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| ERIC #: | EJ784413 |
| Title: | Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals |
| Authors: | Duschl, Richard |
| Descriptors: | Elementary Secondary Education; Educational Change; Foreign Countries; Science Education; Educational Objectives; Sciences; Thinking Skills; Mathematics Instruction; Engineering; Technology Education; Models; Global Approach |
| Source: | Review of Research in Education, v32 n1 p268-291 2008 |
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| Publisher: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Publication Date: | 2008-00-00 |
| Pages: | 24 |
| Pub Types: | Journal Articles; Reports - Evaluative |
| Abstract: | Two major reform efforts in K-12 science education have taken place during the past 50 years. The first was the 1950-1970 curriculum reform efforts motivated by the launching of Sputnik and sponsored by the newly formed National Science Foundation (NSF) in the United States and by the Nuffield Foundation in the United Kingdom. The signature goal for these reformed programs was to produce courses of study that would get students to "think like scientists," thus placing them in a "pipeline" for science careers. The second U.S. and U.K. reform effort in science education began in the 1980s and continues to this day as part of the national standards movement. Referred to as the "Science for All" movement in the United States and the "Public Understanding of Science" in the United Kingdom, here the education goal was and is to develop a scientifically literate populace that can participate in both the economic and democratic agendas of the increasingly global market-focused science, technology, engineering, and mathematics (STEM) societies. The focus of this chapter is to examine research and development efforts on the critical role epistemic understanding and scientific reasoning play in the development of understanding science. The first section of the chapter presents an overview of salient developments in two new scholarly domains--learning sciences and science studies--that inform the framing of research on epistemic reasoning and learning goals in science education. The second section examines specific programs of research that seek to develop classrooms as epistemic communities. The third and final section moves to a discussion of the design of science curriculum, instruction, and assessment models. Issues are raised about what constitutes the appropriate "grain size" of ideas, evidence, information, and explanations for K-12 science education that seeks to harmonize across conceptual, epistemic, and social learning goals. |
| Abstractor: | ERIC |
| Reference Count: | 100 |
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| Note: | N/A |
| Identifiers: | United Kingdom; United States |
| Record Type: | Journal |
| Level: | N/A |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | ISSN-0091-732X |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Elementary Secondary Education |
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