The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities. The Science SIG hostedthe research strand of SCICON 2016, the bi-annual conference for science teachers in Lower Hutt, in July 2016. The collaboration with SCICON is intended to make the research-practice nexus more visible. The theme of the research strand, ‘Shaking up science education’ builds on the Conference Theme of ‘Earth shattering science’ and recognises the large number of individuals and groups involved in innovative research projects across New Zealand – from teaching inquiries undertaken by teachers in their own classrooms, to national initiatives seeking to inform science education and the Government’s goal of a more scientifically engaged public.
1990. Science for All Americans: A Project 2061 Report on Literacy Goals in Science, Mathematics, and Technology. New York: Oxford University Press. To make our vision for high-quality, inspiring science education a reality, we invest over £5 million each year in education research, professional development opportunities, and resources and activities for teachers and students.
One of the students featured in Science Fair is Kashfia Rahman, a soft-spoken girl at a sports-obsessed school in Brookings, South Dakota, who ends up winning first place in her category at the 2017 ISEF for her findings on the role of repeated acts of risky behaviors in blunting emotional and cognitive functions in adolescence—a project inspired by her surroundings in Brookings, where teen drug and alcohol abuse is common. Toward the beginning, Rahman is shown roaming her school’s campus and pointing to all the cabinets filled with frivolous trophies won by its less-than-impressive sports teams. A few scenes later, the filmmakers approach various groups of students hanging out in places like the cafeteria or the weight room—no one had ever heard of Rahman, even though she’d placed third in the ISEF the year before.
The preparation of an effective science teacher involves more than providing a student with up-to-date content and some generalized teaching skills. P. Glewwe and M. Kremer, Schools, Teachers, and Education Outcomes in Developing Countries, In The Handbook on the Economics of Education, Volume 2. Edited by E. A. Hanushek and F. Welch. (North‑Holland, 2006). A review of lessons emerging from randomized evaluations in education.
In 2011, the average base salary of middle and high school teachers was approximately $53,000 for mathematics teachers and $54,000 for science teachers. Professional development for science teachers is critical to meeting new curriculum standards. 1997. Secondary Science and Mathematics Teacher Preparation Programs: Influences on New Teachers and Their Students: Final Report of the Salish I Research Project (SALISH I). Iowa City: University of Iowa, Science Education Center.