About this journal. In their introduction, Bodard and Romanello stress our collective responsibility as scholars of the classics to communicate to the wider public the importance of the outcomes of our work. In their view, classicists need to engage students in new and stimulating ways that keep pace with the rapid development of technologies offered by the world outside academia, urging that we must find ways of applying their techniques, even if seemingly distant from our subject, to resolve questions and problems that are still unanswered and unsolved. The book is divided into three main sections: 1) Teaching, 2) Knowledge Exchange, and 3) Public Engagement, each reflecting the editors’ overarching theme of the need for open access to digital resources.
The classic scientific method as taught for many years provides only a very general approximation of the actual working of scientists. The process of theory development and testing is iterative, uses both deductive and inductive logic, and incorporates many tools besides direct experiment. Modeling (both mechanical models and computer simulations) and scenario building (including thought experiments) play an important role in the development of scientific knowledge. The ability to examine one’s own knowledge and conceptual frameworks, to evaluate them in relation to new information or competing alternative frameworks, and to alter them by a deliberate and conscious effort are key scientific practices.
In each case, you might also turn your skills to broader science education contexts such as science communication, museums and publishing. If you already have an MSc in Science or Mathematics, you are eligible for admission to the one-year Educational Master’s programme Leraar voorbereidend hoger onderwijs (in Dutch), which also leads to a teaching certificate.
With a Bachelor’s degree in education science you learn to work and think in a multidisciplinary way. This enables you to act professionally in the field between people, organisations and society. You acquire a broad understanding of the entire field of education and are able to analyse the roles played by learning, education and pedagogics in schools, businesses and political institutions. You also gain an insight into how the knowledge society functions, and how best to manage an organisation and supervise the people it employs.
In science education, there has been a frequent assumption that development is a kind of inevitable unfolding and that one must simply wait until a child is cognitively readyâ€ for more abstract or theory-based forms of content. In other words, through maturation with age, children will achieve certain cognitive milestones naturally, with little direct intervention from adults. Many science educators and policy makers have assumed that the power and limitations of children’s scientific reasoning at different grade levels could be derived from the stages delineated in the cognitive developmental literature. In this view, developmentally appropriateâ€ education would thus require keeping instruction within these bounds.