AAAS programs conduct educational research and development, provide resources for the classroom and other science learning settings and offer professional development for teachers. Effective programs involve master teachers, school and community leaders, and faculty members. Study in acclaimed research institutes including the Australian Institute for Nanoscale Science and Technology and the Charles Perkins Centre. Read the latest research relevant to STEM: education in science, technology, engineering and mathematics. Science, Technology, Engineering and Math: Education for Global Leadership Archived Information “Science is more than a school subject, or the periodic table, or the properties of waves.
About us The Ukrainian State Center for International Education was established by the Ministry of Education and Science of Ukraine in 2003 to promote education opportunities in Ukraine for foreign citizens. This five-year combined degree gives you a professional qualification to teach science in secondary schools. Fay, A., and Klahr, D. (1996). Knowing about guessing and guessing about knowing: Preschoolers’ understanding of indeterminacy. Child Development, 67, 689-716.
The Department for Education is responsible for children’s services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England. International Journal of Science Education -Research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities.
Project 2061 is AAAS’s ongoing effort to improve science literacy in America through research and development focused on K-12 curriculum, assessment, and instruction. Project 2061 staff use their expertise as teachers, researchers, and scientists to help make literacy in science, mathematics and technology a reality for all students. Klahr, D., Fay, A.L., and Dunbar, K. (1993). Heuristics for scientific experimentation: A developmental study. Cognitive Psychology, 25(1), 111-146.
A second major problem with assuming children’s learning will unfold without support is that what children are capable of doing without instruction may lag considerably behind what they are capable of doing with effective instruction. Further clouding the picture is that research on cognitive development may not be helpful in illuminating how instruction can advance children’s knowledge and skill. Often, studies in developmental psychology do not have an instructional component and therefore may be more informative about starting points than about children’s potential for developing scientific proficiency under effective instructional conditions.