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2007-07-25 (Vol 4, No 7)

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International Journal of Science Education, 25(6), 2003

Science Education: from the past, through the present, to the future.

Gilbert, John

Introduces articles published in the June 2003 issue of the 'International Journal of Science Education.' Importance of language in teaching and learning; Role of educational technology in improving the quality of teaching and learning; Science education research.


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Conceptual change: a powerful framework for improving science teaching and learning

Duit, Reinders

In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning.

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ÀÌ ³í¹®¿¡¼­ ¿ì¸®´Â ´ÙÀ½ÀÇ 5°¡Áö¸¦ ³íÀÇÇÑ´Ù. (1) Áö³­ 30¿©³â°£ °³³äº¯È­¶ó´Â °³³äÀÌ ¾î¶»°Ô ¹ß´ÞÇØ ¿Ô´ÂÁö, (2) °³³ä º¯È­¸¦ ºÐ¼®ÇϱâÀ§ÇÑ ´ë¾ÈÀûÀÎ Á¢±Ù¹ýµéÀ» ¸¸µé¾î³»´Â °Í, °úÇÐÀû ¼Ò¾çÀ» °Ë»çÇϴµ¥ »ç¿ëµÉ ¼ö ÀÖ´Â(4) ±×¸®°í °úÇÐ ±³¼ö ÇнÀÀ» ÁõÁø½ÃÅ°±â À§ÇÑ °­·ÂÇÑ µµ±¸¸¦ À̲ô´Âµ¥ »ç¿ëµÉ ¼ö ÀÖ´Â(5) °úÇÐ ÇнÀ°ú ±³¼öÀÇ ´ÙÁß°ßÇØ·Î À̲ø±â(3).

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Examining the literacy component of science literacy: 25 years of language arts and science research.

Yore, Larry

This review, written to celebrate the 25th anniversary of the International Journal of Science Education , revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning.
The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning.
The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advocates for writing in service of learning were grass roots practitioners and many science teachers were using writing as an evaluation technique.
The advent of applied cognitive science and the constructivist perspectives ushered in interactive-constructive models of discourse, reading and writing that more clearly revealed the role of language in science and in science teaching and learning. A review of recent research revealed that the quantity and quality of oral interactions were low and unfocused in science classrooms; reading has expanded to consider comprehension strategies, metacognition, sources other than textbooks, and the design of inquiry environments for classrooms; and writing-to-learn science has focused on sequential writing tasks requiring transformation of ideas to enhance science learning.
Several promising trends and future research directions flow from the synthesis of this 25-year period of examining the literacy component of science...

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Technology and science education: starting points, research programs, and trends.

Linn, Marcia

Over the past 25 years, information and communication technologies have had a convoluted but ultimately advantageous impact on science teaching and learning. To highlight the past, present, and future of technology in science education, this paper explores the trajectories in five areas: science texts and lectures; science discussions and collaboration; data collection and representation; science visualization; and science simulation and modeling. These trajectories reflect two overall trends in technological advance. First, designers have tailored general tools to specific disciplines, offering users features specific to the topic or task. For example, developers target visualization tools to molecules, crystals, earth structures, or chemical reactions. Second, new technologies generally support user customization, enabling individuals to personalize their modeling tool, Internet portal, or discussion board. In science education, designers have tailored instructional resources based on advances in understanding of the learner. More recently, designers have created ways for teachers and students to customize learning tools to specific courses, geological formations, interests, or learning preferences.

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The communication of science and technology: past, present and future agendas.

Rennie, Leonie

Community learning of science and technology has undergone radical review in the past few years. This paper outlines changes that have taken place in research methods that have addressed the informal learning of science, particularly in the museum sector. We discuss the shift in perspective that has occurred over the past three decades in the public understanding movement, examine some current issues, and suggest future directions for research. The paper concludes with a personal vision for the future of community learning about science and technology.

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