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Our faculty members are leading physicians and researchers who are passionate teachers, committed to mentoring and guiding students through every step of their training. 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.

Through a mixed mode approach of online and face-to-face teaching and learning, participants learn to write critical reviews of academic and professional articles in science education as well as developing theoretical frameworks from which to analyse their own practice. The module is suitable for participants involved in science teaching in primary, secondary or tertiary education and for science educators in other fields such as museum education.

Education was not common in Ancient Egypt; only few attended schools. Most people’s lives were so basic that what little knowledge was necessary could be passed on from the older to the younger in the local communities. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison: University of Wisconsin Press.

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 science”? and Why teach it”? 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 it—practitioners, philosophers, historians, educators—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.

digIT is a series of summer schools that target Year 9 and 10 students from groups that are under-represented in STEM and engage them in digital technologies and related careers. Delivered by the Australian Mathematics Trust, digIT gives students the chance to attend a digital technology-based summer school, accompanied by five months of mentoring and a follow-up residential school.