Egitim ve Bilim-Education and Science (EGIT BILIM) Journal Impact, Impact Factor, IF, number of article, detailed information and journal factor. A major problem that has befallen science education in Australia over the last decade is a falling interest in science. Fewer year 10 students are choosing to study science for year 11, which is problematic as these are the years where students form attitudes to pursue science careers. 30 This issue is not unique in Australia, but is happening in countries all over the world.
Traditionally the high school curriculum has consisted of physics in grade twelve, chemistry in grade eleven, and biology in grade ten. Often schools have moved to second-level courses in each of these three disciplines; at times these advanced courses are titled Advanced Placement and can be counted toward college degrees if scores on national tests are high enough to satisfy colleges. This focus on school science as preparation for college has been a hindrance to the casting of science courses as ways to promote science and technology literacy.
Score differences between students eligible for free or reduced-price lunch and those who were not persisted within racial or ethnic groups. For example, the gaps between eligible and non-eligible students in grade 4 mathematics were 18 points among white students, 17 points among Hispanic students, and 16 points among black students. Similar gaps held among eighth and twelfth grade students and across all grade levels in science.
The prestigious Bessie Lawrence International Summer Science Institute (ISSI) program brings together outstanding high school graduates from all over the world for a month of hands-on learning, research projects in Weizmann Institute labs, and travel across Israel. The Shalhevet Freyer Physics Tournament is a highly competitive safe-cracking competition in which students compete in their home countries; winners attend the finals of the annual event at the Weizmann Institute campus. And Math-by-Mail and Science-by-Mail programs offer online enrichment.
These strands illustrate the importance of moving beyond a simple dichotomy of instruction in terms of science as content or science as process. That is, teaching content alone is not likely to lead to proficiency in science, nor is engaging in inquiry experiences devoid of meaningful science content. Rather, students across grades K-8 are more likely to advance in their understanding of science when classrooms provide learning opportunities that attend to all four strands.