Science Education: A Balancing Act between Research in University, Daily Instruction in Schools, and Politics in Education Ministries [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).

Autor/in	Labudde, Peter
Titel	Science Education: A Balancing Act between Research in University, Daily Instruction in Schools, and Politics in Education Ministries [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).
Quelle	(2019), (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Labudde, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Science Education; Educational Practices; Educational Policy; Science Curriculum; Curriculum Development; Science Instruction; Scientific Research; Learning Processes; Test Format; Science Tests; Multiple Choice Tests; Concept Mapping; Interdisciplinary Approach; Curriculum Implementation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungspraxis; Politics of education; Bildungspolitik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Testentwicklung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Concept Map; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	In this chapter, eight foci relevant for science educators are presented and illustrated by paradigmatic examples and discussed in two parts. The first part "from science education to practice and authorities" discusses the four foci of: (1) developing concepts for instruction; (2) responding to the needs of schools; (3) connecting researchers, teachers, and stakeholders; and (4) implementing research results into practice. The second part "from practice and authorities to science education" includes a further four foci: (5) reframing recent scientific research as science content for schools; (6) considering non-formal teaching-learning processes; (7) helping to create curricular and structural changes; and (8) being aware of his/her own responsibilities. The paradigmatic examples discussed are from recent research projects in science education, for example, the development of new instruments for formative and summative assessment, the comparison of different test formats like multiple-choice problems and concept map problems, the implementation of a new interdisciplinary curricula, the development of a so-called MobiLab, and the collaboration with scientists and entrepreneurs in nanoscience. It is discussed why the foci and examples are important to researchers and educators and which lessons can be learnt. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01