This programme aims to give students the academic and practical skills they need to develop a critical understanding of the role of science education, research and communication in society. After almost nine months of analytical work, and fact-finding visits to Poland, the PSF Peer Review panel’s report and recommendations on the modernisation of the national science and higher education system – to make it more transparent, more competitive and better governed – were discussed at a special meeting hosted by the Polish Ministry for Science and Higher Education. The meeting was addressed by Jarosław Gowin, Polish Minister of Science and Higher Education, and Robert-Jan Smits, Director-General of the European Commission’s Directorate-General for Research and Innovation. The findings of the report, and its recommendations, were presented by the Chair of the PSF Peer Review Panel, Professor Georg Winckler, President of the Association of the ERSTE Foundation and former Rector of the University of Vienna, as well as the Peer Review panel’s rapporteur, Jaana Puukka, an expert on higher education and innovation policy.
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).
Educational Design & Effectiveness is about learning and instruction in formal and informal settings, and effectiveness in schools. The National Research Council (NRC) of the National Academy of Sciences managed the first of two steps in the creation of the Next Generation Science Standards by developing the A Framework for K-12 Science Education , which was released July 2011.
Compensation for U.S. mathematics and science teachers was nearly equivalent to that of teachers of other subjects in 2011. What Did We Learn This Time? (PDF). The Museums and Galleries Lifelong Learning Initiative (MGLI)2002-2003. London: Department for Education & Skills, 2004. Kuhn, D., Amsel, E., and ‘Loughlin, M. (1988). The development of scientific thinking skills. San Diego, CA: Academic Press.
These studies will provide you with an understanding of professional identity and leadership as well as professional experience through the completion of supervised placement in settings relevant to your teaching specialisation. Placement connects the theoretical components of the other themes with practical aspects of teaching and learning. The number of days of placement required for professional registration will depend upon your specialisation. You will also undertake research units to develop your understanding of research principles and methods and the skills and capacities to design and conduct research with some independence.