The link between policy and practice in science education: The role of research.

Autor/in	Fensham, Peter J.
Titel	The link between policy and practice in science education: The role of research.
Quelle	In: Science education, 93 (2009) 6, S. 1076-1095Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20349
Schlagwörter	Bildungsforschung; Bildungssystem; Bildungspolitik; Bildungsreform; Curriculum; Rahmenrichtlinie; Unterrichtsentwicklung; Unterrichtspraxis; Naturwissenschaften; Naturwissenschaftliche Bildung; Studienerfolg; Praxisbezug
Abstract	Policy has been a much neglected area for research in science education. In their neglect of policy studies, researchers have maintained an ongoing naivete about the politics of science education. In doing so, they often overestimate the implications of their research findings about practice and ignore the interplay between the stakeholders beyond and in-school who determine the nature of the curriculum for science education and its enacted character. Policies for education (and science education in particular) always involve authority and values, both of which raise sets of fascinating questions for research. The location of authority for science education differs across educational systems in ways that affect the role teachers are expected to play. Policies very often value some groups in society over others, as the long history of attempts to provide science for all students testifies. As research on teaching/learning science identifies pedagogies that have widespread effectiveness, the policy issue of mandating these becomes important. Illustrations of successful policy to practice suggest that establishing conditions that will facilitate the intended implementation is critically important. The responsibility of researchers for critiquing and establishing policy for improving the practice of science education is discussed, together with the role research associations could play if they are to claim their place as key stakeholders in science education.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2011/4