Perception of Science Standards’ Effectiveness and Their Implementation by Science Teachers

Klieger, Aviva; Yakobovitch, Anat

doi:10.1007/s10956-010-9253-4

Cited by 3 publications

(1 citation statement)

References 10 publications

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“…The results from poor performance on science assessments at these levels are interpreted as teacher or student failure (Farenga, Ness, Johnson, & Johnson, 2010; Koretz, 2009). Such consequences lead to punitive outcomes that negatively impact both the perception of science and the attitudes toward the study of science by prospective students (Farenga & Joyce, 1999; Klieger & Yakobovitch, 2011). This problem is compounded by additional top-down pressure from public policies that ignore the experiences of outstanding teachers.…”

Section: What Is Past Is Prologuementioning

confidence: 99%

Repositioning science reform efforts: Four practical recommendations from the field

et al. 2016

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Appeals to reform science education by policy makers are not new phenomena. To be sure, while science reform efforts have been ongoing occurrences for nearly six decades, perpetual educational reform efforts as a whole have been evolving and gaining momentum in number for more than a century. The general motivation for continual reform appears to focus on unifying educational outcomes that can be implemented globally. Relentless clarion calls for science reform appear to parallel the mergers of corporations whose constituents wish to gain access to national education systems and their methods of curriculum, instruction, and assessment. Accordingly, scientists and science educators must reconsider what is taught in science classes at all levels. In this article, the authors examine the research on reform efforts in science education and several past science education reform initiatives, which are then placed in the context of the time when each was endorsed and sanctioned. Based on unifying strands of inquiry regarding past science education reform efforts, the authors conclude with four general recommendations for progressive reform that are believed to be beneficial to authentic science learning experiences.

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Section: What Is Past Is Prologuementioning

confidence: 99%

Repositioning science reform efforts: Four practical recommendations from the field

et al. 2016

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Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems

Heinz

Enghag²,

Stuchlíková

et al. 2016

Cult Stud of Sci Educ

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Contribution of professional development to standards implementation

Klieger

Yakobovitch²

2012

Teacher Development

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Teachers' professional development is a key to any educational change and is critical when leading and assimilating change, such as introducing standards into classrooms. A national professional development (PD) framework was developed for the implementation of science standards published by the Israeli Ministry of Education, which was activated before introduction of the standards into the classroom. In this research the authors examined the contribution of PD and instruction to the implementation of science standards and whether seniority (years of teaching experience) together with PD assisted in the implementation. The research combined qualitative and quantitative research methods. Seniority in teaching was found to help in implementation, even though veteran teachers usually find it more difficult to accept change. PD and instruction contributed to implementation of the standards by understanding the goals of the standards, focusing the teaching, implementing difficult standards, completing missing disciplinary knowledge, and mutual fertilization between teachers.

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Perception of Science Standards’ Effectiveness and Their Implementation by Science Teachers

Cited by 3 publications

References 10 publications

Repositioning science reform efforts: Four practical recommendations from the field

Repositioning science reform efforts: Four practical recommendations from the field

Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems

Contribution of professional development to standards implementation

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