This programme aims to give students the academic and practical skills they need to develop a critical understanding of the role of science education, research and communication in society. Science and technology are an integral part of modern life, and as such, it is argued that educational activities and the mass media should contribute to increasing public interest and knowledge about the subjects. Some key issues and recent trends in the development of science and technology are discussed, with particular reference to interdisciplinary education in both primary and secondary schools.
These studies develop the knowledge and skills you will need to become a skilled and effective educator who is able to draw on an ever-growing and flexible repertoire of strategies to suit particular children, educational contexts and learning outcomes. You will learn how to design, plan and implement engaging, innovative and productive learning experiences in order to meet diverse learners’ needs.
The Weizmann Institute of Science places major emphasis on advancing science education in schools and in the public. This agenda is advanced by the Davidson Institute of Science Education, the educational arm of the Weizmann Institute, leading the way in Israel by cultivating and nourishing a science-literate society. Additionally, the Weizmann Institute and the Davidson Institute train thousands of science and math teachers, run internationally competitive summer science camps and tournaments, and offer a wide array of programming for student and the public including the internationally known Clore Garden of Science.
Although there is much that is not understood about the relationships between development and learning, the evidence is clear that a student’s instructional history plays a critical role in her scientific knowledge, scientific reasoning, and readiness to do and learn more science. Components of the cognitive system (e.g., processing speed and capacity, strategies and heuristics, metacognition) certainly are factors that contribute to a student’s learning history, but so do other mechanisms that are manipulable by educators and constitute the design toolsâ€ that a teacher can deploy to most directly affect science learning.
Although inquiry and the scientific method are integral to science education and practice, every decision we make is based on these processes. Natural human curiosity and necessity lead to asking questions (What is the problem?), constructing a hypothesis (How do I solve it?), testing it with evidence and evaluating the result (Did the solution work?), and making future decisions based on that result.