|
Asia-Pacific Forum on Science
Learning and Teaching, Volume 4, Issue 2, Foreword (Dec., 2003) Jack HOLBROOK Rethink Science Education
|
|
|
Asia-Pacific Forum on Science
Learning and Teaching, Volume 4, Issue 2, Foreword (Dec., 2003) Jack HOLBROOK Rethink Science Education
|
If this philosophy is so correct and the attributes on which it is built so true, then why is it that the widespread operationalisation of science education in this direction has thus far not materialised in the classroom ? Responses to this need to draw attention to the expressing of school science curricula in terms of content. While this approach is undertaken, the content seems to drive the context and the "scientist ideas" take precedence over "society ideas". Where content free approaches are advocated (e.g. NZ science curriculum, 1994), the learning objective and suggested teaching ideas become paramount. However teachers have yet to be comfortable with such an approach.
It seems that much responsibility for the current state of science education rests with the "trainers of teachers" i.e. the teacher educators. It seems their philosophy of science education is suspect, possible because teacher educators do not appreciate why science education is part of the curriculum and tend to adopt a view of science education being an isolated and discrete part of education having its own goals.
Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Foreword (Dec., 2003). All Rights Reserved.
