The Future Of Science Education (Science Storms)

AAAS programs conduct educational research and development, provide resources for the classroom and other science learning settings and offer professional development for teachers. On behalf of School of Postgraduate Studies, Universitas Pendidikan Indonesia (UPI), we warmly invite you to participate in mathematics and science education conference that will be held on May 5th, 2018 in Bandung – Indonesia. Since participants may come from different countries with variety of backgrounds, the conference is an excellent forum for participants to exchange research findings and ideas on mathematics and science education and to build networks for further collaborations.

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.

The science pedagogics modules in your degree have been designed in close collaboration with the National Council for Curriculum and Assessment (who designed the new specifications) and the Junior Cycle for Teachers (who are tasked with associated professional development for teachers). In addition, the course director was a member of the development group that designed the junior cycle specification. This ensures that graduates are thoroughly prepared for the totality of science education in Irish schools which is well aligned with international best-practice.

The overall objective of the Peer Review of the Polish Higher Education and Science System was to provide recommendations on the future development of Poland’s science and higher education policy in support of innovation. The specific focus areas of the Peer Review were the following: (1) Structural changes in the science and higher education; (2) Links between the higher education sector and the other actors of the innovation system; and (3) Internationalisation of the science and higher education sector – trends, key areas for improvement.

Although the goals for high school science are the same in most countries, the traditional discipline-based courses (biology, chemistry, and physics) in the United States are typical yearlong courses for grades ten, eleven, and twelve. Most other countries organize the secondary curriculum to respect discipline divisions, but spread the courses over a five-or six-year sequence. They do not delay physics and chemistry to grade eleven or twelve or place biology solely in grade ten.