Reflections from an Active Scientist-Educator
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In the previous three chapters we have presented and discussed the PHIRE program as a case study for the development of strategies and tools for assessment. In this final chapter, one of us (GFH) will share his perspectives from the vantage point as head of a research laboratory that developed the PHIRE program and – together with my co-authors – developed the assessment procedures associated with it. A basic assumption of all our educational work is that real science is and should be at the heart of any science education program. For us science education and the actual development of valuable scientific knowledge should be integrated. The premise I will discuss in this chapter is straightforward: that there are a multitude of exciting opportunities to develop structured educational programs taking advantage of the research environment and incorporating active assessment procedures. The creation of new science-based, education programs would move both science and education...