AAAS programs conduct educational research and development, provide resources for the classroom and other science learning settings and offer professional development for teachers. There is strength in the diversity of institutions and faculty involved with science teacher education. With a Bachelor’s degree in history, you are eligible for admission to a range of different Master’s degree programmes. For example, the Master’s degree programme in education science, which can give you career opportunities in areas such as competence development in organisations and companies, staff development and educational counselling.
Together with Dr. Jamie Shuda, Steve Farber created a Science Outreach Program, Project BioEYES, that incorporates life science and laboratory education using zebrafish. The outreach program has two main components: educating teachers through hands-on training and tours of our zebrafish facility, and bringing the zebrafish to K-12th grade classrooms for hands-on experiments. The program teaches students about science literacy, genetics, the experimental process, and the cardiovascular system through the use of live zebrafish.
The Principals as STEM Leaders research project will develop and pilot new approaches to support principals to provide high quality STEM leadership in schools. Delivered by the University of Tasmania, Principals as STEM Leaders will involve around 200 primary and secondary schools in the government and non-government sectors, covering rural, regional, remote and metropolitan areas. A suite of high quality professional learning and mentoring resources developed through the project will be made available for all Australian schools to use at the end of the project, alongside a research report detailing key findings.
Yet, although they are nearly synonymous, scientific inquiry in schools is not always explicitly tied to problem-solving and critical thinking. The process students learn when creating, executing, evaluating and communicating the results of an experiment can be applied to any challenge they face in school, from proving a point in a persuasive essay to developing a photo in the darkroom. In this way, science is one of the most important subjects students study, because it gives them the critical thinking skills they need in every subject.
By the end of World War II, the place of science in school programs had attained universal acceptance. Teacher education programs were standardized to include science methods courses and student teaching after a year of introduction to education and educational psychology courses. School programs were to provide functional science experiences, that is, skills and knowledge that students could use. Faculty at preparatory institutions became the chief proponents for a useful science program for students.