Science‐technology‐society in science curriculum: The policy‐practice gap

Bybee, Rodger W.

doi:10.1080/00405849109543515

Cited by 33 publications

(14 citation statements)

References 28 publications

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“…Although examples of STS curricula have been around since the 1970s, one of the earliest being the Canadian Science: A way of knowing (Aikenhead & Fleming, 1975), Bybee (1991) found in a review of the research that textbooks did not typically include STS topics and that teaching practices reflected little or no recognition of STS themes. More recently, Kumar and Berlin ( 1998) claimed that although about 88% of state science curriculum frameworks in the US emphasized science and technology in society, the themes that were included were limited and there was little evidence that curriculum policies were actually translated into classroom practices.…”

Section: Sts and Academic Sciencementioning

confidence: 98%

“…matched its rhetorical promise (Bybee, 1991). I describe some of the changing contexts that are influencing the shape of science education in Canada and elsewhere-in particular, the concern about strengthening links between science education and the economy.…”

Section: Sts and Academic Sciencementioning

confidence: 98%

“…It is not, though, the kind of context that most science educators envision when they think about social context from an STS point of view. In an international survey of science educators about what were the most important science-and technologyrelated issues that needed to be addressed, the emphasis was on environmental, health, and social issues (Bybee, 1991 ). The top 10 issues were world hunger and food resources; population growth; air quality and atmosphere; water resources; war technology; human health and disease; energy shortages; land use; hazardous substances; and nuclear reactors.…”

Section: Some Implications Of Economic Changesmentioning

confidence: 99%

See 2 more Smart Citations

STS in a time of economic change: What's love got to do with it?¹

Gaskell

2001

Canadian Journal of Science, Mathematics and Technology Educati

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Section: Sts and Academic Sciencementioning

confidence: 98%

Section: Sts and Academic Sciencementioning

confidence: 98%

Section: Some Implications Of Economic Changesmentioning

confidence: 99%

See 1 more Smart Citation

STS in a time of economic change: What's love got to do with it?¹

Gaskell

2001

Canadian Journal of Science, Mathematics and Technology Educati

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“…Some researchers have recognised the problem (e.g. Aikenhead et al, 1987;Bybee, 1991;Cheek, 1992b) and some projects have attempted to tackle it (e.g. American Chemical Society, 1988;Aikenhead & Ryan, 1992).…”

Section: Assessment For the 1990s Curriculum Revolutionmentioning

confidence: 98%

The Role of Assessment in Science Curriculum Reform

Orpwood¹

2001

Assess. Educ.

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The argument of this article is that changes in curriculum need to be closely linked to changes in assessment and that this is true as much of the forms of assessment as it is of its content. Using science as the case in point, the changes in the goals of science education in the 1960s towards a greater emphasis on inquiry skills were matched some 20 years later with a change in assessment to include performance assessment. Now the new goals of science education are focused on the need to link science to the broader social context, but assessment practices have yet to catch up with this change. Given the relatively greater importance on assessment in the present era, the new curriculum emphasis may well be ignored unless new approaches to assessment are not designed and implemented soon.Developing valid and reliable assessment instruments is complex at the best of times. However, at times of major change in the curriculum, additional challenges and dilemmas present themselves to test developers and force questions about the sometimes competing roles of assessment in the larger educational context. In times gone by, such competing roles might have been of only academic interest. At the present, however, assessment-whether international, national or local-has become of such importance, both educationally and politically, that clarifying the roles and purposes of assessment has become a priority.In the past 10 years, I have had the opportunity of participating in or closely observing several science curriculum development projects and also two science assessment projects. The curriculum development projects have been in the Canadian context and speci cally in the province of Ontario, but in the course of undertaking these projects I have also had reason to analyse science curriculum developments elsewhere in the world. The assessment projects with which I have been associated have included the Third International Mathematics and Science Study (TIMSS)-a large international study for which I acted as science coordinator-and the Assessment of Science and Technology Achievement Project (ASAP)-an Ontario project to develop curriculum and assessment resources for classroom teachers. Despite the differences in purpose of these two projects, they shared the challenge of developing valid science assessment instruments in a period of signi cant curriculum change.

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“…Dos diferentes artigos em que se discutem as relações CTS no ensino de Ciências, identifiquei três agrupamentos que trabalham os seguintes enfoques: reforma educacional e currículo oficial (Aikenhead, 1992;Beagaw, 1992;Hurd, 1991), aspectos epistemológicos da ciência e do ensino das Ciências (Carter, 1991;Brunic, 1992;Becerra, 1998), formação de professores para as práticas de ensino no contexto CTS (Bybee, 1991;Fullick, 1992).…”

Section: Formas E Conteúdos Se Organizam Nas Matrizes Do Contexto Ctsunclassified

O que foge do olhar das reformas curriculares: nas aulas de biologia, o professor como escritor das relações entre ciência, tecnologia e sociedade

Amorim¹

2001

Ciênc. educ. (Bauru)

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Resumo: O artigo analisa os processos de produção de conhecimento escolar em aulas de Biologia nas quais um professor trabalha temáticas dentro do contexto das relações entre ciência, tecnologia e sociedade (CTS). Traz contribuições para a compreensão de aspectos dos fenômenos das reformas educacionais para os quais se faz cada vez mais necessária a incorporação de outros tipos de conhecimentos culturais, tais como os produzidos nas práticas em aula. Unitermos O ensino de Biologia é uma rede tecida nas relações entre formas e conteúdosOs resultados de pesquisas a respeito da educação científica no ensino fundamental e médio vêm apontando, nestas últimas três décadas, para a necessidade de significativas alterações nas já tradicionais interações entre forma e conteúdo que perduram sob matizes variadas no âmbito da prática docente. As vias para essas alterações são múltiplas, como pode ser percebido no quadro abaixo, organizado como síntese geral das temáticas privilegiadas por pesquisadores do ensino de Biologia nos trabalhos apresentados em três congressos nacionais -VI Encontro Perspectivas do Ensino de Biologia (EPEB); I e II Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) -e em teses e dissertações reunidas na obra O ensino de Ciências no Brasil: catálogo analítico de teses e dissertações -1972-1995.As temáticas privilegiadas nos trabalhos sobre ensino de Biologia de um recente congresso, o VII EPEB, colaboram para evidenciar movimentos que vêm sendo realizados dentro desta área de pesquisa e nas ações educativas. Notam-se as discussões sobre temáticas ambientais associadas ao ensino de temas biológicos de ensino e/ou pesquisa e um crescente aumento do número de trabalhos sobre formação inicial e continuada de professores. No que se refere às questões de aprendizagem, os focos são a construção de representações ou as concepções alternativas aos conceitos científicos por alunos. Mas percebe-se também uma ampliação de temas que em encontros anteriores sobre pesquisa em ensino das Ciências apareciam pouco destacadamente, tais como as relações entre História e Filosofia da Ciência e ensino de Biologia, 47 * Professor Assistente Doutor

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Science‐technology‐society in science curriculum: The policy‐practice gap

Cited by 33 publications

References 28 publications

STS in a time of economic change: What's love got to do with it?¹

STS in a time of economic change: What's love got to do with it?¹

The Role of Assessment in Science Curriculum Reform

O que foge do olhar das reformas curriculares: nas aulas de biologia, o professor como escritor das relações entre ciência, tecnologia e sociedade

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Science‐technology‐society in science curriculum: The policy‐practice gap

Cited by 33 publications

References 28 publications

STS in a time of economic change: What's love got to do with it?1

STS in a time of economic change: What's love got to do with it?1

The Role of Assessment in Science Curriculum Reform

O que foge do olhar das reformas curriculares: nas aulas de biologia, o professor como escritor das relações entre ciência, tecnologia e sociedade

Contact Info

Product

Resources

About

STS in a time of economic change: What's love got to do with it?¹

STS in a time of economic change: What's love got to do with it?¹