The Need to Change Pedagogies in Science and Technology Subjects: A European Perspective

Autor/in	Dow, Wendy
Titel	The Need to Change Pedagogies in Science and Technology Subjects: A European Perspective
Quelle	In: International Journal of Technology and Design Education, 16 (2006) 3, S.307-321 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-7572
DOI	10.1007/s10798-006-0009-7
Schlagwörter	Constructivism (Learning); Educational Change; Foreign Countries; Technology Education; Educational Policy; Best Practices; Mathematics Education; Science Education; Teaching Methods; Educational Principles; International Education; Cross Cultural Studies; Questionnaires; Barriers; Preservice Teacher Education; Teacher Attitudes; Beliefs; Learning Theories + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Technisch-naturwissenschaftlicher Unterricht; Politics of education; Bildungspolitik; Mathematische Bildung; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Internationale Erziehung; Cultural comparison; Kulturvergleich; Fragebogen; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Belief; Glaube; Learning theory; Lerntheorie
Abstract	This paper evolves out of a consultancy that was carried out with the European Commission over a two year period between 2001 and 2003. A working group, set within the European Commission and comprising representatives from 15 member states, as well as associated and accession countries, stakeholders and social partners involved in maths, science and technology education, was formed. Its remit was to identify good practice in maths, science and technology education across Europe and to make recommendations for policy makers in the area. One important theme which emerged during the analysis of good practice was the need to develop the type of pedagogies which would encourage the active involvement of pupils in authentic and meaningful learning experiences within these subject domains. A series of questions relating specifically to this area was therefore incorporated into the second phase of the investigation and sent out to all participating countries. Qualitative analysis of these questionnaires was carried out. Using the results of these analyses, along with information from discussions, this paper considers the situation in Europe in respect of the introduction of what are essentially social constructivist pedagogies in the field of technology and science education. It explores some of the attempts which have been made to implement such pedagogies and more importantly the barriers to their introduction which have been identified in most countries across Europe. A consideration of research literature in the field is then used to promote the argument that teacher beliefs or theories are a crucial factor in preventing change. The role of these theories in presenting barriers to change are discussed and the implications for both policy makers and for initial teacher education are analysed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10