Science Education Reform
Science education reform has changed in its meaning since it first became the banner to improve education in the area of science soon after the end of World War II. As with many other ideals, its definition has been determined by one’s own interpretation, as influenced by the prevailing thought of the day. Where is science education reform today?
As Bybee points out, it can viewed that we part of a third major reform movement since the mid-20th century, or that we are still involved in a continuous reform process (1997, p.1). In some respects, it could be termed as a science education evolution given the duration of the entire movement. Currently, as the emphasis has shifted from classroom practices to educational policies and programs, reform has gained a systemic perspective, involving more diverse groups and more components of the educational system (Bybee, p.1). According to Henderson and Hawthorne, it is necessary for the reform movement to penetrate throughout the educational organization, from the teachers to the supervisors, from elementary to college, in order for it to spread and have a positive impact (2000, p.187).
Reform needs to be a complete shift from past methods, resources, and
thinking to achieve its purpose in more democratic policies, programs,
and practices. Despite its systemic nature, the center stage for reform
is the individual science classrooms (Bybee, p.41). Because of this, it
is the science teachers, and what they do every day as members of the science
education community to achieve that goal, that is science education reform
(p.xiii).