The role of science education in reducing violence towards others

This thesis explored how science education could contribute to the amelioration of violent behaviours in schools. Findings show that a shift in the way we relate with nature and animals could contribute to change the attitudes of children who, at the age of nine years, are already presenting aggressive behaviours.

Primary science education : reality or myth

Amidst an international call for a re-formed and re-envisaged science education agenda, the actual state of teaching science in primary schools is still much the same as it was 15 years or more ago. Whilst much research has provided insights into possible approaches for primary science education, we still find ‘blockers’ to a fully implemented science curriculum in schools. Pre-service teachers, as part of their assessment in a science education unit, interviewed primary teachers and asked the reason behind the approach to science in schools. The responses were varied, with some schools and teachers paying lip service to science education, whereas, in schools where science is a critical element of the curriculum, it is still mainly through the driving force of one enthusiastic teacher. This research will report on the aggregated responses from the surveys and attempt to identify possible ways forward, as suggested by data analysis.

Early childhood science education : do Australian publishing trends represent world publishing trends?

A literature search of both Australian early childhood journals and Australian science education journals provides a compelling picture of science education in Australian early childhood in the recent past and the previous 40 years. Whilst a previous review of the literature found that there were concerns over the early childhood educators' confidence in teaching science, particularly physical sciences, current research indicates that this problem is still prevalent. The historical perspective also found that there was a distinctive approach evolving in early childhood science education, however further research into the place of science in the cognitive domain of early childhood was required. The more recent literature search found that as an area of investigation, early childhood science is still a neglected research area and there is still much scope for the development of theories and analysis of early childhood science education. The literature search was undertaken scanning for titles which included science education and early childhood in several Australian early childhood journals and Australian science education journals, although it is acknowledged that some articles may have been sent to international journals.

Information communication technology in secondary science education in Sri Lanka

This study researched the instruction of pre-service science teachers in Sri Lanka in the use of information communication technologies. It examined the use of a framework called the Technological Pedagogical Content Knowledge model that was found to assist the pre-service teachers in the effective use of technologies in their teaching.

The Development of Science Education Research in Brazil and Contributions from the History and Philosophy of Science

Over the last 50 years a new research area, science education research, has arisen and undergone singular development worldwide. In the specific case of Brazil, research in science education first appeared systematically 40 years ago, as a consequence of an overall renovation in the field of science education. This evolution was also related to the political events taking place in the country. We will use the theoretical work of Rene Kaes on the development of groups and institutions as a basis for our discussion of the most important aspects that have helped the area of science education research develop into an institution and kept it operating as such. The growth of this area of research can be divided into three phases: The first was related to its beginning and early configurations; the second consisted of a process of consolidation of this institution; and the third consists of more recent developments, characterised by a multiplicity of research lines and corresponding challenges to be faced. In particular, we will analyse the special contributions to this study gleaned from the field known as the history and philosophy of science.

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Comparison of the effects of inquiry-based cooperative learning and demonstrations in science education

The reported research project involved studying how teaching science using demonstrations, inquiry-based cooperative learning groups, or a combination of the two methods affected sixth grade students’ understanding of air pressure and density. Three different groups of students were each taught the two units using different teaching methods. Group one learned about the topics through both demonstrations and inquirybased cooperative learning, whereas group two only viewed demonstrations, and group three only participated in inquiry-based learning in cooperative learning groups. The study was designed to answer the following two questions: 1. Which teaching strategy works best for supporting student understanding of air pressure and density: demonstrations, inquirybased labs in cooperative learning groups, or a combination of the two? 2. And what effect does the time spent engaging in a particular learning experience (demonstrations or labs) have on student learning? Overall, the data did not provide sufficient evidence that one method of learning was more effective than the others. The results also suggested that spending more time on a unit does not necessarily equate to a better understanding of the concepts by the students. Implications for science instruction are discussed.