Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach.

Autor/inn/en	Falk, John H.; Dierking, Lynn D.; Osborne, Jonathan; Wenger, Matthew; Dawson, Emily; Wong, Billy
Titel	Analyzing Science Education in the United Kingdom: Taking a System-Wide Approach.
Quelle	In: Science education, 99 (2015) 1, S. 145-173Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21140
Schlagwörter	Großbritannien; Naturwissenschaftliche Bildung; Naturwissenschaftliche Bildung; Großbritannien
Abstract	Increasing evidence suggests that individuals develop their understanding of science concepts in and out of school, using varied community resources and networks. Thus in contrast to historic research approaches that focus exclusively on single organizations and/or educational events, the current paper presents exploratory research in which we utilized specific community ecology analytical tools and approaches to describe and analyze the U.K. science education community as a whole. Data suggest that overall the U.K. science education community is highly interconnected, and collaborative within individual sectors and moderately interconnected and collaborative between sectors; schools and to a lesser degree universities were outliers to this pattern. An important conclusion was that management to maximize the effectiveness of science education the U.K. science education community would involve support for continued diversification of the number of science education entities in the system and encouragement of reciprocally collaborative, synergistic relationships. We posit that systemic research enables a broader, more comprehensive view of a system's strengths and weaknesses, offering useful insights into the structure and functioning of science education activities; insights that could help researchers, practitioners, and policy makers improve the overall quality of science education delivery for all.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2017/4