ). Furthermore, instruction that makes the norms for participating in science explicit supports students’ ability to critique evidence and coordinate theory and evidence (Herrenkohl and Guerra, 1998; for further discussion, see Chapters 7 and 9 ).