Table Of ContentDOCUMENT RESUME
SE 058 579
ED 396 927
Hofstein, Avi, Ed.; And Others
AUTHOR
Science Education: From Theory to Practice.
TITLE
Weizmann Inst. of Science, Rehovot (Israel).
INSTITUTION
ISBN-965-281-003-7
REPORT NO
PUB DATE
95
482p.; Selected papers presented at the Science
NOTE
Education in Developing Countries: From Theory to
Practice International Conference (Jerusalem, Israel,
January, 1993).
Conference Proceedings (021)
Collected Works
PUB 1
MF02/PC20 Plus Postage.
EDRS PRICE
*Developing Nations; Educational Change; Elementary
DESCRIPTORS
Secondary Education; Evaluation; Foreign Countries;
Professional Development; Science Curriculum;
*Science Education; Teacher Education
ABSTRACT
This publication is a collection of selected papers
from the conference on science education in developing countries. The
goals of this conference were to review past experiences about theory
and practice in science education in both developed and developing
countries, identify factors influencing successful practice around
the world, distinguish priorities for science education in the 21st
century, and develop a plan for action for achieving these
priorities. The overview chapter whic., is based mainly on the Keynote
addresses and Plenary sessions focuses on the following themes: goals
and needs in science education, a look at the educational system, a
look at the learner and the teacher, and assessment and feedback in
science education. The papers included reflect a number of important
issues relating to the nature of contemporary science education
research and its implication for practice, whether in a developed or
in a developing country. The chapters are organized around the main
conference strands: The Learner, The Teacher, The Classroom, and the
Curriculum.
(JRH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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INFORMATION CENTER (ERIC)
i)E RI 005Iton or por,CY
Science Education:
from Theory to Practice
Edited by:
Avi Hofstein, Bat-Sheva Eylon
& Geoffrey Giddings
Department of Science Teaching
The Weizmann Institute of Science
Rehovot, Israel
BEST COPY AVAILABLE
Science Education:
From Theory to Practice
Edited by:
Avi Hofstein, Bat-Sheva Ey Ion and Geoffrey J. Giddings
Department of Science Teaching, The Weizmann Institute of Science
Rehovot, Israel
Editing and Typesetting
Susan Chasin and Bruce Waldrip
Cover Design and Layout
Nurit Midbari
The papers included in this book were selected from among those
that were presented at the conference held in 1993 in Jerusalem, Israel.
The scientific content of each paper in this book is the sole responsibility
_i its respective author(s).
Published by the Department of Science Teaching
The Weizmann Institute of Science
Rehovot 76100, Israel
© 1995 The Weizmann Institute of Science
ISBN 965-281-003-7
1.
This book includes selected papers from an international conference
Science Education in Developing Countries: From Theory to Practice
Held in Jerusalem, January 1993
The conference was organized by
The Amos De-Shalit Israel Science Teaching Center
The Weizmann Institute of Science, Rehovot
The Hebrew University, Jerusalem
Tel-Aviv University, Tel-Aviv
Technion - Israel Institute of Technology, Haifa
Ministry of Education and Culture, Jerusalem
under the auspices of
UNESCO
United Nations Education, Scientific and Cultural Organization
Sponsored by
The Maurice and Gabriela Goldshlager Foundation
At the Weizmann Institute of Science
and
Israel Association for Canadian Studies at the Hebrew University of Jerusalem
Contents
Introduction
xi
Bat-Sheva Ey Ion, Avi Hofstein and Geoffrey Giddings
Chapter 1: Overview
Goals and Needs in Science EducationPast and Future
3
Samuel Bajah
Dilemma:: in Science 7',ducation: Solutions From Individuals
7
David Waddington
The Science/Technology/Society Movement:Views, Practices and Results
17
Robert Yager
Fostering Change in Science Education: Creation, Implementation,
Evaluation and ResearchThe Israeli Experience
31
Uri Ganiel
A Look at the Educational System
41
Barry Fraser and Herbert Walberg
Fostering Change in Science Education: Does How We Teach
49
Match How Students Learn9
Lillian McDermott
Can We Prepare Teachers to Teach the Way Students Learn9
65
Richard Gunstone
Assessment and Feedback in Science Education
73
Paul Black
89
Student Assessment in Developing Countries
Pinchas Tamir
Science Education Resear Ch: From Theory to Practice
101
Richard Kempa
Chapter 2: Tne Learner
Introduction to Strand A: A Focus on the Learner
113
Rosalind Driver
The Learning Profile of Somali Students
117
Milena Bandiera
t )
119
Matching Instructional Strategies to Students' Learning Styles
Richard Kempa
125
Beyond Rules: Models for Conceptual Understanding
Aletta Zietsman
Research Into the Understanding of the Concept of Force Performed in
129
Developing Countries in Cooperation With Research in the Netherlands
Gerard Thifs, Peter Dekkers, and Ubho Smith
137
Promoting Learning and Fostering Conceptual Change in Science
Vivien Talisayon
Concept Mapping in a College Course on Evolution: Identifying
141
Critical Junctures in Learning
John Trowbridge and James Wandersee
Student Learning Processes in a Computer-based Teaching Approach
145
of Quantum Physics
Hans Niedderer and Jurgen Petri
151
The Relevance of Differential Learning Psychology for Science Education
Eve lin Witruk
159
Language, Gender, and Assessment in Physics
Peter Logan, Elizabeth Hegarty-Hazel, and Patricia Gallagher
An Integrative Approach to the Treatment of Learning Difficulties in
165
Electricity and Magnetism
Esther Bagno and Bat-Sheva Ey ton
Chapter 3: The Teacher
175
Introduction to Strand B: A Focus on the Teacher
Euwe van den Berg, Vincent Lunetta, and Menachem Finegold
Rethinking Science Education: Knowledge, Power, Cultural Struggle,
193
and Possibility
William Kyle
199
The Fiji Science Education Practical Optimization Project
Alan Cook, John Stir, and Neil Russell
The Convergence of Teachers and Providers Views on Inset Needs:
203
The Case of the Non-Specialist Physics Teacher in Swaziland
Fred Lubben
VI
A Qualitative Study of Elementary Teachers and Students Interactions
With Full Option Science System (FOSS)
211
John Clementson
Models in Physics: A Neglected Topic in the Teaching of the Subject
219
Jan Jacob Smit and Menachem Finegold
Pedagogical Knowledge as a Condition to the Adoption and
Implementation of Computer Assisted-Learning Activities
223
Amos Dreyfus and Benjamin Feinstein
Tailoring Science Education Graduate Programs to the Needs of
Science Educators in Developing Countries
229
Vincent Lunetta and Euwe van den Berg
Cross-Country Cooperation in Curriculum Change and
Professional Development
235
Peter Fensham and Richard Gunstone
Induction Program for Beginning Teachers
241
Pouf Klindt
Improving Science and Mathematics Instruction: A Project for Fostering
247
Teacher Development
David Ben-Chaim, Miriam Carme li, and Barbara Fresko
253
To Master the Knowledge, Acquire the Methods, Lead the Pupils
Moshe Barak
Teachers as a Source of 2noneous Ideas: Implications for Biology
Teachers' Educators
257
Martie Sanders
Effective Professional Development for Developing Countries
263
Allan Feldman
269
Assessing Prior Knowledge and Its Effect on Learning
Ruth Amir and Pinchas Tamir
Chapter 4: The Classroom
275
Introduction to Strand C: A Focus on the Classroom
Reuven Lazarowitz
Impediments to the Improvement of Teaching and Learning Practices
279
in Science Classrooms in Developing Countries
Kenneth Tobin
vii
289
Teaching and Learning Science in New Settings
Reuven Lazarowitz and lehuda Huppert
The Use of Computer:, to Promote Learning in the Domains
297
of Geometrical Optics and Electric Circuits
Fred Goldberg
Critical Perspectives on Constructivism, Power and the Mediation
301
of Science Learning
Kenneth Tobin
New Models and Settings for Learning Science: Teaching
311
for Conceptual Change in Chemistry
Ann Howe
Recovering the Voice of the ScientistA Reconsideration of
315
the Nature of Language and Its Role in Scientific Discovery
Clive Sutton
323
Language and Learning, Home, Classroom, Textbooks
Vinayak Kulkarni
327
Symbols and Codes in Children's Language
Luigia Bosman
The Learning Environment in Science Classrooms and Its Effects
331
on Learning
Barry Fraser
The Use of the Science Laboratory Environment Inventory (SLEI)
to Compare the Psychosocial Environment of the Chemistry
347
and Biology Laboratory Classes in Israel
Avi Hofstein, Tut Cohen, and Reuven Lazarowitz
The Effectiveness of Particular Instructional Strategies in the Context of
351
Both Developed and Developing Countries
Geoff Giddings
Dealing With Controversial Issues: An Experience With Students
355
Involved in Role Play Methodology
Elena Camino and Carla Calcagno
359
Practical Activities in Science Teaching in Developing Countries
George Za'rour
Chapter 5: The Curriculum
365
Introduction to Strand D: A Focus on the Curriculum
Rodger Bybee and Nava Ben-Zvi
369
Science
Effective Instructional Strategies in
Avi Hofstein and Geoffrey Giddings
377
Education for a Changing Future
Jo Ellen Roseman
Current
Rethinking Goals of Science Education in the Light of Our
383
Views of the Learning-Teaching F ocess
Elizabeth Hegarty-Hazel
Meeting
Rethinking the Goals of Science Education in the Context of
391
Basic Learning Needs
Sheila Haggis
Non-western
An Alternative View for Constructivism and
395
Science Education Research
William Cobern
405
ience in Africa
Resources for Teaching and Learning Secondary Soho('
Patrick Whittle
Science, Mathematics, and Technology Education and
411
the Dysfunctional Civilization
Ubiratan D'Ambrosio
Equation:
Juggling the Variables in the Science EducationPolicy
419
Developing Country Perspectives
Michael Kahn and Sharon Levy
Science Curricula:
Critical Issues in the Design and Development of New
423
Why Teach Acids and Bases at Khetisa High School?
Wobbe de Vos
429
Teaching
Teacher Stress and Curriculum Innovations in Science
Miriani Ben-Peretz
Models and Examples of Science Curriculum Development
437
and Implementation in the Caribbean
Winston King
441
Elementary Science
Science Education in Developing Countries: Grassroots
Howard Fearn-Wannan
ix
