ERIC Number: ED326421
Record Type: Non-Journal
Publication Date: 1990-Sep
Reference Count: N/A
Concept/Process-Based Science. Science Curriculum Concept Paper #4.
Oregon State Dept. of Education, Salem.
Major efforts are underway to identify and define a science of science education which will reverse the relationship between research and program development. This trend is toward using research on how learners grow and develop prior to program development and the organization of instructional techniques. Clear scientific explanations of how students learn will be of great practical value in assisting teachers to more directly work with and promote students' learning activities. Therefore, in order to define concept/process-based science education, this paper begins by summarizing the relevant research trends. The research, which leads to a definition of concept/process-based science, has been summarized in five main areas which include: (1) the instructional methods teachers use; (2) the curriculum that is identified as important to student growth; (3) the learning activities in which students are asked to participate; (4) the evaluation of student growth; and (5) placing science in a broader, interdisciplinary context which relates it to societal values. Each section discusses the problem, the trend, and the implication for science education. The paper concludes with a definition of Oregon's concept/process-based science. (KR)
Descriptors: Cognitive Development, Concept Formation, Educational Trends, Elementary School Science, Elementary Secondary Education, Experiential Learning, Literature Reviews, Misconceptions, Personal Autonomy, Problem Solving, Science and Society, Science Curriculum, Science Education, Scientific Concepts, Secondary School Science, Values Education
Oregon Dept. of Education, 700 Pringle Parkway, SE, Salem, OR 97310-0290 (Free while supply lasts).
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Oregon State Dept. of Education, Salem.