College of Education and Behavioral Sciences at the University of Northern Colorado provides excellence in teacher education, counseling, technology and psychology, at the undergraduate and graduate level. In 2010, the National Academies released Surrounded by Science: Learning Science in Informal Environments, 55 based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits. 56 Surrounded by Science is a resource book that shows how current research on learning science across informal science settings can guide the thinking, the work, and the discussions among informal science practitioners. This book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.
Journal of Strategies for Policy in Science and Education 15 Strategies for Policy in Science and Education, listed in EBSCOhost Research Databases; referenced in European Reference Index for the Humanities, ERIH PLUS, Sociological Abstracts, Social Services Abstracts; Worldwide Political Science Abstracts; Pais International and Linguistic and Language Behavior Abstracts.
Graduates of this programme are currently working across a broad range of areas: teachers and lecturers in all phases of formal education, primary, secondary and tertiary; researchers; policymakers; the informal education sector such as museums, field study centres and science centres. Understanding science requires that an individual integrate a complex structure of many types of knowledge, including the ideas of science, relationships between ideas, reasons for these relationships, ways to use the ideas to explain and predict other natural phenomena, and ways to apply them to many events.
Early in the 1800s science teachers typically had no formal preparation; often they were laypersons teaching such courses as navigation, surveying, and agriculture in the first high schools. By 1870, with the emergence of the first teacher training colleges, some science teachers completed formal study of science in colleges. Qualifications for specific teaching, however, varied considerably across the United States.
Since 2013 we’ve invested Â£45 million in science-related professional development at the National STEM Learning CentreÂ We also regularly invest in research into continuing professional development and its impact on teachers, schools and young people. In 2011, 79% of public high school students graduated on time with a regular diploma; by 2015, the figure had climbed to 83%.