Skip to main content
SpringerLink
Log in

What Everyone Should Know About Science and Technology

A study on the applicability of The Canon of Science in primary education

  • Chapter
Professional Development for Primary Teachers in Science and Technology

Part of the book series: International Technology Education Studies ((ITES,volume 9))

Abstract

For many teachers in primary schools, teaching science and technology is a challenge. Recent surveys in the Netherlands (Walma van der Molen, 2009) indicate that teachers think science and technology education is important to their pupils. Besides, teachers express that pupils in general enjoy science and technology lessons. Yet, it is known that primary school teachers have little knowledge of science and technology and their self-efficacy with regard to teaching in this domain is rather low (e.g., Akerson, Morrison & McDuffie, 2006; Appleton, 2008; Traianou, 2007; Yilmaz-Tuzun, 2008). Hence, teachers might welcome a concise handbook or framework that tells them what is really important to know and teach about science and technology.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  • Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One Course Is Not Enough: Preservice Elementary Teachers’ Retention of Improved Views of Nature of Science. Journal of Research in Science Teaching, 43, 194–213.

    Article  Google Scholar 

  • Angier, N. (2007). The Canon. A whirligig tour of the beautiful basics of science. New York: Houghton Mifflin.

    Google Scholar 

  • Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring elementary teachers. Journal of Science Teacher Education, 19 (6), 523-545.

    Article  Google Scholar 

  • Benson, C. (2009). Making the difference - Twenty years of primary design and technology. In C. Benson, P. Bailey, S. Lawson, J. Lunt & W. Till (Eds.), Making the difference: Proceedings of the Seventh International Primary Design and Technology Conference (pp. 30-32). Birmingham: University of Birmingham.

    Google Scholar 

  • Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st Century Workforce: A New Reform in Science and Technology Education. Journal of Research in Science Teaching, 43(4), 349–352.

    Article  Google Scholar 

  • Dijkgraaf, R., Fresco, L., Gualthérie van Weezel, T., & Calmthout, M. van (Eds.). (2008). De bètacanon: Wat iedereen moet weten van de natuurwetenschappen. [The Canon of Science: What everyone should know of the sciences]. Amsterdam: Meulenhoff.

    Google Scholar 

  • Dijkgraaf, R., Fresco, L., Haring, B., & Groothof, F. (2009). De Junior Bètacanon LuisterCD. [The junior Canon of Science audio compact disc]. Diemen: Luisterwijs.

    Google Scholar 

  • Fischer, E. P. (2001). Die andere Bildung - Was man von den Naturwissenschaften wissen sollte. Berlin: Ullstein.

    Google Scholar 

  • Ganten, D., Deichmann, T., & Spahl, T. (2005). Naturwissenschaften - Alles, was man wissen muss. München: DTV.

    Google Scholar 

  • Garmire, E., & Pearson, G. (Eds.). (2006). Tech Tally - Approaches to assessing technological literacy. Washington, D.C.: National Academic Press.

    Google Scholar 

  • National Science Board (2010). Science and engineering indicators 2010. Arlington: National Science Foundation.

    Google Scholar 

  • Jenkins, E. W. (1990). Scientific literacy and school science education. School Science Review, 71(256), 43–51.

    Google Scholar 

  • Laugksch, R. C. (2000). Scientific Literacy: A Conceptual Overview. Science Education, 84, 71–94.

    Article  Google Scholar 

  • Lewis, T. (2006). Design and Inquiry: Bases for an Accommodation between Science and Technology Education in the Curriculum? Journal of Research in Science Teaching, 43(3), 255–281.

    Article  Google Scholar 

  • Ministry of Education, Culture, and the Sciences (2006). Core objectives of Dutch primary education. The Hague: Ministry of Education, Culture, and the Sciences.

    Google Scholar 

  • Motivaction & YoungWorks. (2010). Bètamentality 2011-2016 - Attracting young people to science and technology. Den Haag: Platform Bèta Techniek.

    Google Scholar 

  • Reid, Geleinse & Van Tol. (2008). De bètacanon van Fokke en Sukke. [The Canon of Science according to Fokke and Sukke]. Amsterdam: Catullus.

    Google Scholar 

  • ResearchNed. (2010). Technomonitor 2010. Den Haag: Platform Bèta Techniek.

    Google Scholar 

  • ROA. (2007). Technomonitor 2007 - De kenniseconomie: liggen we op koers? [The knowledge economy: are we on schedule?]. Den Haag: Platform Bèta Techniek.

    Google Scholar 

  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission.

    Google Scholar 

  • Rohaan, E., & Keulen, H. van (2010). Lessuggesties bij de junior bètacanon. [Teaching ideas for the Canon of the Sciences] Den Haag: Platform Bèta Techniek.

    Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22.

    Google Scholar 

  • Shrout, PE. & Fleiss, J. L. (1979). Intraclass correlation: uses in assessing rater reliability. Psychological Bulletin, 86 (2), 420–428.

    Article  Google Scholar 

  • Traianou, A. (2007). Understanding teacher expertise in primary science. Rotterdam: Sense Publishers.

    Google Scholar 

  • Walma van der Molen, J. (2009). Wat vinden leraren basisonderwijs van wetenschap en techniek? [What do primary teachers think of science and technology?]. In H. van Keulen & J. Walma van der Molen (Eds.), Onderzoek naar wetenschap en techniek in het Nederlandse basisonderwijs (pp. 157- 163). Den Haag: Platform Bèta Techniek.

    Google Scholar 

  • Yilmaz-Tuzun, O. (2008). Preservice Elementary Teachers’ Beliefs About Science Teaching. Journal of Science Teacher Education, 19(2), 183–204.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Eindhoven University of Technology & Fontys University of Applied Science, The Netherlands

    Ellen Rohaan

  2. Utrecht University & Fontys University of Applied Science, The Netherlands

    Hanno van Keulen

Authors
  1. Ellen Rohaan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hanno van Keulen
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Delft University of Technology, The Netherlands

    Marc J. de Vries

  2. Utrecht University & Fontys University of Applied Science, The Netherlands

    Hanno van Kuelen

  3. Research Department, Kennisnet,public educational organization on ICT in education, The Netherlands

    Sylvia Peters

  4. University of Twente, The Netherlands

    Juliette Walma van der Molen

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Sense Publishers

About this chapter

Cite this chapter

Rohaan, E., Keulen, H.v. (2011). What Everyone Should Know About Science and Technology. In: Vries, M.J.d., Kuelen, H.v., Peters, S., Molen, J.W.v.d. (eds) Professional Development for Primary Teachers in Science and Technology. International Technology Education Studies, vol 9. SensePublishers. https://doi.org/10.1007/978-94-6091-713-4_4

Download citation

Publish with us

Policies and ethics

Societies and partnerships

Search

Navigation