08.10.2013 Views

education…….

education…….

education…….

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

Some Challenges for Science Education<br />

(Why don't they love us any more?)<br />

Outline<br />

Svein Sjøberg, Oslo and Copenhagen University<br />

svein.sjoberg@ils.uio.no -- http://folk.uio.no/sveinsj/<br />

Science (and math) educations as academic fields<br />

International comparisons: Learning from others, or..?<br />

Crisis??<br />

Knowledge: Falling level?<br />

Problematic attitudes and interests?<br />

Disenchantment and disillusionment?<br />

Possible explanations: not (only) in schools, but in<br />

Society:<br />

Changes in the life worlds of the young<br />

Changes in science and its relationship to society<br />

1<br />

2


"Science Education"<br />

An interdisciplinary bridge! (Falling between chairs?)<br />

Science<br />

Science Education<br />

"Naturwissenschaftliger<br />

Didaktik" etc…<br />

Education<br />

Academic Identity:<br />

(Natural) science or social science?<br />

Problematic: "Didaktik" vs<br />

Didactics: "Didactical: Moralistic ..<br />

fond of instructing or advising others:<br />

tending to give instruction or advice,<br />

even when it is not welcome or not<br />

needed"<br />

Loyalty:<br />

Theory or practice?<br />

Academia or schools?<br />

Basic questions of<br />

'Didaktik':<br />

Why? What? How?<br />

(and for Whom?)<br />

Science Education<br />

Possible perspectives -- sources for theory and reflection:<br />

History of science and<br />

The history of School Science<br />

Philosopy and<br />

epistemology of science<br />

Sociology of Science<br />

(National) Science curriculum<br />

Science content:<br />

as research,<br />

as a discipline of study<br />

and as a school subject<br />

Science<br />

Education<br />

General, National curriculum<br />

Educational psychology<br />

(cognitive, motivational etc.)<br />

Science Education<br />

General "Didaktik"<br />

and curriculum theory<br />

Theories of language, rethorics,<br />

semiotics and communication<br />

School<br />

history<br />

Educational<br />

philosophy<br />

3<br />

Comparative and<br />

international education<br />

4


Sources of information<br />

Surveys like Eurobarometer (and similar<br />

for other continents)<br />

Large scale comparative studies on<br />

pupils’ achievement (IEA/TIMSS and<br />

OECD/PISA)<br />

Comparative studies on attitudes,<br />

interests, perceptions of science and<br />

scientists (the SAS-study, ROSE)<br />

Educational statistics (UNESCO, OECD)<br />

Science achievement at<br />

school level<br />

Evidence from<br />

large scale comparative<br />

studies<br />

TIMSS and PISA<br />

5<br />

6


International assessments, the history..<br />

IEA established 1959<br />

Torsten Husén, Swedish educator and politician.<br />

Vision: Rational planning and improvement of society<br />

through education, based on research evidence<br />

(Key element of the then dominant Nordic social<br />

democratic rationale)<br />

IEA based in Stockholm, later developed into a<br />

university Institute, and IEA moved to the Netherlands<br />

IEA now: Legally a "Non-profit international society",<br />

raising funds from governments etc.<br />

Members: Governments, universities, research<br />

institutes etc.<br />

IEA Results (FISS, SISS, TIMSS etc.) used by e.g.<br />

OECD<br />

Late 1990s: OECD decided to "make their own",<br />

resulting in PISA, planned to last ….<br />

The IEA/TIMSS-study<br />

TIMSS: Third International Mathematics and<br />

Science Study<br />

Data collections in 1995 and 2000<br />

Three levels: 9 year olds, 13 years and last<br />

year in upper secondary<br />

TIMSS continues ( with T for 'Trends')<br />

Data collection April 2003<br />

7<br />

8


60<br />

40<br />

20<br />

0<br />

-20<br />

-40<br />

-60<br />

Science Achievement and Age<br />

Data from all three TIMSS' populations<br />

Third<br />

Grade<br />

Eight<br />

Grade<br />

Final<br />

Year<br />

Sweden<br />

Norway<br />

USA<br />

Gender difference in science score over time<br />

50<br />

45<br />

40<br />

35<br />

30<br />

25<br />

20<br />

15<br />

10<br />

5<br />

Kjønnsforskjeller i naturfag: Utvikling over tid<br />

(Forskjellene er gitt i prosent av standardavviket)<br />

Norge<br />

Sverige<br />

Internasjonalt<br />

0<br />

FISS SISS TIMSS<br />

Norway<br />

New Zealand<br />

Canada<br />

USA<br />

Australia<br />

Netherlands<br />

Czech Republic<br />

Sweden<br />

France<br />

9<br />

10


PISA (OECD): Programme for<br />

International Student Assessment<br />

Reading literacy<br />

Mathematical literacy<br />

Scientific literacy<br />

Cross-Curriculum Competencies<br />

(CCC)<br />

PISA hvert tredje år<br />

med ulike fokusfag<br />

Fase 1 i 2000: Lesing<br />

Fase 2 i 2003: Matematikk<br />

Fase 3 i 2006: Naturfag<br />

Alle tre fag med hver gang for å kunne<br />

måle utvikling over tid<br />

11<br />

12


PISA 2000<br />

International<br />

results in<br />

science<br />

The graph indicates:<br />

Means,<br />

50 % percentiles,<br />

95 % percentiles<br />

Land Gj. snitt<br />

St.<br />

avvik<br />

Korea 552 81<br />

Japan 550 90<br />

Finland 538 86<br />

Storbritannia 532 98<br />

Canada 529 89<br />

New Zealand 528 101<br />

Australia 528 94<br />

Østerrike 519 91<br />

Irland 513 92<br />

Sverige 512 93<br />

Tsjekkia 511 94<br />

Frankrike 500 102<br />

Norge 500 96<br />

USA 499 101<br />

Ungarn 496 103<br />

Island 496 88<br />

Belgia 496 111<br />

Sveits 496 100<br />

Spania 491 95<br />

Tyskland 487 102<br />

Polen 483 97<br />

Danmark 481 103<br />

Italia 478 98<br />

Liechtenstein * 476 94<br />

Hellas 461 97<br />

Russland * 460 99<br />

Latvia * 460 98<br />

Portugal 459 89<br />

Luxemburg 443 96<br />

Mexico 422 77<br />

Brasil * 375 90<br />

PISA2000, Gender differences<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

0<br />

-10<br />

-20<br />

Lesing Naturfag Matematikk<br />

Naturfagskåre<br />

Norge<br />

Sverige<br />

Danmark<br />

Finland<br />

Island<br />

OECD<br />

13<br />

14


International comparisons --<br />

The political context:<br />

Internationalization and globalization<br />

International cooperation (and<br />

competition!)<br />

Education as a driving force in economical<br />

development<br />

Education as a commodity, the world as a<br />

market<br />

Key words from techno-economical jargon:<br />

transparency, efficiency, accountability etc<br />

Hence: the need for comparisons,<br />

indicators and benchmarks<br />

International comparisons:<br />

Two (incompatible?) perspectives<br />

To open up for diversity…<br />

Open for new visions, new alternatives, promote<br />

critical discussions, give new ideas for<br />

experimentation, learning from others …<br />

To narrow down, to converge…<br />

Establishment of 'universal standards' and<br />

benchmarks for contents, aims and<br />

assessment methods<br />

Give authority to narrow definitions of quality and<br />

efficiency by focussing on quantifiable<br />

aspects.<br />

Focus on technocratic utility<br />

15<br />

16


TIMSS and PISA:<br />

The political context<br />

Government-driven and financed, often<br />

placed in MOEs or commissioned to<br />

special institutes, often with psychometric<br />

(and not educational?) expertise<br />

Better funded than all other educational<br />

research<br />

Grants are commissioned and not<br />

dependent on research applications<br />

Legitimate aim: Policy-relevant information<br />

on pupils’ achievement, efficiency, use of<br />

resources etc.<br />

"International" studies –<br />

for the rich and by the rich?<br />

TIMSS (2003): 68 countries, mainly the rich..<br />

PISA (2003) = 28 OECD-countries (plus 11 more)<br />

BUT: These studies have implicit effects on the<br />

rest of the world (i.e. 150 other countries):<br />

A normative effect: Defining standards,<br />

perspectives, definitions, aims, contents, testing<br />

methods etc.<br />

Singapore: "Only one thing counts in our schools:<br />

win the race!"<br />

The 'winners' become models and ideals for other<br />

countries!<br />

17<br />

18


Who defines ‘global standards’ …?<br />

TIMSS: Biology without evolution!<br />

TIMSS: Human biology without sexual<br />

reproduction!<br />

Explanation: Main finance from the US?<br />

Avoidance of socio-scientific and (real!)<br />

controversial issues a necessity to become<br />

accepted by funders and stakeholders?<br />

PISA and "real life challenges"<br />

Key PISA words: "real life challenges"<br />

BUT: "real life challenges" of children and<br />

their cultures differ!<br />

The need to identify common items removes<br />

(or trivializes) the contexts from the items<br />

PISA (probably) avoids all controversial socioscientific<br />

issues (the 'real' issues?)<br />

"probably" because:<br />

Secrecy about items make ordinary academic<br />

critique impossible<br />

19<br />

20


PISA as 'norm' and standard<br />

PISA (and TIMSS) measure only<br />

a few aspects of a few subjects!<br />

Rankings on these are accepted by the public<br />

and politicians as a valid measure of the<br />

overall quality of the school<br />

Indirectly:<br />

Ignoring other subjects, ignoring the whole<br />

curriculum,<br />

Redefining and trivializing the purpose<br />

schools!<br />

PISA score:<br />

An skewed (!) measure of quality?<br />

21<br />

22


PISA – the critique<br />

Secrecy – departure from academic ideals of<br />

openness and critique<br />

Experts as bureaucrats – loyalty expected<br />

Lack of transparency, Politically and<br />

educationally<br />

Conclusions have to be taken at face value<br />

No peer review of products – secret items also<br />

after publication<br />

Only two items are published (Ozone and<br />

Semmelweis) Serious critique is raised…<br />

‘Real life contexts' turn out to be uncontroversial,<br />

often historical – and not 'real' issues<br />

TIMSS, PISA and public sphere<br />

Results get War-like headings in<br />

international and national media<br />

Results are presented by prime<br />

ministers and presidents and debated in<br />

Parliaments<br />

Results become key elements in<br />

election campaigns (US, Germany etc.)<br />

Action plans 'to get things right' abound<br />

(millions of £,$ etc. released)<br />

23<br />

24


TIMSS and PISA:<br />

Bad results are Good news! (for some)<br />

'Bad' ranking used as a vehicle to<br />

promote national programmes<br />

Release of large sums of money for<br />

national action<br />

All countries are dissatisfied...<br />

Even Japan had 'bad results' (no more<br />

alone on top!) -- resulting in official<br />

concern about falling standards<br />

PISA:<br />

Enormous Press coverage<br />

German News report<br />

(covering only 2 months)!<br />

750 pages, 200 articles<br />

Similar in other countries<br />

25<br />

26


"PISA Schock"<br />

gives 11 600 hits on<br />

Google!<br />

OECD-Studie PISA<br />

legt deutsche Schul-<br />

Misere bloß<br />

Deutschland im<br />

Bildungsschock.<br />

PISA i Tyskland<br />

27<br />

28


Krigsoppslag over hele<br />

5. desember 2001<br />

"Norway is a school loser"<br />

"- this is sad –like coming home from<br />

the winter olympics without gold<br />

medals.<br />

- and this time we cannot blame the<br />

Finnish success on doping."<br />

(Kristin Clemet, Norway's Minister of Education)<br />

29<br />

30


(But also the Swedes are dissatisfied!)<br />

School performance and spending<br />

per student<br />

The Nordic countries:<br />

31<br />

Inverse relationship!<br />

(Higher spending, lower results!)<br />

32


PISA-TIMSS.<br />

Not just ‘learning from others’<br />

In this country, only one thing matters – be<br />

best, teach to the test!<br />

Helmer Aslaksen, professor in Math, Singapore<br />

…TIMSS researcher … astonished to see the<br />

young Taiwanese marching into the test room with<br />

military discipline, shouting nationalistic slogans.<br />

Times Education Supplement, 26 May 2000<br />

“TIMSS-like” testing is used by donors (like the<br />

World Bank) as condition for funding of education<br />

in developing countries<br />

Conclusions<br />

PISA/TIMSS provides the Ministries with<br />

(legitimate!) information for decisions!<br />

BUT:<br />

PISA is a sign of education becoming<br />

globalized – a pressure to 'harmonize'<br />

education – (like other aspects of society)<br />

Prediction:<br />

Educational Policy in OECD will be "PISAdriven"<br />

in the years to come<br />

There is a need for an informed and<br />

critical debate about uses and potential<br />

misuses<br />

33<br />

34


% Riktig<br />

Lower level, falling standards?<br />

(1)<br />

Yes –<br />

Based on tests and reports from<br />

tertiary S&T institutions.<br />

(But maybe the best students no<br />

longer want to become scientists or<br />

engineers?)<br />

100<br />

90<br />

80<br />

70<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

0<br />

Falling standards in Mathematics in<br />

higher education? (Norsk Matematikkråd)<br />

68<br />

"På Dahl skole er det 135 jenter og 115 gutter.<br />

Hvor mange prosent er jenter?"<br />

58<br />

55<br />

85<br />

67<br />

Ing Siv.Ing Teachers<br />

64<br />

53<br />

45<br />

1999<br />

2000<br />

2001<br />

33<br />

35<br />

36


Lower level, falling standards?<br />

(2)<br />

No –<br />

There is no evidence for falling<br />

standards available through surveys<br />

on Public Understanding of Science<br />

or from the large scale school<br />

comparative studies.<br />

But we may be very dissatisfied with the<br />

results!<br />

Falling interest in S&T?<br />

Yes– when recruitment (choice of schools subjects<br />

and further studies) is the measure for interests<br />

But: Large variations between different areas of S&T<br />

(life sciences have less problems than e.g. physics!)<br />

No – based on the interest for popular science in<br />

books and magazines and other media, surveys<br />

(Eurobarometer), visits to science centres etc<br />

Conclusion: Recruitment to S&T is the main<br />

challenge to be explained and addressed<br />

In the long run: The lack of qualified science<br />

teachers is more serious that the lack of recruitment<br />

to research and industry!<br />

37<br />

38


SAS: Science And Scientists<br />

Participating countries 2002<br />

USA (2)<br />

Chile<br />

Trinidad<br />

Iceland<br />

Norway (2)<br />

England (3)<br />

Sweden<br />

Spain Hungary<br />

Sudan<br />

Nigeria (4)<br />

Uganda<br />

Mozambique<br />

Lesotho<br />

Russia<br />

India (3)<br />

S-Korea<br />

Japan<br />

Philippines<br />

Papua New Guinea<br />

Australia (2)<br />

10 000 13-year olds in 21 countries<br />

answers, writes, draws…<br />

The image of science,<br />

scientists as persons<br />

(SAS, Science And Scientists, Sjøberg 2002)<br />

From drawings and free writing:<br />

Children in developing countries:<br />

A very positive image<br />

Most children in developed countries also<br />

have a positive image, but a considerable<br />

number have a negative and stereotyped<br />

image of scientists. ('The crazy scientists')<br />

39<br />

40


A scientist at work<br />

Boy from Norway, 13 year (SAS-study)<br />

A scientist at<br />

work<br />

(Boy from Norway, 13<br />

years)<br />

"I think they<br />

experiment<br />

with animals<br />

and kill them.<br />

And then they<br />

develop<br />

poisonous gases<br />

and atomic bombs"<br />

41<br />

42


Girl, Norway<br />

They try to<br />

invent new<br />

things to kill<br />

people or to<br />

help people<br />

Boy, Norway<br />

They research on<br />

things that they<br />

think may help<br />

or destroy the<br />

world.<br />

43<br />

44


Scientists at work: Developing countries<br />

1. They are always thinking<br />

2. They always have ideas<br />

3. They (most) are brilliant<br />

people.<br />

4 They are always making<br />

experiments new discoveries<br />

5. If scientists were not here we<br />

ordinary people wouldn't know<br />

anything. (Girl Trinidad)<br />

Europeans, Science<br />

and Technology<br />

Eurobarometer 55.2 (2001)<br />

(one of many surveys)<br />

New 2003: Including 13 potential<br />

member states<br />

Scientists helps people regain<br />

their health.<br />

They help those that are sick or ill<br />

to get well.<br />

They are fund of discoveries.<br />

They are also kept in the hospital<br />

to take care of those that are not<br />

healthy. (Girl, Nigeria)<br />

S&T related interest and knowledge<br />

Values, science, technology<br />

Responsibilities and accountability of<br />

scientists<br />

GMOs: an important issue<br />

Levels of confidence<br />

45<br />

46


Interest in science and technology<br />

(aggregate, adult population, EU 2001)<br />

Interest in Science and technology (EU 2001)<br />

Germany<br />

Ireland<br />

Portugal<br />

France<br />

The Netherlands<br />

Denmark<br />

Greece<br />

Sweden<br />

29,8<br />

31,6<br />

37,9<br />

58,9<br />

60,9<br />

60,9<br />

64,3<br />

0 10 20 30 40 50 60 70 47<br />

Attitudes to science (EU 2001)<br />

"Science is changing our ways of life too<br />

quickly" Agree: 61.3%<br />

"Scientists' knowledge gives them a<br />

power which makes them dangerous"<br />

Agree: 63.2%<br />

"The authorities ought to formally oblige<br />

scientists to observe ethical rules."<br />

Agree: 80.3%<br />

The more knowledge, the less trust? :<br />

85% agreement among the highest knowledge<br />

group (11 to 13 points on the knowledge index)<br />

54<br />

48


Opinions about scientists<br />

(in situations like BSE, data from EU 2001)<br />

Scientists ought to keep us better informed<br />

about the possible hazards of certain<br />

scientific or technological advances<br />

Agree: 89.0 %<br />

Scientists ought to communicate their<br />

scientific knowledge better<br />

Agree: 86 %<br />

Industry ought to be better regulated<br />

Agree: 82 %<br />

Science versus non-science (% EU15)<br />

For each of the following disciplines, please<br />

indicate whether it appears to you rather<br />

scientific or not very scientific.<br />

100<br />

90<br />

80<br />

70<br />

60<br />

50<br />

40<br />

30<br />

20<br />

10<br />

0<br />

Medicine<br />

92,6 89,5 88,2<br />

Physics<br />

Biology<br />

77,9<br />

Astronomy<br />

72,3<br />

Mathematics<br />

Psychology<br />

64,5<br />

Astrology<br />

52,7<br />

Economics<br />

42,3<br />

History<br />

33,1<br />

49<br />

50


"Genetically modified food<br />

(GMO) is dangerous"<br />

Total for EU: Agree: 56.4 %<br />

Trust in different groups and<br />

occupations (%EU15)<br />

Imagine that there has been a disaster in your<br />

neighbourhood or district. Who would you most<br />

trust to explain the reasons for this disaster?<br />

70<br />

60<br />

50<br />

62,6 59,8<br />

55<br />

40<br />

31,6<br />

30<br />

20<br />

10<br />

0<br />

19,9 17,7<br />

Scientists<br />

Env. protection ass.<br />

Doctors<br />

Consumer associations<br />

Governm ent representatives<br />

Journalists<br />

4,4<br />

Businesses<br />

51<br />

52


The disenchantment with science<br />

– possible reasons<br />

To be understood through social,<br />

political, cultural changes ….:<br />

1. Changes in the life world of the young<br />

2. Changes in science itself,<br />

the image and perceptions of science,<br />

science and its relationship to society<br />

Changes in Society and in S&T<br />

New social role and function of S&T.<br />

Witnesses:<br />

Eric Hobsbawm (historian)<br />

John Ziman (physicist, later science<br />

policy analyst)<br />

53<br />

54


Witness 1:<br />

Eric Hobsbawm:<br />

The historical transition of<br />

science:<br />

From radical, antiauthoritarian<br />

rebel in the pre-war period<br />

To current loyal, conservative<br />

On payroll from Industry and<br />

Military<br />

Acting in the interest of dominant<br />

powers.<br />

Pre-war science: The scientist as<br />

intellectual heros and rebels<br />

Intellectual hero:<br />

"To be a scientist was to be envied.<br />

Certainly those of us who were students<br />

in Cambridge […] knew what we had<br />

wanted to study, if our mathematics had<br />

been good enough."<br />

Radical rebel:<br />

"The typical British scientist of the 1930s<br />

was a member of the (Left-wing)<br />

Cambridge Scientists Anti-War Group …<br />

their distinctions ranged from the Royal<br />

55<br />

56


Changing times, changing<br />

ideologies and commitment…<br />

Some decades later:<br />

"The political temperature of science<br />

dropped after the Second World War.<br />

Radicalism in the laboratories receded<br />

rapidly… "<br />

The generous support of governments<br />

and large corporations encouraged a<br />

breed of researchers who took their<br />

paymaster's policies for granted and<br />

preferred not to think about the wider<br />

implications of their work especially<br />

Witness 2:<br />

John Ziman:<br />

Thee narrow specialization of<br />

scientists<br />

The (increased) need for ethics and<br />

social responsibility<br />

Eroding ethos and ideal?<br />

Farewell to scientific objectivity?<br />

• From critical, radical and<br />

antiauthoritarian –<br />

to accepting, conservative and<br />

complacent<br />

Transition from academic to postacademic<br />

science<br />

57<br />

58


From academic to post-academic science<br />

(based on Ziman)<br />

Academic<br />

Post-academic<br />

Development of ideas<br />

and theories<br />

Intellectual ownership<br />

Search for Truth<br />

(Often not useful..)<br />

Openness, Debate and<br />

Communication<br />

Critical, radical and<br />

antiauthoritarian<br />

Independent intelligentia<br />

Funding of<br />

research in<br />

the US …<br />

Development of products<br />

and patents<br />

Material ownership<br />

Search for practical<br />

Solutions (to predefined<br />

problems) Silence, Secrecy and<br />

Espionage<br />

Accepting, conservative<br />

and complacent<br />

Dependent and loyal<br />

payroll worker<br />

59<br />

60


"Brave new science?"<br />

The changing image of science<br />

Big Science, techno-science<br />

(NASA, CERN, HUGO..)<br />

Over-national and<br />

multinational<br />

Governed by 'external'<br />

forces: economy, politics,<br />

military, industry …<br />

Efficient lobbies for ever<br />

increasing budgets…<br />

'Science: Single-minded pursuit of money' (Greensberg 2002)<br />

The ambitions of Science<br />

(Fascinating for some – frightening for others?)<br />

Biology<br />

Gene manipulation,<br />

babies by design? etc<br />

Physics:<br />

The Theory Of Everything:<br />

The World formulae!<br />

The hunt for<br />

"The God Particle"<br />

61<br />

62


Ambivalence:<br />

The two faces of<br />

science<br />

The Crisis is declared:<br />

"Physics On Stage"<br />

(CERN, ESA, ESO, supported by the EU)<br />

"… recent surveys show a frightening decline of<br />

interest in physics and technology among<br />

Europe's citizens, especially schoolchildren.."<br />

(POS Press release)<br />

"… a progressively deteriorating state of physics<br />

literacy among the European population at all<br />

levels."<br />

(POS, Project document)<br />

63<br />

64


The Crisis? Conclusion<br />

Recruitment to S&T is the main challenge<br />

to be explained and addressed<br />

In the long run: The lack of qualified<br />

science teachers is more serious that the<br />

lack of recruitment to research and<br />

industry!<br />

Avoidance of S&T subjects and<br />

Lack of recruitment<br />

The perceived "Culture of science" turns people<br />

on or off<br />

"The body language of science": Ideologies and<br />

images conveyed by science texts -- and by<br />

scientists<br />

Perceptions of scientists as persons -- their values,<br />

their 'world-view' etc. Some are attracted -- some<br />

are not!<br />

The issue is not (mainly) cognitive, but affective,<br />

personal and social.<br />

This is not just a matter of better understanding of<br />

the concepts and more efficient teaching methods<br />

65<br />

66


Solutions: The contents and framing of<br />

the science curriculum<br />

Not a 'given' -- open for negotiations and<br />

change -- different stakeholders<br />

Key concern for a radical reworking:<br />

Re-establish relevance, meaning,<br />

significance<br />

Based on Changes in<br />

1. Science, technology and their role in society<br />

2. The social and personal life-worlds of the young<br />

(changing values, concerns, interests, priorities,<br />

hopes and aspirations ..)<br />

Scientific and technological literacy<br />

(Bildung, dannelse, bildning, formation…)<br />

Key idea:<br />

To combine respect and admiration<br />

for S&T with critical distance<br />

1. Appreciate S&T as cultural and human products,<br />

and their key place in our human heritage<br />

2. Be familiar with key ideas in a scientific worldview<br />

and some elements in their historical<br />

development<br />

3. Appreciate the possibilities of S&T -- and to<br />

realise the limitations and potential side effects<br />

4. Be able to balance scientific arguments against<br />

social, political and moral perspectives in<br />

contemporary socio-scientific issues<br />

67<br />

68


Trends in science curriculum reforms (1)<br />

Widening the perspective: Key slogans:<br />

"Science for all", "Science for Citizenship"<br />

etc.) ('dannelse', 'Bildung etc')<br />

Towards subject integration, problem- and<br />

issue-orientation<br />

More weight on technology and applications<br />

Concern for the Environment<br />

STS: Science, Technology and Society<br />

Inclusion of ethics<br />

Inclusion of Controversies and Socio-scientific<br />

dilemmas<br />

Balancing authoritarian and established 'textbook<br />

science' with contemporary, contested<br />

research frontier<br />

Trends in science curriculum reforms (2)<br />

More weight on The Nature Of Science<br />

Scientific knowledge as culture and a human<br />

construction<br />

Interplay between observations and theory<br />

Science as public argumentation<br />

Scientific knowledge as fallible (but the best we<br />

have..)<br />

Putting Science in Contexts (personal, social)<br />

"Less is more": Abandoning the encyclopaedic<br />

and overcrowded curriculum)<br />

Implications of Uncertainties -- living in a "Risk<br />

society"<br />

"The narrative turn". Great Stories of Science<br />

69<br />

70


Telling stories: The narrative turn<br />

Weight on Great Stories with meaning and relevance.<br />

Meanings to be enjoyed and remembered.<br />

(Also recommended in "Beyond 2000")<br />

Examples of Science in recent literature.<br />

The play "Copenhagen", books like "Galieos<br />

daughter", bestsellers like E = mc 2 are examples<br />

Parallels to Jostein Gaarders "Sophie's World" (A<br />

personal story of philosophy, world-wide best-seller)<br />

"Stories" also as science texts for school science.<br />

Hunt and Millar: Science for Public Understanding<br />

(Nuffield 2000)<br />

The contrast, (the 'normal'?) follows …<br />

Science for all?<br />

The last dose of obligatory science:<br />

Concepts in one of 12 chapters in (typical) Norwegian textbook<br />

age 16.<br />

kromatin, kjernelegeme, kjernemembran, ER,<br />

endoplasmatisk retikulum, endoplasmatisk nettverk,<br />

vakuole, mitokondrium, ribosom, kloroplast, endosom,<br />

golkiapparatet, lysosomer, plasmid, cellevegg, vakuoler,<br />

fosfolipid, fosfsorsyre, semipermeabel membran, osmose,<br />

endocytose, lysosomer, aminosyrer, transportbærer,<br />

eksocytose, signalstoffer, monosakkarider, ploysakkarider,<br />

DNA, deoksyribonukleinsyre, deoksyribose, adenin,<br />

cytocin, guanin, tymin, gener, kromosomer, mitose,<br />

homolog, diploid, kromatider, søsterkromatider, meiose,<br />

haploid, CGA, CTC, TAC, human genom, ribosomer,<br />

cytoplasma, RNA, ribonukleinsyre, uracil, m-RNA,<br />

messenger RNA, t-RNA, pigmenter, klorofyll, glukose,<br />

cellulose, plasmider, enzym, substrater, fenylketonuri,<br />

denarere, ATP, ADP, AMP, edenisintrifosfat, -difosfat og<br />

monofosfat, pyrodruesyre, aerob celleånding, anaerob<br />

celleånding (med formler) …<br />

71<br />

72


Summary and Conclusions<br />

Current problems have an objective basis in changes in<br />

S&T and the life-world of the young<br />

Science curricula (and science teacher education!) are<br />

in need for fundamental debates over meaning and<br />

relevance<br />

Complicated issues require a variety of perspectives and<br />

approaches<br />

The affective dimensions is the key to grasp the<br />

problems of S&T education.<br />

Critiques of S&T (cultural, political, feminist) should be<br />

taken seriously<br />

S&T should be legitimised with concepts like "culture,<br />

empowerment, education for democracy, critical<br />

thinking"<br />

Changes in arguments must be accompanied by<br />

changes in contents and practice!<br />

Scientific and technological literacy<br />

(dannelse, bildning) is to…<br />

5. Understand (and critically judge) contemporary<br />

criticism of S&T<br />

6. Be able to distinguish between scientific and quasiscientific<br />

arguments<br />

7. Be able to use and benefit from scientific methods,<br />

values and attitudes where they are applicable -and<br />

not to use them when they are out of place<br />

8. Be critical and constructive to the role and ambitions<br />

of S&T in present society<br />

9. Be able to express an informed view on how<br />

Scientific research should be prioritised and<br />

governed -- when this is needed…<br />

73<br />

74


Official EU policy statements<br />

"The Lisbon declaration" (2001):<br />

At 2000 the European Summit of Lisbon heads of states<br />

committed themselves to transform Europe into "the<br />

most competitive and dynamic knowledge-based<br />

economic and cultural region in the world by 2010."<br />

"The Barcelona target" (2002):<br />

….an increase of the proportion of European GDP<br />

related to research from 1.9% to 3%.<br />

"Action plan" (2003):<br />

"Young people lack interest in pursuing scientific studies<br />

and careers: classroom courses and studies appear<br />

poorly adapted …, and perceptions of …. science-based<br />

professions appear to be negative.<br />

Europe needs more scientists not less."<br />

EU's Science and Society"<br />

Part of Frame Programme 6, FP6 (launched<br />

Nov 2002) http://www.cordis.lu/rtd2002/<br />

The Science and Society Action Plan<br />

proposes a range of initiatives, along three<br />

directions:<br />

1. promoting education and science culture in<br />

Europe;<br />

2. bringing science policy closer to the citizens;<br />

3. responsible science for policy-making.<br />

http://www.cordis.lu/rtd2002/science-society/<br />

75<br />

76


New initiative:<br />

Increasing the participation..<br />

Science and technology are key factors in national<br />

development<br />

Europe needs 500 000 new scientists in 10 years…<br />

Busquin established “High Level Group” to produce action<br />

Headed by Gago, rapporteur: John Ziman<br />

Now. Letters to Ministers, organizations etc.<br />

Report and analysis undertaken for Report<br />

Workshop on Report in December<br />

Conference in April 2004.<br />

Then implementation of actions…<br />

The current 'crisis' represents a challenge -- as well as<br />

an obvious possibility for Science educators in Europe<br />

Information and studies:<br />

TIMSS (continues, with T for Trends) http://timss.bc.edu/<br />

OECD's PISA (continues for at least 10 years, focus on<br />

science in 2006) http://www.pisa.oecd.org/<br />

Science And Scientists (SAS-study), and the emerging<br />

ROSE: Relevance of Science Education) (ref:<br />

svein.sjoberg@ils.uio.no<br />

Eurobarometer 55.2 "Europeans, Science And<br />

Technology" http://europa.eu.int/comm/dg10/epo/eb.html<br />

and Candidate countries Eurobarometer (CCEB) 2003<br />

http://europa.eu.int/comm/public_opinion/<br />

UNESCO: World Education Report and statistics<br />

http://www.unesco.org/<br />

OECD: Education at Glance http://www.oecd.org/<br />

UNDPs Human Development Reports http://www.undp.org/<br />

EU's 6th Frame Programme, now with Science and<br />

Society action plan http://www.cordis.lu/rtd2002/sciencesociety/<br />

77<br />

78

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!