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Discussant: BENJAMIN M.
DEBISME
– Programme for International
Student Assessment
– Organization for Economic Co-
operation Development
– Trends in International Mathematics
and Science Study
OECD
TIMSS
PISA
Diversity in Research in Science
Education
Diversity in Research in Science Education
Science education research is not
conducted within one paradigm because
there are too many fundamental
differences about the nature of science
education.
Indeed, science education research
is not quite a research paradigm there is
too much disagreement at a fundamental
level.
Science education research is characterized by the issues it
addresses and these include:
Diversity in Research in Science Education
 Learning
 Teaching
 Educational Technology
 Curriculum
 Learning Environments
 Teacher Education
 Assessment and Evaluation
 Equity
 History and Philosophy of Science
Diversity in Research in Science Education
During the past 30 years, there has developed a great
diversity of types of research being conducted in science
education and there is a growing acceptance of these
different research genres, often borrowed from other
disciplines.
Olson, 2004 These studies have resulted
in a huge number of publications,
specifically international and
national reports, theses and
dissertations and edited books.
Few of these publications are
published in or conferences and
somehow these studies do not
have the necessary impact on the
science education community.
Diversity in Research in Science Education
Large-scale Assessment Programs
Small-scale Studies
Diversity in Research in Science Education
Research on the Status of
Science Teaching
NON-WESTERN COUNTRIES
Science teachers
have high status
but the
remuneration is
very poor.
WESTERN NATIONS
Status of science
teaching is declining.
Science teaching is no
longer a career of first
choice.
This scenario is a
problem because of the
ageing workforce of
science teachers and there
would be appear to be a
lack of well-qualified people
wishing to enter the science
teaching profession.
Research shows that the
results so far are mixed at best.
There is concerted action in
some countries to address this
problem by encouraging scientist
to teach after a very short period
of induction into profession.
There are problems with
replacing current teachers and
concerns about the viability of
subjects like physics in many
schools.
Research on the Impact of
Technology on Teaching
Linn (2003)
Research on the impact of
technology on teaching is of key
importance in terms of science texts
and lectures, science discussion and
collaboration, data collection and
representation, science visualization
and science simulation, and modeling.
Research on the Impact of Technology on Teaching
As the reviewed showed, there is an
increasing use of computers in schools but
more research is still needed to investigate
how students learn science with computers?
Similarly there is an increasing use of on-line
resources but how beneficial are these to
learning science and is it better to learn
science in a synchronous and asynchronous
manner with on-line resources? Similarly, there is
an increasing use of on-line resources but how
beneficial are these to learning science and is it
better to learn science in a synchronous and
asynchronous manner with on-line resources?
Research on the Impact of Technology on Teaching
Concerns about Scientific
Literacy
Hand, Prain and Yore (2001)
Science education reforms
in a number of countries promote
a standards-based definition of
scientific literacy for all people
such that they can understand
science and apply the big ideas
to realistic problems and issues
involving science, technology,
society and environment.
Yore, Bisanz and Hand (2003)
Researchers are examining
the specific roles of reading and
writing in science education.
PISA is aimed at reading,
scientific, and mathematics
literacy and the testing is in
terms of mastery skills deemed
essential for daily life.
The result from TIMSS and
PISA studies have provided a
very strong incentive for each
nation’s government to look at
the status of science education.
As indicated in the
Scientific American article, it is
not all obvious that revision of
science curricula in an attempt to
increase scores as measured by
TIMSS is an optimum way to
direct our energies in science
education.
In almost every nation,
there is a desire to ensure
that high levels of scientific
literacy among school-aged
youth and TIMSS data do
not necessarily provide this
evidence.
Research interest in Science Education
Most research in science
education is on the practice of
teaching and learning, together
with assessment, evaluation
and teacher education; there is
less on philosophical issues.
Research interest in Science Education
Children’s understanding and learning of scientific
phenomena (Miller, Leach and Osborne, 2000;
Wandersee, Mintze and Novak, 1994)
Conceptual change research ( Duit and
Treagust, 2003, Hewson, 1996)
Constructivist views of learning/teaching
(Fensham, Gunstone and White, 1994)
Nature of science (McCommas, 1998)
Perception studies – classroom environment,
attitude (Fraser, 1994)
Assessment/Evaluation (Tamir, 1998)
Scientific literacy (Yore, Bisanz and Hand, 2003)
Equity and gender issues in science
(Baker, 1998, Rennie, Parker and Fraser,
1996)
Science teacher education (Abell, 2000;
Anderson and Mitchener, 1994)
History and Philosophy of science
(Duschl, 1994)
Science Education Influencing Policy
and Practice
We must ask
ourselves what lasting
and significant influences
are we having in related
academic domains?
As a domain,
science
education research grows
by its own activities and also
by being open to outside
influences.
Influencing Policy and Practice
Certainly, they produced a lot of good
research in a range of high quality journals
that are recognized by the science education
international community.
One way that this research in science
education can have more influence is by
writing not only for ourselves, but also in
groups for other domain.
“A desired outcome is to influence the
political process in education by our
research, but my experience tells me
that this is rarely the case or at least
not in the short term. Indeed, to the
best of my knowledge most researchers
in science education do not write for
journals outside science education
involved with educational policy…”
THANK YOU
FOR
LISTENING!

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International Trends in Science Education Research

  • 2. – Programme for International Student Assessment – Organization for Economic Co- operation Development – Trends in International Mathematics and Science Study OECD TIMSS PISA
  • 3. Diversity in Research in Science Education
  • 4. Diversity in Research in Science Education Science education research is not conducted within one paradigm because there are too many fundamental differences about the nature of science education. Indeed, science education research is not quite a research paradigm there is too much disagreement at a fundamental level.
  • 5. Science education research is characterized by the issues it addresses and these include: Diversity in Research in Science Education  Learning  Teaching  Educational Technology  Curriculum  Learning Environments  Teacher Education  Assessment and Evaluation  Equity  History and Philosophy of Science
  • 6. Diversity in Research in Science Education During the past 30 years, there has developed a great diversity of types of research being conducted in science education and there is a growing acceptance of these different research genres, often borrowed from other disciplines.
  • 7. Olson, 2004 These studies have resulted in a huge number of publications, specifically international and national reports, theses and dissertations and edited books. Few of these publications are published in or conferences and somehow these studies do not have the necessary impact on the science education community. Diversity in Research in Science Education
  • 8. Large-scale Assessment Programs Small-scale Studies Diversity in Research in Science Education
  • 9. Research on the Status of Science Teaching
  • 10. NON-WESTERN COUNTRIES Science teachers have high status but the remuneration is very poor.
  • 11. WESTERN NATIONS Status of science teaching is declining. Science teaching is no longer a career of first choice.
  • 12. This scenario is a problem because of the ageing workforce of science teachers and there would be appear to be a lack of well-qualified people wishing to enter the science teaching profession. Research shows that the results so far are mixed at best.
  • 13. There is concerted action in some countries to address this problem by encouraging scientist to teach after a very short period of induction into profession. There are problems with replacing current teachers and concerns about the viability of subjects like physics in many schools.
  • 14. Research on the Impact of Technology on Teaching
  • 15. Linn (2003) Research on the impact of technology on teaching is of key importance in terms of science texts and lectures, science discussion and collaboration, data collection and representation, science visualization and science simulation, and modeling. Research on the Impact of Technology on Teaching
  • 16. As the reviewed showed, there is an increasing use of computers in schools but more research is still needed to investigate how students learn science with computers? Similarly there is an increasing use of on-line resources but how beneficial are these to learning science and is it better to learn science in a synchronous and asynchronous manner with on-line resources? Similarly, there is an increasing use of on-line resources but how beneficial are these to learning science and is it better to learn science in a synchronous and asynchronous manner with on-line resources? Research on the Impact of Technology on Teaching
  • 18. Hand, Prain and Yore (2001) Science education reforms in a number of countries promote a standards-based definition of scientific literacy for all people such that they can understand science and apply the big ideas to realistic problems and issues involving science, technology, society and environment.
  • 19. Yore, Bisanz and Hand (2003) Researchers are examining the specific roles of reading and writing in science education.
  • 20. PISA is aimed at reading, scientific, and mathematics literacy and the testing is in terms of mastery skills deemed essential for daily life. The result from TIMSS and PISA studies have provided a very strong incentive for each nation’s government to look at the status of science education.
  • 21. As indicated in the Scientific American article, it is not all obvious that revision of science curricula in an attempt to increase scores as measured by TIMSS is an optimum way to direct our energies in science education.
  • 22. In almost every nation, there is a desire to ensure that high levels of scientific literacy among school-aged youth and TIMSS data do not necessarily provide this evidence.
  • 23. Research interest in Science Education
  • 24. Most research in science education is on the practice of teaching and learning, together with assessment, evaluation and teacher education; there is less on philosophical issues. Research interest in Science Education
  • 25. Children’s understanding and learning of scientific phenomena (Miller, Leach and Osborne, 2000; Wandersee, Mintze and Novak, 1994) Conceptual change research ( Duit and Treagust, 2003, Hewson, 1996) Constructivist views of learning/teaching (Fensham, Gunstone and White, 1994) Nature of science (McCommas, 1998)
  • 26. Perception studies – classroom environment, attitude (Fraser, 1994) Assessment/Evaluation (Tamir, 1998) Scientific literacy (Yore, Bisanz and Hand, 2003) Equity and gender issues in science (Baker, 1998, Rennie, Parker and Fraser, 1996)
  • 27. Science teacher education (Abell, 2000; Anderson and Mitchener, 1994) History and Philosophy of science (Duschl, 1994)
  • 28. Science Education Influencing Policy and Practice
  • 29. We must ask ourselves what lasting and significant influences are we having in related academic domains? As a domain, science education research grows by its own activities and also by being open to outside influences.
  • 30. Influencing Policy and Practice Certainly, they produced a lot of good research in a range of high quality journals that are recognized by the science education international community. One way that this research in science education can have more influence is by writing not only for ourselves, but also in groups for other domain.
  • 31. “A desired outcome is to influence the political process in education by our research, but my experience tells me that this is rarely the case or at least not in the short term. Indeed, to the best of my knowledge most researchers in science education do not write for journals outside science education involved with educational policy…”