The Science Education MA aims to reflect contemporary theory in all aspects of practice in science education: international, formal and informal. Effective programs should include advances in computer technology, educational psychology, philosophy, sociology, and history of science. You can also pursue a career in a wide range of professions that draw on your studies in science and in education, perhaps developing engaging programs for children visiting science centres or museums, or developing and publishing resources that engage the community with science. The options are broad and the choice is yours.
Before one can discuss the teaching and learning of science, consensus is needed about what science is and why it should occupy a place in the K-8 curriculum. One must ask: What is scienceâ€? and Why teach itâ€? A consensus answer to these fundamental questions is not easily attained, because science is characterized in different ways not only by different categories of people interested in itâ€”practitioners, philosophers, historians, educatorsâ€”but also by people within each of these broad categories. In this chapter, we describe some different characterizations of science and consider implications for what is taught in science classrooms. Although the characterizations share many common features, they vary in the emphasis and priority they place on different aspects of scientific activity, with potential consequences for what is emphasized in science classrooms. We then describe the goals of science education associated with each perspective.
Collaboration between the communities of scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, science and mathematics educators, and school and college teachers. My course at UL prepared me superbly for my career as a teacher – it allowed me to study both Education and Science concurrently so that on graduating, I was fully qualified and ready for the workplace without the need to do a postgraduate course.
The IISERs represent a unique initiative in India where teaching and education are totally integrated with state-of-the-art research nurturing both curiosity and creativity in an intellectually vibrant atmosphere of research. Each IISER is an autonomous institution awarding its own Masters and Doctoral degrees. See the IISER System website for more details on all IISERs.
Among ninth graders who entered high school in 2009 and completed high school in 2013, the vast majority (89%) completed algebra 2 or higher in mathematics, and nearly all (98%) completed biology in science. Dierking, Lynn D. & John H. Falk. “Family Behavior and Learning in Informal Science Settings: a Review of the Research.” Science Education, 78(1994): 57-72.