Bibliography In Integrated Science Teaching

This book is the sixth in a series of publications on the subject of integrated science teaching and is based on the proceedings of a consultation meeting held on the theme "Recent Developments in Integrated Science Teaching Worldwide". The meeting was organized by the Australian National Commission for Unesco, in cooperation with the International Council of Associations in Science Education (ICASE) and with the Australian Science Teachers' Association. The intention of the book is to reflect how far integrated science teaching had spread around the world. The chapters in the first part of this book describe key issues in integrated science and broad trends in the approaches to integrated science teaching worldwide. They include the conclusions of five working groups set up during the meeting to discuss the key issues in the following areas: (1) content (developments in science and technology and their implications for science education); (2) curriculum and resource materials; (3) teaching, learning, and assessment; (4) equipment and science teaching facilities; and (5) teacher education. The following articles are included in eight chapters of Part I: "What Is Integrated Science Teaching: Its Beginnings and Its Place Today" (Dennis G. Chisman); "Reflections on the Development of Integrated Science Teaching Projects for 4-16 Year Olds" (Kerst Th. Boersma, and others); "The Integration of Science Teaching through Science-Technology-Society Courses" (John Holman); and "Teacher Behaviours Which Facilitate Integrated Science Teaching" (Ronald J. Bonnstetter). The second part of the book describes national and regional developments in the teaching of integrated science in Africa, the Arab States, Asia and the South Pacific, Europe and North America, Latin America and the Caribbean; and is based largely on the reports and discussions at the meeting. The third part contains some examples of topics and modules of integrated science courses taken from recent courses in Botswana, the Caribbean, the Netherlands, the Philippines, Sierra Leone, and the United Kingdom. The fourth part is an annotated bibliography (over 370 entries) which attempts to sample literature relevant to integrated science. (KR)

Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.