Science/Technology/Society--Addressing the Real Problems in Science Education.

Autor/in	Yager, Robert E.
Institution	National Association of Secondary School Principals, Reston, VA.
Titel	Science/Technology/Society--Addressing the Real Problems in Science Education.
Quelle	22 (1993) 3, (5 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0547-4205
Schlagwörter	Leitfaden; Curriculum Development; Educational Quality; High Schools; Junior High Schools; Newsletters; Problem Solving; Science and Society; Science Curriculum; Science Education; Secondary School Science + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Quality of education; Bildungsqualität; High school; Oberschule; Sekundarstufe I; Problemlösen; Naturwissenschaftliche Bildung
Abstract	As the nation's schools respond to calls for improved science education, educators are faced with the challenge of making what is learned in the classroom applicable to what is happening in society. This newsletter article discusses constructive and erroneous definitions of science, identifies several national reform efforts in the area of science education, and describes four exemplary science programs, at high schools in Iowa, Wisconsin, Washington State, and New Jersey, respectively. It is concluded that the science encountered in schools has no meaning in the students' regular lives and therefore seems unrelated and useless to them. Science/Technology/Society, a reform effort headquartered at Penn State University, is an effort to cast learning into a real world context where students bring their experiences into the classroom, where students ask questions and find their own solutions and explanations, and where teachers guide students rather than force them along a path. (PR)
Anmerkungen	National Association of Secondary School Principals, 1904 Association Dr., Reston, VA 22091-1537.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01