GLOBAL CHANGES IN SCIENCE EDUCATION (SE) AND THEIR IMPLICATIONS FOR SECONDARY SCHOOL SCIENCE TEACHING AND LEARNING IN DEVELOPING COUNTRIES
Abstract
Changes in today’s modern science education (SE) are both rapid and intricate, bringing both significant challenges and new opportunities in the field of science education. Despite their complexity, they appear to serve as a wake-up call for all science stakeholders in the world including Tanzaniato start thinking about the changes can be appropriately addressed and accommodated in present school curriculum. However, along with this need, it appears that there is little understanding on what exactly these changes are and their impact in the SE practice. This review paper intends to develop an understanding of the nature of these changes; ascertaining their implications in the practice of SE in secondary schools and identifying the way forward to address them. This includes analyzing how SE can be appropriately organized to address such changes.
Article visualizations:
Keywords
References
Anamuah-Mensah, J., Mereku, D. K., & Asabere-Ameyaw, A. (2004). Ghanaian junior secondary school students’ achievement in mathematics and science: Results from Ghana’s participation in the 2003 trends in international mathematics and science study, Accra: Ministry of Education Youth and Sports.
Aikenhead, G. S. (2001). Students’ ease in crossing cultural borders into school science. Science Education.85, 180-188.
Aikenhead, G.S. (2006). Science Education for Everyday Life: Evidence-Based Practice. New York: Teachers College Press.
Bybee, R.W. (2006). Science Teaching in the 21st Century: Five Themes for Educational Leaders. Dubuque, IA: Kendall/Hunt Publishing Company.
Bybee, R.W., & Fuchs, B. (2006). Preparing the 21st century workforce: A newreform in science and technology education. Journal of Research in Science Teaching 43 (4) 349–52.
Bybee, R. (2010). The Teaching of Science: 21st-Century Perspectives. Arlington, VA: NSTA Press.
BouJaoude, S. (2006). Bridging the gap between scientists and science educators in the Arab region: Report Presented at the Expert Group Meeting on “Bridging the Gap between Scientists and Science Educators, organized and sponsored by the UNESCO office, Cairo, Egypt.
Bull, A., Gilbert, J., Barwick, H., Hipkins, R., & Baker, R. (2010). Inspired Science: A paper Commissioned by the Royal Society and the Prime Minister’s Chief Science Advisor. New Zealand Council for Educational Research
Duit, R., &Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688.
Delputte, S. (2013). The EU as an emerging coordinator in development cooperation: perspectives from sub-Saharan Africa1. Afrika Focus, 26(1), 99-107.
Fletcher, A. (2003). Meaningful Student Involvement: Guide to Inclusive School Change. Olympia, WA: The Free child Project.
Fensham, P. J. (2011). Globalization of science education: Comment and a commentary. Journal of Research in Science Teaching, 48 (6), 698-709.
Fensham, P. J. (2009). The link between policy and practice in science education: The role of research. Science Education, 93(6), 1076–1095.
Fensham, P.J. (2004). Increasing the Relevance of Science and Technology Education for all students in the 21st century. Science Education International, 15 (1), 7-27.
Hamilton, M., Mahera, W. C., Mateng’e, M. F. J., & Machumu, M. M. (2010). A Needs Assessment Study of Tanzania Science Education. The economic and social research foundation (ESRF), Dar es Salaam.
Hipkins, R., Bolstad, R., Jones, A., Barker, M., Bell, B., Coll, R., Cooper, B., Forret, M., Harlow,
A., Taylor, I., France, B., & Haigh, M.J. (2002). Curriculum, Learning and Effective Pedagogy: A Literature Review in Science Education. Wellington: Ministry of Education.
Hodson, D. (2014). Learning Science, Learning about Science, Doing Science: Different goals demand different learning methods. International Journal of Science Education, 36 (15), 2534-2553
Holbrook, J. (2010). Education through science as a motivational innovation for education for all. Science Education International, 21(2), 80-91.
Kubow, P. K., & Fossum, P. R. (2003). Comparative Education: Exploring Issues in International Context. Upper Saddle River NJ: Merrill Prentice Hall.
Lederman, L (2008). Science education and the future of humankind, Science News, 173(16), 1.
Ogunniyi, M. B. (1986). Two decades of science education in Africa. Science Education, 70(2): 111–122
Ogunmade, O.T. (2005). The Status and Quality of Secondary Science Teaching and Learning in Lagos State Nigeria. PhD Thesis, Edith Cowan University, Perth Australia.
Organisation for Economic Co-operation and Development {OECD} (2007). PISA 2006: Science Competencies for Tomorrow’s World (vol. 1). Paris: OECD.
Organisation for Economic Co-operation and Development –Global Science Forum-OECD-GSF. (2006). Evolution of Student Interest in Science and Technology Studies Policy Report. OECD: Paris.
Osaki, K.M. (2007).The challenge of science and mathematics education in Tanzania. Paper Presented at the Workshop to Launch the National Science INSET Programme. Dar es Salaam: Ministry of Education and Vocational Training.
Osaki, K., Hosea, K. & Ottevanger, W. (Eds.) (2004). Reforming Science and Mathematics Education in Sub-Saharan Africa: Obstacles and Opportunities. Dar es Salaam: TEAMS, University of Dar es Salaam
Osborne, J., & Dillon, J. (2008).Science Education in Europe: Critical Reflections. A Report to the Nuffield Foundation. Retrieved on March 2015 from, http://www.nuffieldfoundation.org/fileLibrary/pdf/Sci_Ed_in_Europe_Report_Final.pdf
Reddy, V. (2006). Challenges to meet international Maths and Science standards, HSRC Review, 4(1).
Srikanthan, G., & Dalrymple, J. (2003). Developing alternative perspectives for quality in higher education. The International Journal of Educational Management, 17 (3), 126-36.
Stewart, V. (2010). A classroom as wide as the world. In Curriculum 21: Essential Education for a Changing World, ed. H. Hayes Jacobs, 97–114. Alexandria, VA: Association for Supervision and Curriculum Development.
Symington, D., & Tytler, R. (2005). Designs on science: intelligent design merits intelligent debate in schools. Australian (Canberra, A.C.T.). Nationwide News Pty Limited, Canberra, A.C.T.
Tytler, R. (2007). Re-Imagining Science Education– Engaging Students in Science For
Australia’s Future. Camberwell Vic: Australian Council for Educational. Cultural discontinuity: Toward a quantitative investigation of a major hypothesis in education. Educational Researcher, 37 (5), 280–297.
UNESCO, (2008).The Global Literacy Challenge. Paris, UNESCO.
UNICEF (2009). Child Friendly Schools. New York: UNICEF.
Wilmarth, S. (2010). Five socio-technology trends that change everything in learning and teaching. In Curriculum 21: Essential Education for a Changing World, ed. Heidi Hayes Jacobs, 80–96. Alexandria, VA: Association for Supervision and Curriculum Development.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.110
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 John Fungulupembe Kalolo
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).