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Global economic trends are driving science education

Global economic trends are driving science education. Worldwide countries are working to develop modern, knowledge based economies in order to be competitive and provide opportunities for their citizens. Global Trends in Science Education.

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Global economic trends are driving science education

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  1. Global economic trends are driving science education Worldwide countries are working to develop modern, knowledge based economies in order to be competitive and provide opportunities for their citizens.

  2. Global Trends in Science Education Education is recognized as a critical factor in developing a literate, innovative and productive population in today’s technologically driven world. The basis of any knowledge-based society is a strong foundation in science, particularly applied science. A country’s potential ( and global competitiveness ) is highly dependent on the number of scientists and engineers it can produce.

  3. Worldwide Issues in Science Education Lack of qualified science teachers Teachers are teaching subjects outside of their expertise Use of technology makes them fear of loosing face in front of their students. Insufficient time for professional development

  4. The technologies of tomorrow...could transform the quality of human life, extend human lifespan, change the face of work & industry and establish new economic & political powers on the global scene. Countries that are not scientifically advanced will have to develop significant capacity & motivation before barriers to technology implementation can be overcome. RAND Corporation, 2006

  5. Children cannot be effective in tomorrow’s world if they are trained in yesterday’s skills. DFEE 1997, 1 We live in a data drenched society (Steen, 1999) full of data smog (Shenk, 1997). We need to provide students with the skills necessary to construct new knowledge from existing knowledge. Grant, 2007

  6. Traditional schools & their science curricula are more suited to the needs of the industrial age than those of the information age. Yelland, 2007

  7. Science Education – the Traditional Model “Sage on the Stage” • The teacher determines the kind, type and scope of information dispensed. • The teacher drives the learning process according to his/her own enthusiasm for the subject matter. • Topics which are unfamiliar to, or disliked by the teacher are not given equivalent emphasis and/or time as other more favored topics. • Student learning progress and achievement directly affected by their feelings toward teacher. • Curriculum may include material which is dated and not easily related to the present technological world students live in.

  8. Science Education – the Evolving Model “Guide on the Side” • The teacher as facilitator to the learning process instead of the conduit. • Focus is on teaching students: • How to learn - “Lifelong learners” • Applied problem solving skills • Critical thinking skills • Students learn science by doing science: • Collaborative learning with peers • Use of modern digital technologies

  9. Benefits • Establishes a strong foundation in science • Students understand concept and application, not just theory • Better appreciation of science as an applied knowledge • Promotes higher order thinking skills • Supports national objectives for economic competitiveness

  10. What other countries are doing • Emphasis in on improving secondary science education to prepare students • Revising science curriculums • Investing heavily in digital technologies • Computers • Datalogging

  11. Which countries? • China • Singapore • Korea • Saudi Arabia • Mexico • Egypt • Oman • Kazakhstan • UK • France • Denmark • Argentina • And many more…

  12. How does datalogging help • Enables authentic scientific learning • Students work like scientists and engineers • Hands-on, Minds-on • Immediate feedback of data improves conceptual understanding • More time spent on analysis and development of higher order thinking skills

  13. Students who use datalogging embedded in enabling contexts score significantly higher More frequent use correlates with even higher scores.

  14. Obstacles to Faster Evolution • Teacher feels “left out” and unvalued • Teacher feels intimidated by student’s knowledge. • Lack of support from Heads of School, MOE • Insufficient funding and/or facilities • Insufficient time spent on professional development

  15. Recommended Strategy • Invest in modern tools and science labs • Development of modern curriculum • Change pedagogical model to support active hands-on learning - not preparation for tests • Sustained, long term support from Boards and MOE • Sustained, ongoing professional development of teachers

  16. When They Succeed, You Succeed When You Succeed, your country Succeeds!

  17. Making a significant contribution to science education, worldwide.

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