Public participation in an environmental dispute: implications for science education

The paper, which reports the findings of a case study of an environmental dispute, focuses on the role of the key players and the way in which they interacted with the underlying science. A model is proposed that lays out some of the dimensions of the complexity of public involvement, of the understandings of the science pertinent to such socio-scientific issues, and of the way knowledge of science is represented and disseminated in such issues. The analysis focuses on the value of local knowledge in framing and engaging with the issue, on the distinction between generative and evaluative engagement, and on the type of knowledge that proved central for engagement. The implications for science education and notions of scientific literacy are discussed.

Dimensions of evidence, the public understanding of science and science education

This paper explores the nature and type of evidence employed by participants in an issue of public concern. By examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined. Three dimensions of evidence emerged from the data: formal scientific evidence based on the data; informal evidence (e.g. common sense, personal experience) and wider issues which impinge on the evidence (e.g. environmental or legal concerns). In this particular controversy, it was the questioning of the formal evidence by local scientists which became the 'magic bullet' but pertinent questioning by local nonscientists also framed the debate. The authors suggest that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.

Mutualism: a different agenda for environmental and science education

This paper discusses the history of the relationship between science education and environmental education in Australian and international contexts and argues that - given the on-going resistances to environmental education in schools, the static nature of science education practices, and declining student interest in studying traditional science subject - it is time to reconsider the relationship. If we are to achieve sustainable development, then science education must have a role in encouraging ecological thinking. However, the science education that can be an appropriate 'host' for environmental education is not necessarily that currently practised, but a reconceptualized form could well be what is needed. From a historical perspective this paper suggests that it might be time to reconsider science education's function as a 'host' for environmental education and try to imagine a more mutualistic relationship.

Innovative science education assessment : linking theory with practice

This paper presents an assessment approach which demonstrates the characteristics of excellent assessment. In a third year Science Education unit in an undergraduate degree in teacher education, assessment is seen as an integral part of the learning process. Learning outcomes are improved for the students and they appreciate the validity of the assessment. Assessment is an important aspect of any unit in higher education but should be seen, not as an end in itself, but rather as a means for educational improvement. Using the assessment task as an illustration, this paper will discuss the theoretical framework of assessment. It will describe how the unit, delivered in a school-based mode, provides opportunity for students to link their theoretical understandings with practical applications, drawing together the academic debates with the first-hand experiences. It will illustrate how the assessment task itself embeds the principles of constructivism and conceptual change models in science education. Finally, the paper will highlight the benefits of this assessment approach with particular reference to the student learning.

Re-imagining science education : engaging students in science for Australia's future

Calls for major curriculum reform, arguing that the time has passed for tinkering around the edges of a science curriculum that belongs to the past.

Re-imagining science education : engaging students in science for Australia

The author stresses the need for schools and science teachers to develop new approaches to attract the imagination of students in Australia. He believes that changes in the nature of post-industrial societies and in the accessibility of science knowledge and youth expectations are the culprits of crisis in science education. He argues that schools and teachers should re-examine the purposes of school science. He suggests that science re-imagining needs to be supported by national effort, create teacher development and training initiatives and assessment.

Beyond crisis: re-imagining science education

Science education is in crisis, which is evidenced by the increasing negative attitudes to Science by secondary school students and decreasing participation in post compulsory Science subjects. There is a need for re-imagining science by adopting contextual learning.

Science education in early childhood : a snapshot of Australian settings

In Australia, reform is occurring in the area of early childhood. It is in this time of reform, that a research project was instigated which studied the amount of science being undertaken in early childhood settings as well as how it was implemented. This highlighted some interesting differences across settings. This presentation will describe case studies of four pre-school settings and some of the activities undertaken by the children - both as part of the formal program and through incidental play. It will consider these through a socio-cultural framework, noting how teachers used their understandings of play and play theory, to enhance children’s understandings.