Repositioning science reform efforts: Four practical recommendations from the field

Abstract

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.

Relationship Between Student Perception of School Worthiness and Demographic Factors

“…This has led to an increasing disconnection between student expectations and learning environment within the classrooms, contributing to students losing interest in education (Shernoff et al, 2014;Twenge, 2017). An increased focus on assessment outcomes has resulted in teachers teaching for tests and encouraging memorization of facts, which only compounds the problem (Ness et al, 2016). In addition, society instills in students that education should lead to good jobs.…”

Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Geli̇şti̇rdi̇kleri̇ Ders Planlarindaki̇ Günlük Yaşamla İli̇şki̇lendi̇rme Durumlari: Hücre Örneği̇

“…In this context, organizations focused on education have published reports related with the progress of science education and scientific literacy (Bybee, 2013;Mostafa et al, 2018;NRC, 2009;PISA, 2015). Based on these reports, countries have implemented educational reforms and made changes involving life skills in the teaching processes of science in schools (Burns, 2017;Carter, 2012;Dillon, 2009;Ness, Farenga, Shah & Garofalo, 2016). As a result of this change, it is expected that students will be able to apply and use what they have learned in daily life, and provide permanent learning, which is far from memorization (Balkan Kıyıcı & Aydoğdu, 2011;Avargil, Herscovitz, & Dori, 2012;Coştu, Ünal & Ayas, 2007).…”

Developing latent constructs of dialogic interaction to examine the epistemic climate: Rasch modeling

“…Ness et al. (2016) say, “if science courses remain solely content based and high‐stakes‐test driven, meaningful reform in science education will fail to occur” (p. 261). Rather science classrooms should be placed with a generative atmosphere, where students develop conceptual concomitantly understandings and build knowledge and skills through science practices (Muis & Duffy, 2013).…”