Hurd offers a historical perspective
on the concept of scientific literacy as the main purpose of science education.
He illustrates his perspective by offering a list describing the characteristics
of a scientifically literate person along with several personal, social
and cognitive concepts he thinks students must acquire to be considered
scientifically literate.
Renzulli,
J. S., 2000, The Identification and Development of Giftedness as a Paradigm
for School Reform: Journal of Science Education and Technology, Vol. 9,
No. 2, pp. 95-114.
The journal article in its entirety
is a Paul F. Brandwein lecture. It was written and presented by Joseph
S. Renzuli at the 1999 National Science Teachers Association Conference.
The article was written based on the ideas of Paul F. Brandwein put forth
in his book "The Gifted Student as a Future Scientist".
Adams,
R.H., Stringer G.L. (1999). Reform of preservice science education: An
example from a state-supported university. Journal of Mathematics and Science:
Collaborative Explorations 2(1): 37-46.
This journal article covers a study
conducted at Northeast Louisiana University. It is a nice example of the
ongoing reform of science and math education. Collaborative efforts between
science departments as well as changes in the core science requirements
for graduation is mentioned. The author shares some ideas on assessment
as well as model experiments that are considered "reform-based."
George,
M. D. (1999). Shaping the future of teacher preparation in science and
mathematics. The Journal of Mathematics and Science: Collaborative Explorations,
2, 19-27.
The main point the author is trying
to convey in this article is that teacher preparation programs must be
improved. A review committee composed of a variety of professionals came
up with a consensus as to how this issue could be improved. Many suggestions
were made in the article Shaping the Future, among these were that
Science, Mathematics, Engineering, and Technology ( SME&T) faculty
must focus more on inquiry and direct experience when teaching prospective
teachers. The change must begin at the instruction of prospective teachers
so those future teachers can begin the journey to inquiry and reflective
teaching.
Yerrick,
Randy and Hoving, Timothy, (1999). Obstacles Confronting Technology Initiatives
as Seen Through the Experiences of Science Teacher: A Comparative Study
of Science Teacher’s Beliefs, Planning, and Practice. Journal of Science
Education and Technology 8, Dec., 291-307.
This article reports a 2.5-year study
of science, mathematics, and technology implementation in high school and
middle school math and science classrooms. The authors describe that attitude,
social support, and perceived behavioral control affect the prospects of
long-term technology implementation.
Bower,
James M. (2000). The National Academies. Scientists and Science Education
Reform: Myths, Methods, and Madness. Retrieved October 2, 2000, from the
World Wide Web:
This article is based on the experience
of the author and his Caltech colleague in a high-quality, hands-on, inquiry-based
program for teaching science from K-12 in California. The author describes
ten incorrect assumptions or "myths" regarding science education reform
and suggests several ways for scientists to get involved in science education
reform.
Radford,
D.L. (1998). Transferring theory into practice: A model for professional
development. The Journal of Research in Science Teaching, 35, 73-88.
This article offers useful insight
into how to implement constructivist theories into practice in the classroom.
It stresses the importance of giving teachers an opportunity to gain the
knowledge, skills, and confidence necessary to implement science reform.
Nicaise,
M., Gibney, T., and Crane, M. Toward an Understanding of Authentic Learning:
Student Perceptions of an Authentic Classroom. Journal of Science Education
and Technology, Vol. 9, No. 1 (2000), 79-94.
To date, most of the research on
authentic classrooms has described the processes teachers have used to
develop the classroom environment; however, few have examined authentic
classrooms from the students' perspective. The purpose of this qualitative
study was to examine a unique learning environment to understand how students
perceived that environment
Wright,
J. C. (1998). A nover strategy for assessing the effects of curriculum
reform on student competence. J. of Chemical Education, 75,no. 8.
Georghaides,
P., (2000). Beyond Conceptual Change Learning, Focusing on Transfer, Durability,
and Metacognition: Journal for Science Education.
Focus is on student's inability to
use and remember information attained in the classroom. This has been a
concern of teachers for a long time. The concepts presented to students
must be relevant to their lives in order for the connection to be made.
Research done proves to be beneficial in elementary age students.
Jones,
M. G., Rua, M. J., Carter, G. (1998). Science Teacher’s Conceptual Growth
within Vygotsky’s Zone of Proximal Development. Journal of Research
in Science Teaching. Vol. 35, No. 9, pp. 967-985.
This article was an attempt to study
the effects of a constructivist-based graduate science methods course on
science teachers. Participants of this research project were paired up
according to teaching experience among the classmates. A teacher with less
than 5 years experience was paired with a teacher who had more than 5 years
of experience. The class was monitored and discussions were recorded. Researchers
examined classroom interaction and conceptual organization. They also studied
participant development of concepts in science and how other peers in the
class influenced cognitive growth. The results of this study proved to
be in favor of the study. It was discovered that science teachers were
influenced by their peers in the classroom. Conceptual organization did
in fact improve as the course progressed and teachers developed science
concepts based on what their peers had to say also.
Rudolph,
J. L., (2000). Reconsidering the 'Nature of Science' as a Curriculum
Component New York: Journal for Curriculum Studies
This author states several reasons
and several possible ways to incorporate the nature of science' in science
curriculum building. Moreover, the author also discusses why this concept
is not a major part of science curriculum in American schools and what
should be done about this in curriculum development and implementation.