Abstract
A number of major national and international reports highlight the decrease in enrolments in science courses at the upper levels of formal schooling. A number of factors have been identified, including the ‘complexities’ of scientific knowledge. This paper explores the elements of science education and scientific thinking, and how they permeate every day life and impacts on broader education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Alagumalai, S. (2012). Ramanujan’s Insights: Implications for Mathematics Education. National Year of Mathematics: Special Issue. Experiments in Education Journal, Dec 2012, Issue #4. ISSN: 0970-7409.
Angell, C., Guttersrud, O, Henriksen, E.K. (2004). Physics: frightful, but fun. [Online] Available: http://www3.interscience.wiley.com/cgi-bin/fulltext/108567590/PDFSTART [2006, October 10]
Ben, F. (2010). Students’ uptake of physics: a study of South Australian and Filipino physics students. Unpublished PhD Thesis. Australia. The University of Adelaide.
Carin, A.A., Bass, J.E. & Contant, T.L. (2005). Teaching Science as Inquiry. Upper Saddle River: NJ. Prentice Hall.
Dawson, C. (2000). Upper primary boys’ and girls’ interest in science: have they changed since 1980? International Journal of Science Education, 22(6), 557–570.
Dekkers, J. & de Laeter, J. (2001). Enrolment trends in school science education in Australia. International Journal of Science Education, 23(5), pp. 487–500.
Duit, R. & Treagust, D.F. (1998). Learning in Science. In B.J. Fraser and K.G. Tobin (Eds.), International Handbook of Science Education. (pp. 3–25). Dordrecht: Kluwer Academic.
Gonzales, P., Guzmán, J.C., Partelow, L., Pahlke, E., Jocelyn, L., Kastberg, D. & Williams, T. (2004). Highlights From the Trends in International Mathematics and Science Study (TIMSS) 2003(NCES 2005–005). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, University of Auckland.
Hiebert, J., Gallimore, R., Garnier, H., Givvin, K.B., Hollingsworth, H., Jacobs, J., Chui, A., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P. & Stigler, J. (2003). Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 video study. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Hurd, P.D. (2000). Science education for the 21st century. School Science and Mathematics, 100(6), 282–288.
Ingersoll, R.M. (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28(2), 26–37.
Keeves, J.P. & Alagumalai, S.(1998) Advances in Measurement in Science Education. In B.J. Fraser and K.G. Tobin (Eds), International Handbook of Science Education (pp. 1229–1245). Dordrecht: Kluwer Academic.
Kolsto, S.D. (2001). Scientific literacy for citizenship: tools for dealing with science dimension of controversial socioscientific issues. Science Education, 85, 291–310.
Labudde, P., Herzog, W., Neuenschwander, M.P., Violi, E. & Gerber, C. (2000). Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11. International Journal of Science Education, 22(2), 143–157.
Lokan, J., Greenwood, L. & Cresswell, J. (2001). The PISA 2000 survey of students’ reading, mathematical and scientific literacy skills: How literate are Australia’s students? [Online] Available: http://www.acer.edu.au [2006, October 27].
Marx, R.W., Freeman, J.G., Krajcik J.S. & Blumenfeld, P.C. (1998). Professional Development of Science Teachers. In B.J. Fraser and K.G. Tobin (Eds.), International Handbook of Science Education (pp. 667-680). Dordrecht: Kluwer Academic.
Metz, K. (1998). Scientific Inquiry Within Reach of Young Children. In B.J. Fraser and K.G. Tobin (Eds.), International Handbook of Science Education (pp. 81-93). Dordrecht: Kluwer Academic.
OECD (2004). Learning for tomorrow’s world: First results from PISA 2003. Programme for International Student Assessment. [Online] Available: http://www.oecd.org [2006, October 26]
Osborne, J. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079.
Parker, L.H. & Rennie, L.J. (2002). Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms. International Journal of Science Education, 24(9), 881–897.
Roger, A. & Duffield, J. (2000). Factors underlying persistent gendered option choices in school science and technology in Scotland. Gender and Education, 12(3), 367–383.
Richter, B. (1995). The role of science in our society. Physics Today, 48(9), 43–46.
Salta, K. & Tzougraki, C. (2004). Attitudes toward chemistry among 11th Grade students in high schools in Greece. Science Education, 88, 535–547.
Schibeci, R.A. (1988). Adult scientific and technological literacy. Research in Science Education, 18, 244–250.
Sjoberg, S. & Schreiner, C. (2005). How do learners in different cultures relate to science and technology? Asia-Pacific Forum on Science Learning and Teaching, 6(2), Foreword.
Skamp, K. (Ed.). (2001). Teaching Primary Science Constructively (1st ed.). Victoria: Thomson.
Stokking, K.M. (2000). Predicting the choice of physics in secondary education. International Journal of Science Education, 22(12), 1261–1283.
Stoltenberg, C.D., Pace, T.M., Kashubeck-West, S., Biever, J.L., Patterson, T. & Welch, I.D. (2000). Training models in counseling psychology: Scientist-practitioner versus practitioner-scholar. The Counseling Psychologist, 28(5), 622–640.
Udo, M.K., Ramsey, G.P., Reynolds-Alpert, S., & Mallow, J.V. (2001). Does physics teaching affect gender-based science anxiety? Journal of Science Education and Technology, 10(3), 237–247.
Warrington, M. & Younger, M. (2000). The other side of the gender gap. Gender and Education, 12(4), 493–508.
Wenning, C.J. (2004). Repairing the Illinois high school teacher pipeline: Recruitment, preparation and retention of high school physics teachers ~ The Illinois model. Journal of Physics Teacher Education Online, 2(2), 24–32.
Yore, L.D. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689–725.
Zohar, A. & Bronshtein, B. (2005). Physics teachers’ knowledge and beliefs regarding girls’ low participation rates in advanced physics classes. International Journal of Science Education, 27(1), 61–77.
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Ben, F., Alagumalai, S. (2013). Promoting Science Education for all. In: Excellence in Scholarship. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-257-0_14
Download citation
DOI: https://doi.org/10.1007/978-94-6209-257-0_14
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-257-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
