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ERIC Number: ED497647
Record Type: Non-Journal
Publication Date: 2007
Pages: 4
Abstractor: ERIC
Science Education That Makes Sense
Resnick, Lauren B., Ed.; Zurawsky, Chris, Ed.
American Educational Research Association (AERA), Research Points v5 n1 Sum 2007
Demand for students with a solid foundation in science continues to grow. Also important, science education needs to ready citizens who do not pursue careers in science to handle dilemmas they will face in their lives, such as selecting treatments for diseases, evaluating messages about climate change, or using new technologies. Instruction that invites students to make sense of science by explaining complex ideas, uses the power of technology to provide a window on scientific processes, guides students to explore compelling problems, and focuses on key ideas can sustain interest in science and promote lifelong learning. This article states that loading students down with too many facts and insufficient connections to appreciate the power and potential of science has deterred students and frustrated teachers, a situation resultant from textbooks that lack coherence, science projects that lack conclusions, and tests that emphasize recall of isolated ideas. The report advocates that this situation can be improved by: (1) Requiring students to explain their ideas and connect scientific events can improve outcomes; (2) Guiding scientific investigations so that teachers can help students explore complex phenomena, develop confidence in their abilities to make sense of science, and extend scientific ideas beyond the classroom; and (3) Making sophisticated use of technology in the classroom, providing visualizations of complex phenomena that help students connect school science to everyday situations.
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Publication Type: Reports - Research
Education Level: Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Educational Research Association, Washington, DC.
Identifiers - Location: Japan; United States
Grant or Contract Numbers: N/A