Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning

Erduran, Sibel; Muğaloğlu, Ebru Z.

doi:10.1007/s11191-012-9519-8

Cited by 25 publications

(16 citation statements)

References 37 publications

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“…However, a substantial shortcoming of the research studies is that the social aspects of NOS are underrepresented (Jiménez-Aleixandre 2015). There is research emphasizing the importance of (1) using entrepreneurship in science classes (Board of Education and Discipline 2013; Deveci and Seikkula-Leino 2016;European Commission 2012;Martin et al 2017; The Entrepreneurial School 2014-2015); (2) EOS for science education (Allchin et al 2014;Erduran and Mugaloglu 2013;Matthews 2014); and (3) integrating NOS into science syllabi (DES 2015). However, the link between entrepreneurship, EOS and NOS has not been explored.…”

Section: Manuscriptmentioning

confidence: 99%

“…Here, our focus is on the social-institutional system of science in NOS. There are seven elements of SIS of science, which are: Although 'financial systems' is included in the extended FRA, the reference to economics in the interdisciplinary research areas, such as NOS, has been reasonably broad with little theoretical input from the formal discipline of EOS (Erduran and Mugaloglu 2013). Therefore, in the next section, EOS is introduced conceptually by providing the literature from its formal discipline and explored through the organizational and economic dynamics that govern scientists and scientific communities.…”

Section: Nature Of Science (Nos)mentioning

confidence: 99%

“…At the end of Section 3, relevant science education literature to EOS is also briefly presented to help identifying the role of EOS in NOS and science education. During the 20 th and 21 st century, many studies have been conducted on EOS (Audretsch et al 2002;Diamond 2008;Erduran and Mugaloglu 2013;Irzik 2007;Mirowski and Sent 2008;Romer 2001;Stephan 1996). For example, Mirowski and Sent (2002) highlighted the place of economics in science by stating that "deep down, all scientists understand that at some fundamental level, there is some sort of economic process or processes channeling and fortifying their science; it is indisputable that someone, for some reason, has been picking up the tab" (p.1).…”

Section: Economics Of Science (Eos)mentioning

confidence: 99%

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Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

et al. 2018

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Particular social aspects of the nature of science (NOS), such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials are scarce. The key aims of this article are to (a) synthesize perspectives from the literature on economics of science (EOS), entrepreneurship, NOS and science education in order to have a better understanding of how science works in society, and (b) illustrate how such a synthesis can be incorporated in the practice of science education. The main objectives of this article are to (1) argue for the role and inclusion of EOS and entrepreneurship in NOS; (2) explore the issues emerging in the 'financial systems' of the Family Resemblance Approach (FRA) to NOS and propose the inclusion of contemporary aspects of science, such as EOS and entrepreneurship into NOS; (3) conceptualize NOS, EOS and entrepreneurship in a conceptual framework to explain how science works in the society; and (4) transform the theoretical knowledge of how science operates in society into practical applications for science teaching and learning. The conceptual framework that we propose illustrates the links between State, Academia, Market and Industry (the SAMI cycle framework). We suggest practical lesson activities to clarify how the theoretical discussions on the SAMI cycle framework can be useful and relevant for classroom practice. In this article, science refers to physics, chemistry and biology. However, we also recommend an application of this framework to other sciences to reveal their social-institutional side.

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Section: Manuscriptmentioning

confidence: 99%

Section: Nature Of Science (Nos)mentioning

confidence: 99%

Section: Economics Of Science (Eos)mentioning

confidence: 99%

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Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

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“…There are multiple instances when practitioners need to persuade others to take different opinions about a controversial issue (Cohen et al 2000 ;Jin and Lu 2004 ;Jonassen and Cho 2011 ;Erduran and Mugaloglu 2013 ). There are multiple instances when practitioners need to persuade others to take different opinions about a controversial issue (Cohen et al 2000 ;Jin and Lu 2004 ;Jonassen and Cho 2011 ;Erduran and Mugaloglu 2013 ).…”

Section: What Is Argumentation?mentioning

confidence: 99%

Authentic Problem Solving and Learning in the 21st Century

Cho¹,

Caleon²,

Kapur³

2015

Education Innovation Series

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Education holds the key to unlock human resources that a society needs to survive and fl ourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g. TIMSS, PIRLS and PISA) has channeled much attention away from the traditional centers of education research in America and Western Europe. Researchers, policy makers and practitioners all over the world wish to understand how education innovations propel the emerging systems from good to great to excellent, and how different their trajectories were compared to the systems in America and Western Europe.The Education Innovation Book Series , published by Springer, will delve into education innovations enacted by the Singapore education system and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and classroom practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innovations come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing Singapore's experience with those of successful systems around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fi elds of education and teacher education, and public policies related to learning and human resources.

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“…Existemênfases distintas consideradas como fundamentais para o desenvolvimento do processo de AC, sendo uma delas a necessidade da aprendizagem de conceitos e ideias da ciência [Norris e Phillips, 2003;Roberts, 2007]. A literatura também tem dado destaqueà compreensão da natureza da ciência e das implicações históricas, políticas, sociais e econômicas para a promoção da AC [Aikenhead, 1985;Lederman, 2006;Erduran e Mugaloglu, 2013]. Ampliam-se, ainda, os trabalhos que sublinham a necessidade da participação e do engajamento dos indivíduos em diferentes dimensões para a efetiva promoção da AC [Colciencias, 2010;Bustos e Borda, 2011;Daza-Caicedo, 2013;Bucchi e Trench, 2014].…”

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Ferramenta teórico-metodológica para o estudo dos processos de alfabetização científica em ações de educação não formal e comunicação pública da ciência: resultados e discussões

Marandino¹,

Rocha²,

Cerati³

et al. 2018

JCOMAL

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Estudar e avaliar os impactos e potencialidades de ações de educação não formal e de comunicação pública da ciência para o processo de alfabetização científica (AC) é relevante e necessário, porém, são poucos estudos que têm se dedicado a isso de forma criteriosa. No presente artigo, apresentamos a ferramenta tórico-metodológica “Indicadores de Alfabetização Científica”, criada para a análise do processo de AC nesses contextos e apresentamos alguns resultados de pesquisas que a utilizaram. Trazemos, inicialmente, uma breve revisão da literatura sobre a AC, explorando autores que abordam o tema nos contextos formais e não formais de educação e de comunicação pública da ciência. A partir deste panorama, detalhamos a ferramenta elaborada para análise de ações e do público, discutindo seu processo de construção. Em seguida, apresentamos um conjunto de investigações que utilizou a ferramenta proposta. Por fim, apontamos que a ferramenta teórico-metodológica é útil para um diagnóstico que pode revelar a extensão do desenvolvimento da alfabetização científica e discutimos alguns dos desafios no seu uso e desenvolvimento.

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Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning

Cited by 25 publications

References 37 publications

Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens

Authentic Problem Solving and Learning in the 21st Century

Ferramenta teórico-metodológica para o estudo dos processos de alfabetização científica em ações de educação não formal e comunicação pública da ciência: resultados e discussões

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