This is a preview of subscription content, log in via an institution to check access.
References
Absolum M (2010) Clarity in the classroom: using formative assessment for building learning-focused relationships. In Gray J, Mutchmor M (eds) Portage & Main Press, Auckland
Binkley M, Erstad O, Herman J et al (2012) Defining twenty-first century skills. Assessment and Teaching of 21st century skills. 17–66. https://doi.org/10.1007/978-94-007-2324-5_2
Brown G, Irving E, Keegan P (2008) An introduction to educational assessment, measurement and evaluation. Pearson Education, New Zealand
Bybee RW (2012) Scientific literacy in environmental and health education. In: Zeyer A, Kyburz-Graber R (eds) Science/environment/health: towards a renewed pedagogy for science education. Springer, Dordrecht, pp 49–67. https://doi.org/10.1007/978-90-481-3949-1_4
Bybee R, McCrae B, Laurie R (2009) PISA 2006: an assessment of scientific literacy. J Res Sci Teach 46(8):865–883. https://doi.org/10.1002/tea.20333
Coulibaly AW (2019) UNESCO: education for sustainable development (ESD) overview of the international frameworks on education for sustainable development. https://unfccc.int/sites/default/files/resource/2 UNESCO.pdf. Accessed 15 Sept 2019
Craven JAI, Penick J (2001) Preparing new teachers to teach science: the role of the science teacher educator. Electron J Sci Educ 6(1). Retrieved from http://ejse.southwestern.edu/article/view/7670
Craven JAI, Penick J (2001) Preparing new teachers to teach science: the role of the science teacher educator. Electron J Sci Educ 6:1
DeBoer GE (2000) Scientific literacy: another look at its historical and contemporary meanings and its relationship to science education reform. J Res Sci Teach 37(6):582–601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID-TEA5>3.0.CO;2-L
Earl LM (2003) Assessment as learning: using classroom sssessment to maximize student learning. In: Guskey TR, Marzano RJ (eds) Experts in assessment. Corwin Press, Inc, Thousand Oaks
Eastwell PH (2002) The nature of science. Sci Educ Rev 1(2):43–48. https://files.eric.ed.gov/fulltext/EJ1058646.pdf. Accessed 2 Sept 2019
Edwards F (2013) Quality assessment by science teachers: five focus areas, Science Education International. https://files.eric.ed.gov/fulltext/EJ1015826.pdf. Accessed 5 Sept 2019
Enger SK, Yager RE (2009) Assessing student understanding in science: a standards-based K-12 handbook. Corwin Press, Inc., Thousand Oaks
Fensham P (2007) Values in the measurement of students’ science achievement in TIMSS and PISA. In: Corrigan D, Dillon J, Gunstone R (eds) The re-emergence of values in science education. Sense Publishers, Rotterdam, pp 215–229
Freeman S, Eddy SL, McDonough M et al (2014) Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America. Natl Acad Sci 111(23):8410–8415. https://doi.org/10.1073/pnas.1319030111
Glaze A (2018) Teaching and learning science in the 21st century: challenging critical assumptions in post-secondary science. Educ Sci 8(1):12. https://doi.org/10.3390/educsci8010012
Heffron JM (1995) The knowledge most worth having: Otis W. Caldwell (1869–1947) and the rise of the general science course. Sci & Educ 4(3):227–252. https://doi.org/10.1007/BF00486622
Herman J (2015) Validity and reliability of science assessments. In: Gunstone R (ed) Encyclopedia of science education. Springer, Netherlands, pp 1087–1089. https://doi.org/10.1007/978-94-007-2150-0_83
Hewson PW (1992) Conceptual change in science teaching and teacher education, Documentation and Assessment. https://www.learner.org/workshops/lala2/support/hewson.pdf. Accessed: 3 Sept 2018
Howard SK, Mozejko A (2015) Teachers: technology, change and resistance. In: Henderson M, Romeo G (eds) Teaching and digital technologies: big issues and critical questions. Cambridge University Press, Port Melbourne, pp 307–317
Howe A (n.d.) Assessment in primary science, MESHGuides http://www.meshguides.org/guides/node/186?n=192. Accessed 12 Sept 2019
Hussain I, Safdar M (2008) Role of information technologies in teaching and learning process: perception of the faculty. Turk Online J Dist Educ 9(2). http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/398-published.pdf. Accessed 7 Sept 2019
Inagaki K (2001) Cognitive psychology of conceptual change. International encyclopedia of the social & behavioral sciences 2498–2501. https://doi.org/10.1016/B0-08-043076-7/01470-4
Kahl S, Harms N (1981) Project synthesis: purpose, organization and procedures. In: Harms N, Yager R (eds) What research says to the science teacher, 3rd edn. National Science Teacher Association, Washington, DC, pp 5–11
Koballa T, Kemp A, Evans R (1997) The spectrum of scientific literacy: an in-depth look at what it means to be scientifically literate. Sci Teach 64(7):27–31. https://www.jstor.org/stable/24152316. Accessed 15 Sept 2019
Kolstø SD (2001) Scientific literacy for citizenship: tools for dealing with the science dimension of controversial socioscientific issues. Sci Educ 85(3):291–310. https://doi.org/10.1002/sce.1011
Kumar S, Daniel BK (2016) Integration of learning technologies into teaching within Fijian polytechnic institutions. Int J Educ Technol High Educ 13(1):36. https://doi.org/10.1186/s41239-016-0036-8
Kurtines WM, Alvarez M, Azmitia M (1990) Science and morality: the role of values in science and the scientific study of moral phenomena. Psychol Bull 107(3):283–295. https://pdfs.semanticscholar.org/3b32/5f44adf7f28ca3efb064613ad1455e9d5939.pdf. Accessed 13 Sept 2019
Kwok S (2018) Science education in the 21st century. Nature Astronomy 2(7):530–533. https://doi.org/10.1038/s41550-018-0510-4
Lederman NG (1992) Students’ and teachers’ conceptions of the nature of science: a review of the research. J Res Sci Teach 29(4):331–359. https://doi.org/10.1002/tea.3660290404
Lopatto E (2017) Yes, science is political. The Verge. https://www.theverge.com/2017/1/19/14258474/trump-inauguration-science-politics-climate-change-vaccines. Accessed 12 Sept 2019
Mansour N (2009) Science-technology-society (STS) a new paradigm in science education. Technol Soc 29:287–297. https://doi.org/10.1177/0270467609336307
Marwan A, Sweeney T (2010) Teachers’ perceptions of educational technology integration in an Indonesian polytechnic. Asia Pac J Educ 30(4):463–476. https://doi.org/10.1080/02188791.2010.519554
McCall MJ (2008) Qualities of effective secondary science teachers: perspectives of university biology students. Dissertation, Baylor University. https://baylor-ir.tdl.org/handle/2104/5244. Accessed 3 Sept 2019
McComas WF (1998) The nature of science in science education: rationales and strategies. Kluwer Academic Publishers, Dordrecht
Mctighe J, Wiggins G (2011) Understanding by design framework. https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf. Accessed 4 Sept 2019
Miller JD (2004) Public understanding of, and attitudes toward, scientific research: what we know and what we need to know. Public Underst Sci 13:273–294. https://doi.org/10.1177/0963662504044908
Mishra P, Koehler MJ (2006) Technological pedagogical content knowledge: a framework for teacher knowledge. Teach Coll Rec 108(6):1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
National Research Council (2005) In: Donovan MS, Bransford JD (eds) How students learn: history, mathematics and science in the classroom. National Academies Press, Washington, D.C. https://doi.org/10.17226/10126
National Research Council (2013) Next generation science standards. National Academies Press, Washington, DC. https://doi.org/10.17226/18290
Osborne J (2007) Science education for the twenty first century. Eurasia J Math Sci Technol Educ 3(3):173–184. https://doi.org/10.12973/ejmste/75396
Osborne J, Collins S, Ratcliffe M et al (2003) What ‘ideas-about-science’ should be taught in school science? A Delphi study of the expert community. J Res Sci Teach 40(7):692–720. https://doi.org/10.1002/tea.10105
Popham WJ (2009) Assessment literacy for teachers: faddish or fundamental? Theory Pract 48(1):4–11. https://doi.org/10.1080/00405840802577536
Posner GJ, Strike KA, Hewson PW et al (1982) Accommodation of a scientific conception: toward a theory of conceptual change. Sci Educ 66(2):211–227. https://doi.org/10.1002/sce.3730660207
Roberts DA (2007) Scientific literacy/science literacy. In: Abell SK, Lederman NG (eds) Handbook of research in science education. Routledge, London, pp 729–779
Roberts DA, Bybee RW (2014) Scientific literacy, science literacy, and science education. In: Lederman N, Abell SK (eds) Handbook of research on science education, vol 2, Abingdon, pp 545–558
Sawyers S (n.d.) What makes a good science teacher? The Hechinger report. https://hechingerreport.org/what-makes-a-good-science-teacher/. Accessed 8 Sept 2019
Shadreck M, Isaac M (2012) Science teacher quality and effectiveness: Gweru Urban Junior Secondary School students’ points of view. Asian Soc Sci 8(8). https://doi.org/10.5539/ass.v8n8p160
Shulman LS (1986) Those who understand: knowledge growth in teaching. Educ Res 15(2):4–14. https://doi.org/10.3102/0013189X015002004
Smith MU, Scharmann LC (1999) Defining versus describing the nature of science: a pragmatic analysis for classroom teachers and science educators. Sci Educ 83(4):493–509. https://doi.org/10.1002/(SICI)1098-237X(199907)83:4<493::AID-SCE6>3.0.CO;2-U
Stošić L (2015) The importance of educational technology in teaching. Int J Cogn Res Sci Eng and Educ 3(1):111–114. http://www.ijcrsee.com/index.php/ijcrsee/article/view/122. Accessed 10 Sept 2019
Taylor PC, Fraser BJ, Fisher DL (1997) Monitoring constructivist classroom learning envirtonments. Int J Educ Res 27(4):293–302. https://doi.org/10.1016/S0883-0355(97)90011-2
Thrupp M, Easter A (2012) Research, analysis and insight into national standards (RAINS) project. First report: researching schools’ enactments of New Zealand’s national standards policy, research, analysis and insight into national standards (RAINS) project. Wilf Malcom Institute of Educational Research, The University of Waikato, Hamilton. https://hdl.handle.net/10289/8396. Accessed 7 Sept 2019
UNESCO (n.d.) What is education for sustainable development? https://en.unesco.org/themes/education-sustainable-development/what-is-esd. Accessed 10 Sept 2019
Verloop N, Van Driel J, Meijer P (2001) Teacher knowledge and the knowledge base of teaching. Int J Educ Res 35(5):441–461. https://doi.org/10.1016/S0883-0355(02)00003-4
Wong D, Pugh K (2014) Dewey and the learning of science. Enc Sci Educ:1–7. https://doi.org/10.1007/978-94-007-6165-0_518-2
World Commission on Environment and Development (1987) Our common future, from one earth to one world. https://sustainabledevelopment.un.org/content/documents/5987our-common-future.pdf. Accessed 5 Sept 2019
Wraga WG, Hiebowitsh PS (1991) STS education and the curriculum field. Sch Sci Math 91(2):54–59. https://doi.org/10.1111/j.1949-8594.1991.tb15571.x
Yager RE, Tamir P (1993) Sts approach: reasons, intentions, accomplishments, and outcomes. Sci Educ 77(6):637–658. https://doi.org/10.1002/sce.3730770607
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this entry
Cite this entry
Canlas, I.P., Karpudewan, M. (2020). Consensus in Science Education. In: Leal Filho, W., Azul, A.M., Brandli, L., Özuyar, P.G., Wall, T. (eds) Quality Education. Encyclopedia of the UN Sustainable Development Goals. Springer, Cham. https://doi.org/10.1007/978-3-319-69902-8_92-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-69902-8_92-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-69902-8
Online ISBN: 978-3-319-69902-8
eBook Packages: Springer Reference Earth and Environm. ScienceReference Module Physical and Materials ScienceReference Module Earth and Environmental Sciences