International
Council of Association for Science Education
ICASE 2003
Increasing the Relevance of Science and Technology
Education for All
for the 21st Century
Framework Document
THE WAY FORWARD
FRAMEWORK FOR
ACTION
Preface
As
we enter the 21st Century, ICASE proposes there is a need for a review of the
quality and status of the Science and Technology Education (STE) provision
within a country. The relevance of the STE provision is suspect in many
curricula around the world. STE does little to increase the popularisation
of science and technology in schools, or raise public awareness of science and
technology among the future generation (concerns raised in the World Conference
on Science, 1999).
The
relevance of science and technology education (STE) is a concern in at least
three important areas:
1. meeting the perceived educational needs and the interests of
students,
2. giving a balanced vision of the importance and
socio-scientific functioning of industry. Also, being of relevance for the
preparation and awareness of student careers, and
3. reflecting the needs for a science and technology education
towards societal development and socio-scientific decision-making within the
society.
STE
has its roots in the educational curriculum provision, often based on the
separate school disciplines of science and technology (or in sub-divisions of
these – biology, chemistry, geology/earth science, physics, food technology,
materials technology, engineering, etc).
But
it is very important that we not forget that STE is education, and hence its goals and emphases need to be driven by educational needs, relevant to the
students and the society in which the students are being educated. ICASE feels it is necessary to review
the part played by STE and to reflect on its role, bearing in mind the strong,
but necessary suitable, past influences of subject-based conceptual learning
from projects of the 1960s and 1970s.
Those
with an interest in STE (Governments; professional bodies, academies and
associations; STE educators in Ministries of education, Universities, STE centres, institutions and schools; and "the
media") should recognise the concern indicated (and hence the need for
action) and agree on a framework, within a country, a region, or a locality
that can be developed for greater STE relevance. The setting up of a `national
team` (under whatever name considered appropriate and composed of a wide range
of expertise, representative of those most concerned) is seen by ICASE as an
important step.
The following is a framework, put forward for the attention of the
‘national team’, or whoever has interest in the challenge of increasing the
relevance of STE. This framework emanates from an international conference,
convened by ICASE, in April 2003 and is supported by the delegates present. It
recognises all points put forward in the declaration from the Project 2000+ forum (UNESCO, 1993) and develops these further. The Project 2000+ declaration
concluded by recommending that by 2001 there should be in place “appropriate structures and activities to
foster scientific and technological literacy for all in all countries’. It
will be appropriate to determine to what extent these structures are in place
and working.
In addition, the framework builds on the recommendations of the Science Agenda - framework for Action, arising from
the World Conference on Science in
The Way Forward
A Framework for STE for the 21st Century
This is a series of recommendations, made to various bodies seen as
interested in STE. The
recommendations are specifically addressed to ‘national teams’, who are asked
to reflect on the recommendations and to development them further for the specific
situation in their country. And then, having their own specific
recommendations, the goal is to disseminate these to the various, relevant
bodies for consideration and enactment.
Key
Recommendations (overall
statements)
1.
The goals of STE
should be solely derived
from, and relate to, the goals of Education.
2.
Achievement of the
goals of STE can be measured in terms of the degree to which students acquire
scientific and technological literacy (STL) to the standards determined by the
society.
3.
STE should be a core
provision within the school curriculum at all levels and be expected to provide
a basis for acquiring skills for lifelong learning.
4.
Standards should be
set for the STE provision, related to multi-dimensional STL, and student
assessment should be criteria referenced on the basis on these standards.
5.
The teaching of STE
need to give due attention to the STL approach in terms of relevance (relevance
to the student, as well as industry and society expectations) and be based on
constructivist principles.
6.
Where optional or
compulsory curriculum choices (at whatever level) extend the ‘time on task’ for
students learning STE, the extension is expected to build on the existing STL
level and target a higher level of multi-dimensional STL.
7.
Monitoring of student
learning within STE should encompass the development of attitudes towards
science and technology, especially with respect to the popularity of STE and
the raising of awareness of science and technology within society.
8.
Greater efforts should
be made to encourage research in, disseminating the results of, and supporting
the implementation of, STE research findings.
9.
The validity and
reliability of student assessment in STE should be increased and made more
relevant to the achievement standards set for multi-dimensional STL.
10.
Greater provision
should be made for the professional development of STE teachers to promote
relevance in the teaching provision for multi-dimensional STL.
11.
Provision should also
be made for the training and the ongoing professional development of STE
teacher educators (those handling pre-, or in-service STE) for greater STL
relevance.
12.
Official support
(especially in terms of recognition) should be forthcoming for professional STE
teacher associations.
Explanation of Terms
STE = science and technology
education, encompassing
science
education (or its sub-components e.g. biology, chemistry, physics education);
technology
education (under whatever name or sub-division); or
science
and technology education as a combined programme.
STL = scientific and
technological literacy (taken as the target, at a
multi-dimensional level, for any, or all, STE programmes).
Multi-dimensional = acquiring skills and values at an intellectual, personal and social level, appropriate for the science and technology education provision at the standard indicated.
This
target
v
can be
expressed at many levels, depending on the width, multitude and cognition level
of the specific aims to be achieved, all within the framework of the goals of
education.
v
is expected
to encompass aims in all the goal areas expressed for education at that level
(e.g. cognitive, process skills, communication, personal development, social
skills).
v is for any science and technology education programme. This is because scientific literacy and technological literacy are not distinguished for one another.
NOTE: literacy
in this context related to all goals of education. It does not simply equate to
reading and writing. As such it is recognized that the term literacy does not
translate well into other languages.
___________________________________________________________
NOTE
also: In English,
there is no difference between:
science
education
and scientific education
science
and technology and scientific and technological
literacy
literacy
but there is a big
difference between
science and science education (or the teaching of science)
technology
education and technical
education
(related
to all goals
(limited mainly to the process
skills of
of education)
component of education)
(i.e. technological ≠ technical)
The following elaborates the 12 key recommendations so to as to make them more
specific to various stakeholders.
The detailed statements
recommend courses of action to be taken in order that all members of the
“national team “ can play their role in raising the popularity of STE,
especially at the junior secondary level where dissatisfaction with school
science subjects seems to be developed.
The following recommendations are addressed to:
A.
Government
policy makers
B.
Curriculum
developers
C.
Teachers
of STE
D.
Teacher
Educators
E.
External
Examination Authorities
F.
UNESCO
and International NGOs (ICASE)
G.
National
Science and Technology, Professional Teacher Associations
H.
Industrialists
I.
Scientists
or Science Academies
J.
Science
Centres or
These recommendations build
on those emanating from the International Conference on STE held in Goa , India
These recommendation also
relate to the need to develop responsible citizens capable of appreciating the
need for the promotion of ethical values, human rights, a culture of peace,
equity for all including minorities and a vision of sustainable development and
globalization.
A. Recommendations to Government Policy Makers
Policy Makers should make STE more relevant
to the perceived needs and interests of students, reflecting a balanced vision
of the importance and socio-scientific functioning of industry, plus relevance
for preparation for, and awareness of, student careers, and meeting the needs
of society and the culture, by:
1. reviewing their STE policy, at the school level, for the 21st century. In particular the objectives for STE programmes should be checked for their relevance against the stipulated goals of education. Also to be checked is that appropriate emphasis is given to conceptual development, skills development, personal development (including communication and cooperative learning) and moral and ethical considerations.
This policy reflects the society need for the STE provision to be through a STL oriented science (or its sub-components) and technology education, or through a STL oriented science and technology provision (techno-science), at least for the compulsory years of schooling, where specialisation is not contemplated.
2. recognising the goal of STE should be taken to be scientific and technological literacy for all (STL) (ICASE, 2001). This ensures any STE policy is:
(a) in line with those for education as a whole;
(b) in line with promoting greater student interest and intended to lead to greater public awareness and understanding of the role played by science and technology in the lives of students now and in the future;
(c) for lifelong learning, reflecting the future needs of the country and encompassing moral, ethical, societal, and culturally dependent values;
(d) emphasising the need for understanding and having an awareness of the importance of sustainable development with respect to issues in the local society and the importance of the role of STE in developing responsible citizenry;
(e) promoting equity relevant to STL, ensuring the educational aims empower women for life in their society and allow full opportunities for students from all backgrounds;
(f) able, in recognition of globalisation, to realise that policies need to be implemented which are in harmony with those developed in other countries;
(g) encouraging the interaction between science and technology educators. An important approach to this is for Governments to support the Project 2000+ network guided by UNESCO and a group of international NGOs;
(h) encouraging interactions at the science and technology teacher level with the help of national, professional associations and the coordination of international NGOs such as ICASE.
3. making science and technology, individually or interdisciplinarily, core subjects at basic school level for all. For this it is important to ensure they:
(a) meet the needs of all students as future citizens;
(b) enable students to make appropriate career choices;
(c) provide appropriate learning opportunities in terms of a range of educationally driven STE knowledge/skills for possible future studies in science and technology.
4. setting school ‘standards’ for scientific and technological literacy requirements in terms of (i) conceptual development, (ii) scientific and technological processes, (iii) personal development, (iv) cooperative and communication skills, as well as (v) socio-scientific values, all carefully screened to be appropriate for the students’ aptitude, prior learning/age and social environment. These ‘standards’ need to be flexible to respond to changes in science and technology, changes in the local environment and to society and career needs; extend ‘standards’ to cover justifiable ethical and moral values related to science and technology related issues and an appreciation of the role STE can play in developing human rights values, a culture of peace and poverty alleviation, equity gender issues and responsible citizenry.
5. attention should be given to the expected teaching targets and approaches, especially with respect to relevant experiences by students, thus ensuring that STE is seen to be an integral part of the total education provision and hence playing its part in the holistic development of individuals.
6. viewing specialization, or optional additional course, in any STE course as the desire to extend ‘time on task' in meeting the goals of education through science. Ensure these courses are still intended to provide suitable intellectual, attitudinal, skills and values oriented learning, leading to an enhanced level of STL.
7. monitoring specific attitudinal targets within STE, in terms of the positive role science and technology can play in the economic and social advancement of society; and academically, in terms of educational competence, geared to science and technology problem solving and socio-scientific decision making capabilities. It is expected such provision does not discriminate on the grounds of race, religion, ethnicity or gender, ensuring sustainable development, responsible citizenry and equity practices in STE at all levels and with adequate steps taken to promote practices for the empowerment of women and the inclusion of marginalised groups.
8.
encourage research efforts
in the field of STE, both of a quantitative and qualitative nature. The
research should
(a) cover all areas of learning and achievement;.
(b) include curriculum development and assessment practices;
(c) address diagnostic reflection of teaching and classroom action research;
(d) include the effectiveness, and the effective use of resources;
(e) cover the initial and in-service training of teachers;
(f) not only be undertaken nationally, but outcomes from research internationally should be noted;
(g) be disseminated to all interested in STE, especially teachers, through appropriate and effective mechanisms (e.g. not through written notice-board announcements);
(h) be considered an important area for policy makers to ensure outcomes are put into practice where considered advantageous.
9. ensuring that assessment practices pay attention to:
(a) validity and are thus geared to the attainment of multi-dimensional STL;
(b) the diagnostic evaluation of factors influencing student learning, to ensure students, both girls and boys, are not underachieving;
(c) setting standards that ensure the assessment of students pays more attention to what students know rather than determining what they do not know;
(d) ensuring future assessment procedures are based on the attainment of criteria or targets, ensuring assessment of students, within the STE classroom, encompass com