Science and sustainability: evaluation of integration of science concepts with global issues
Science and sustainability: evaluation of integration of science concepts with global issues
Science and Sustainability is an innovative Grade 10 SEPUP course which aims to integrate important concepts of science with the study of global sustainability in a motivating and interactive fashion to address National Science Education Standards. The purpose of this study was to examine the extent of integration in principle and in practice and is based on documentary analysis of the teaching materials and detailed analysis of a succession of evaluation questionnaires to teachers at field test centres. Integration happened effectively in principle, but contradictions were evident in teachers’ expectations of the balance between coverage of key science concepts and their contextualisation for citizenship. The course was considered very motivating with a high conceptual demand. The tensions between developing understanding of science concepts and encouraging wider skills of social responsibility are not easy to resolve. The maintenance of the sustainability concept throughout the course promoted change in teachers’ practice.
science education, science in context, scientific literacy
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
April 2004
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Ratcliffe, Mary
(2004)
Science and sustainability: evaluation of integration of science concepts with global issues.
National Association for Research in Science Teaching (NARST) Annual Meeting, Vancouver, Canada.
01 - 03 Apr 2004.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Science and Sustainability is an innovative Grade 10 SEPUP course which aims to integrate important concepts of science with the study of global sustainability in a motivating and interactive fashion to address National Science Education Standards. The purpose of this study was to examine the extent of integration in principle and in practice and is based on documentary analysis of the teaching materials and detailed analysis of a succession of evaluation questionnaires to teachers at field test centres. Integration happened effectively in principle, but contradictions were evident in teachers’ expectations of the balance between coverage of key science concepts and their contextualisation for citizenship. The course was considered very motivating with a high conceptual demand. The tensions between developing understanding of science concepts and encouraging wider skills of social responsibility are not easy to resolve. The maintenance of the sustainability concept throughout the course promoted change in teachers’ practice.
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Sci_&_Sustainability_NARST.pdf
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Published date: April 2004
Venue - Dates:
National Association for Research in Science Teaching (NARST) Annual Meeting, Vancouver, Canada, 2004-04-01 - 2004-04-03
Keywords:
science education, science in context, scientific literacy
Identifiers
Local EPrints ID: 57905
URI: http://eprints.soton.ac.uk/id/eprint/57905
PURE UUID: 09059d78-817d-43a0-b77e-086c77bf72ec
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Date deposited: 11 Aug 2008
Last modified: 15 Mar 2024 11:09
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Contributors
Author:
Mary Ratcliffe
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