Chapter VIII: Modern Content and the Enterprise of Science: Science Education in the Twentieth Century

Abstract

During the twentieth century, scientists and educators have been concerned that school science reflects the actual practice of science, with respect both to content that students learn and to the actual way scientists work. "What is worth learning?" and "How should students learn science?" have been enduring questions. Historically, these concerns have been expressed in the National Society for the Study of Education (NSSE) Yearbooks and elsewhere. The Forty-sixth Yearbook Committee expressed its opinion on how science should be taught.Since experimenting involves "learning by doing," there can be no substitute for it. Pupil experimentation is an essential part of good science education. In every course of science offered at any level, therefore, opportunities should be provided for the pupils to perform experiments. 2 205

Development and Application of a Scoring Rubric for Evaluating Students’ Experimental Skills in Organic Chemistry: An Instructional Guide for Teaching Assistants

“…This is especially relevant given the current climate of curriculum-based reforms . For example, important laboratory goals include helping students to observe phenomena, enhancing students’ hands-on abilities, and developing students’ problem-solving and inquiry skills. , Assessments should be designed to align with these objectives in order to provide evidence related to how well each student has achieved these objectives. − The rubric presented here could be one of the assessments available to instructors wishing to evaluate technical skills in the laboratory.…”

The Laboratory in Chemistry Education: Thirty Years of Experience With Developments, Implementation, and Research

“…At the beginning of the 21 st century we operate in an era in which inquiry has reemerged as a central style advocated for science teaching and learning (NRC, 1996, p. 23 If used properly, the laboratory has the potential to be an important medium for introducing students to central conceptual and procedural knowledge and skills in science (Bybee, 2000). Krajcik, Mamlok, and Hug (2001) suggested that students who perform the various phases of inquiry are challenged by asking appropriate questions, finding and synthesizing information, monitoring scientific information, designing investigations, and drawing conclusions.…”

Providing chemistry teachers with opportunities to enhance their knowledge in contemporary scientific areas: a three-stage model

“…What teachers know and how this knowledge differs from other subject areas was discussed by Shulman (1986, p. 9), who defined it as Pedagogical Content Knowledge (PCK), "which goes beyond knowledge of the subject matter… to the dimension of subject matter knowledge for teaching". In order to develop the PCK, teachers usually attend short or long professional development programs, initiated at their schools or at educational departments or institutes (Krajcik et al, 2001). These professional development programs guide and support the teachers in coping with learning difficulties or in implementing a new curriculum (Loucks-Horsley and…”