International Comparisons of School-Level Geoscience Education -- The UNESCO/IGEO Expert Opinion Survey

Autor/inn/en	King, Chris; Gorfinkiel, Denise; Frick, María
Titel	International Comparisons of School-Level Geoscience Education -- The UNESCO/IGEO Expert Opinion Survey
Quelle	In: International Journal of Science Education, 43 (2021) 1, S.56-78 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1854894
Schlagwörter	Earth Science; Science Education; Foreign Countries; Comparative Education; Academic Standards; National Standards; Standardized Tests; Science Teachers; Instructional Materials; Educational Quality; Course Descriptions; National Curriculum; Science Curriculum; Elementary School Science; Secondary School Science; Global Approach; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Earth sciences; Geowissenschaften; Naturwissenschaftliche Bildung; Ausland; Vergleichende Erziehungswissenschaft; Standadised tests; Standardisierter Test; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Quality of education; Bildungsqualität; Kursstrukturplan; Globales Denken; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	An international survey of geoscience education has been carried out jointly by UNESCO and the International Geoscience Education Organisation (IGEO) to address the question of 'How does school-level Earth science education compare across the globe? The survey gathered data from experts in 51 countries, comprising more than half the global population. Most countries (75%) had national standards covering Earth science but these were not followed or are absent in more than half the countries surveyed. Only around 25% of the countries with standardised assessments have Earth science-specific questions. Most teachers of Earth science are non-specialist teachers, whilst support of these teachers through courses and professional development is generally low, with very little financial support provided. Earth science teaching materials are reported to be generally of moderate to poor quality. However, there is good support globally for informal Earth science education and there are enthusiastic groups of educators attempting to address the rather bleak formal education situation. Strategies being used include the publication of an international syllabus with free-to-download supporting textbooks, websites of high-quality interactive teaching materials, national champions promoting interactive geoscience education, and global support for these initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01