Inventing Science Education for the New Millennium. Ways of Knowing in Science Series.

Autor/in	Hurd, Paul DeHart
Titel	Inventing Science Education for the New Millennium. Ways of Knowing in Science Series.
Quelle	(1997), (120 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-8077-3672-4
Schlagwörter	Curriculum Development; Educational History; Educational Objectives; Educational Philosophy; Educational Strategies; Elementary Secondary Education; Futures (of Society); Government School Relationship; Science and Society; Science Education; Social Change; Teacher Education; Technological Advancement + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Lehrstrategie; Future; Society; Zukunft; Naturwissenschaftliche Bildung; Sozialer Wandel; Lehrerausbildung; Lehrerbildung; Technological development; Technologische Entwicklung
Abstract	This book emphasizes the nature and ethos of science, the character of U.S. society and economy, and how people live, work, and communicate. The interaction of several cultural shifts calls for a unifying perspective of science education that is oriented toward helping young people cope with life in the 21st century and that is supportive of a science/technology-based democracy. The problem is presented in Chapter 1, the prologue. Chapter 2 presents two different views of educational reform: (1) ideas proposed by most educators and the public and (2) proposals being formulated by the government. Chapter 3 explores the roots of the science education reform movement. Chapters 4-6 describe changes in the nature of contemporary science/technology. Chapter 7 presents extensive research focusing on understanding today's adolescents along with implications for new curricula. Chapter 8 outlines science teaching for a changing world--the changing concepts of what learning means in terms of knowing, understanding, and the utilization of knowledge. Chapter 9, the epilogue, addresses problems associated with the implementation of new science curricula for the 21st century. Contains well over 300 references. (PVD)
Anmerkungen	Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC