Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

The purpose of this study is to provide insight into short‐term professionalization of teachers regarding teaching socioscientific issues (SSI). The study aimed to capture the development of science teachers' pedagogical content knowledge (PCK) for SSI teaching by enacting specially designed SSI curriculum materials. The study also explores indicators of stronger and weaker development of PCK for SSI teaching. Thirty teachers from four countries (Cyprus, Israel, Norway, and Spain) used one module (30-60 min lesson) of SSI materials. The data were collected through: (a) lesson preparation form (PCK‐before), (b) lesson reflection form (PCK‐after), (c) lesson observation table (PCK‐in‐action). The data analysis was based on the PCK model of Magnusson, Krajcik, and Borko (1999). Strong development of PCK for SSI teaching includes 'Strong interconnections between the PCK components,' 'Understanding of students'difficulties in SSI learning,' 'Suggesting appropriate instructional strategies,' and 'Focusing equally on science content and SSI skills.' Our findings point to the importance of these aspects of PCK development for SSI teaching. We argue that when professional development programs and curriculum materials focus on developing these aspects, they will contribute to strong PCK development for SSI teaching. The findings regarding the development in the components of PCK for SSI provide compelling evidence that science teachers can develop aspects of their PCK for SSI with the use of a single module. Most of the teachers developed their knowledge about students' understanding of science and instructional strategies. The recognition of student difficulties made the teacher consider specific teaching strategies which are in line with the learning objectives. There is an evident link between the development of PCK in instructional strategies and students' understanding of science for SSI teaching

An exploratory case study of Olympiad students’ attitudes towards and passion for science

Much is known about high school students’ attitudes towards science but there is almost no research on what passion for science might look like and how it might be manifested. This exploratory case study took advantage of a unique group of highly gifted science students participating in the Australian Science Olympiad (n=69) to explore their attitudes towards school science and science as presented in the Olympiad summer camp. In particular the role the summer camp might play in igniting the students’ passion for science was a focus of the research. Data were collected through a two tiered survey of students’ attitudes towards school science, an evaluative survey of the Olympiad summer camp and in-depth interviews with six participants. Findings indicated that Olympiad students generally had positive attitudes towards school science with most selecting science as one of their favourite subjects. However, an underlying ambivalence about school science was noted in the data. In contrast, the Olympiad summer camp transformed students’ positive attitudes into passion for science. Seven themes emerged from the data providing a foundation for a model of what academic passion for science looks like

Technology as 'Applied Science': a Serious Misconception that Reinforces Distorted and Impoverished Views of Science

The current consideration of technology as 'applied science', this is to say, as something that comes 'after' science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a na¿ ve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens

Disorientating, fun or meaningful? Disadvantaged families' experiences of a science museum visit

It is widely agreed that there is a need to increase and widen science partici- pation. Informal science learning environments (ISLEs), such as science museums, may provide valuable spaces within which to engage visitors—yet the visitor profile of science museums remains narrow. This paper seeks to understand the experiences of socially disadvantaged families within such spaces. Using a Bourdieusian analytic lens, we analyse qualitative data from a small study conducted with ten parents and ten children from an urban school who visited a large science museum. Data includes pre- and post-interviews, audio recordings and visit fieldnotes. We characterised families’ experiences as falling into three discourses, as ‘disorientating’, ‘fun’ or ‘meaningful’ visits. Analysis identifies how the families’ experiences, and the likelihood of deriving science learning from the visit, were shaped through interactions of habitus and capital. Implications for improving equity and inclusion within ISLEs are discussed

Multiple aims in the development of a major reform of the national curriculum for science in England

In the context of a major reform of the school science curriculum for 14-16 year olds in England we examine the aims ascribed to the reform, the stakeholders involved and the roles of differing values and authority in its development. This reform includes an emphasis on socioscientific issues and the nature of science; curriculum trends of international relevance. Our analysis identifies largely 'instrumental' aims, with little emphasis on 'intrinsic' aims and associated values. We identify five broad categories of stakeholders focusing on different aims with, for example, a social, individual, political or economic emphasis. We suggest that curriculum development projects reflecting largely social and individual aims were appropriated by other stakeholders to serve political and economic aims. We argue that a curriculum reform body representing all stakeholder interests is needed to ensure that multiple aims are considered throughout the curriculum reform process. Within such a body the differentiated character of the science teaching community would need to be represented

Union Eagle: then and now

The certainty required in conveyancing transactions is not to be lightly compromised. However much circumstances of unconscionability may I in appropriate cases, warrant equity’s intevention on behalf of a purchaser, the role of equity in rescuing a purchaser late with payment, even by only a few minutes I must be carefully circumscribed. The author argues for a cautious and pragmatic approach to such cases. A balance must be struck between the competing considerations of commercial certainty on me one hand, traditionally safeguarded through rigorous rules of the common law, and that of fair play and conscionability on me other.published_or_final_versio