Our faculty members are leading physicians and researchers who are passionate teachers, committed to mentoring and guiding students through every step of their training. A process of argumentation and analysis that relates data and theory is another essential feature of science. This includes evaluation of data quality, modeling, and development of new testable questions from the theory, as well as modifying theories as data dictates the need. Finally, scientists need to be able to examine, review, and evaluate their own knowledge. Holding some parts of a conceptual framework as more or less established and being aware of the ways in which that knowledge may be incomplete are critical scientific practices.
Scientific Research Publishing is an academic publisher with more than 200 open access journal in the areas of science, technology and medicine. It also publishes academic books and conference proceedings. Support our mission to promote excellence in science teaching and learning by becoming a member. S. Alsop, L. Bencze, and E. Pedretti, Eds. Analysing Exemplary Science Teaching (Open University Press, 2005).
U.S. schools in recent years have been swept up in a widespread push to enhance STEM education, and never has the importance of scientific discoveries to everyday people been clearer than it is today Yet despite polls indicating that most Americans buy into STEM’s societal benefits, few Americans are confident about the quality of STEM education in the country’s K-12 schools, with 75 percent of respondents in a 2015 Pew survey of scientists attributing the public’s limited knowledge about science to schools’ underinvestment in such education. But even when educational opportunities exist, many children shun them because they don’t think they’re smart enough In particular, some studies have suggested that demographic stereotypes—the belief, particularly in affluent communities, that STEM-related jobs aren’t for women, for example, or the message perpetuated among low-income students of color that caring about academics isn’t masculine—discourage kids from pursuing those fields.
Carey, 1985; Chi, Feltovich, and Glaser, 1981; Goswami and Brown, 1989; see also the discussion in Chapter 5 ). Not surprisingly, both children’s and adults’ scientific reasoning tends to be strongest in domains in which their knowledge is strongest. Therefore, if the goal is to advance the leading edge of children’s scientific reasoning, their instruction needs to be grounded in contexts that also build on their relatively robust understanding of content. There is also mounting evidence that knowledge of scientific explanations of the natural world is advanced through generating and evaluating scientific evidence. For example, instruction designed to engage students in model-based reasoning advances their conceptual understanding of natural phenomena (see, for example, Brown and Clement, 1989; Lehrer et al., 2001; Stewart, Cartier, and Passmore, 2005; White, 1993; Wiser and Amin, 2001; see also the discussions in Chapter 4 and Chapter 9 ).
This website is an extension of the Exploratorium in San Francisco, which provides hands-on experiences that teach children scientific concepts. The website brings some of these activities to students via their computers. Biology, physiology, earth science, engineering, and astronomy are some of the areas of focus. The Master of Science (MSc) programme in Educational Science and Technology is for anyone fascinated by education and training, yet not intending to become a teacher.