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DOCUMENT RESUME SE 058 579 ED 396 927 Hofstein, Avi, Ed.; And Others AUTHOR Science Education: From Theory to Practice. TITLE Weizmann Inst. of Science, Rehovot (Israel). INSTITUTION ISBN-965-281-003-7 REPORT NO PUB DATE 95 482p.; Selected papers presented at the Science NOTE Education in Developing Countries: From Theory to Practice International Conference (Jerusalem, Israel, January, 1993). Conference Proceedings (021) Collected Works PUB 1 MF02/PC20 Plus Postage. EDRS PRICE *Developing Nations; Educational Change; Elementary DESCRIPTORS Secondary Education; Evaluation; Foreign Countries; Professional Development; Science Curriculum; *Science Education; Teacher Education ABSTRACT This publication is a collection of selected papers from the conference on science education in developing countries. The goals of this conference were to review past experiences about theory and practice in science education in both developed and developing countries, identify factors influencing successful practice around the world, distinguish priorities for science education in the 21st century, and develop a plan for action for achieving these priorities. The overview chapter whic., is based mainly on the Keynote addresses and Plenary sessions focuses on the following themes: goals and needs in science education, a look at the educational system, a look at the learner and the teacher, and assessment and feedback in science education. The papers included reflect a number of important issues relating to the nature of contemporary science education research and its implication for practice, whether in a developed or in a developing country. The chapters are organized around the main conference strands: The Learner, The Teacher, The Classroom, and the Curriculum. (JRH) Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** PERMISSION TO REPRODUCE AND U S DEPARTMENT OF EDUCATION Office ot Educations. Research DISSEMINATE THIS MATERIAL and unproven-nen, OUCATIONAL RESOURCES HAS BEE. G ANTED BY INFORMATION CENTER IERICI \ this document b11 been reproduced s ecenied Iron, me person of ofpanizatiOn originating it r: 'Amor cnanges nave been made to improve eprocluction dowdy PomIs at ve,v 01 0ConrOns staled TO THE EDUCATIONAL RESOURCES mlbO clObb en? an not necessamy represent official INFORMATION CENTER (ERIC) i)E RI 005Iton or por,CY Science Education: from Theory to Practice Edited by: Avi Hofstein, Bat-Sheva Eylon & Geoffrey Giddings Department of Science Teaching The Weizmann Institute of Science Rehovot, Israel BEST COPY AVAILABLE Science Education: From Theory to Practice Edited by: Avi Hofstein, Bat-Sheva Ey Ion and Geoffrey J. Giddings Department of Science Teaching, The Weizmann Institute of Science Rehovot, Israel Editing and Typesetting Susan Chasin and Bruce Waldrip Cover Design and Layout Nurit Midbari The papers included in this book were selected from among those that were presented at the conference held in 1993 in Jerusalem, Israel. The scientific content of each paper in this book is the sole responsibility _i its respective author(s). Published by the Department of Science Teaching The Weizmann Institute of Science Rehovot 76100, Israel © 1995 The Weizmann Institute of Science ISBN 965-281-003-7 1. This book includes selected papers from an international conference Science Education in Developing Countries: From Theory to Practice Held in Jerusalem, January 1993 The conference was organized by The Amos De-Shalit Israel Science Teaching Center The Weizmann Institute of Science, Rehovot The Hebrew University, Jerusalem Tel-Aviv University, Tel-Aviv Technion - Israel Institute of Technology, Haifa Ministry of Education and Culture, Jerusalem under the auspices of UNESCO United Nations Education, Scientific and Cultural Organization Sponsored by The Maurice and Gabriela Goldshlager Foundation At the Weizmann Institute of Science and Israel Association for Canadian Studies at the Hebrew University of Jerusalem Contents Introduction xi Bat-Sheva Ey Ion, Avi Hofstein and Geoffrey Giddings Chapter 1: Overview Goals and Needs in Science EducationPast and Future 3 Samuel Bajah Dilemma:: in Science 7',ducation: Solutions From Individuals 7 David Waddington The Science/Technology/Society Movement:Views, Practices and Results 17 Robert Yager Fostering Change in Science Education: Creation, Implementation, Evaluation and ResearchThe Israeli Experience 31 Uri Ganiel A Look at the Educational System 41 Barry Fraser and Herbert Walberg Fostering Change in Science Education: Does How We Teach 49 Match How Students Learn9 Lillian McDermott Can We Prepare Teachers to Teach the Way Students Learn9 65 Richard Gunstone Assessment and Feedback in Science Education 73 Paul Black 89 Student Assessment in Developing Countries Pinchas Tamir Science Education Resear Ch: From Theory to Practice 101 Richard Kempa Chapter 2: Tne Learner Introduction to Strand A: A Focus on the Learner 113 Rosalind Driver The Learning Profile of Somali Students 117 Milena Bandiera t ) 119 Matching Instructional Strategies to Students' Learning Styles Richard Kempa 125 Beyond Rules: Models for Conceptual Understanding Aletta Zietsman Research Into the Understanding of the Concept of Force Performed in 129 Developing Countries in Cooperation With Research in the Netherlands Gerard Thifs, Peter Dekkers, and Ubho Smith 137 Promoting Learning and Fostering Conceptual Change in Science Vivien Talisayon Concept Mapping in a College Course on Evolution: Identifying 141 Critical Junctures in Learning John Trowbridge and James Wandersee Student Learning Processes in a Computer-based Teaching Approach 145 of Quantum Physics Hans Niedderer and Jurgen Petri 151 The Relevance of Differential Learning Psychology for Science Education Eve lin Witruk 159 Language, Gender, and Assessment in Physics Peter Logan, Elizabeth Hegarty-Hazel, and Patricia Gallagher An Integrative Approach to the Treatment of Learning Difficulties in 165 Electricity and Magnetism Esther Bagno and Bat-Sheva Ey ton Chapter 3: The Teacher 175 Introduction to Strand B: A Focus on the Teacher Euwe van den Berg, Vincent Lunetta, and Menachem Finegold Rethinking Science Education: Knowledge, Power, Cultural Struggle, 193 and Possibility William Kyle 199 The Fiji Science Education Practical Optimization Project Alan Cook, John Stir, and Neil Russell The Convergence of Teachers and Providers Views on Inset Needs: 203 The Case of the Non-Specialist Physics Teacher in Swaziland Fred Lubben VI A Qualitative Study of Elementary Teachers and Students Interactions With Full Option Science System (FOSS) 211 John Clementson Models in Physics: A Neglected Topic in the Teaching of the Subject 219 Jan Jacob Smit and Menachem Finegold Pedagogical Knowledge as a Condition to the Adoption and Implementation of Computer Assisted-Learning Activities 223 Amos Dreyfus and Benjamin Feinstein Tailoring Science Education Graduate Programs to the Needs of Science Educators in Developing Countries 229 Vincent Lunetta and Euwe van den Berg Cross-Country Cooperation in Curriculum Change and Professional Development 235 Peter Fensham and Richard Gunstone Induction Program for Beginning Teachers 241 Pouf Klindt Improving Science and Mathematics Instruction: A Project for Fostering 247 Teacher Development David Ben-Chaim, Miriam Carme li, and Barbara Fresko 253 To Master the Knowledge, Acquire the Methods, Lead the Pupils Moshe Barak Teachers as a Source of 2noneous Ideas: Implications for Biology Teachers' Educators 257 Martie Sanders Effective Professional Development for Developing Countries 263 Allan Feldman 269 Assessing Prior Knowledge and Its Effect on Learning Ruth Amir and Pinchas Tamir Chapter 4: The Classroom 275 Introduction to Strand C: A Focus on the Classroom Reuven Lazarowitz Impediments to the Improvement of Teaching and Learning Practices 279 in Science Classrooms in Developing Countries Kenneth Tobin vii 289 Teaching and Learning Science in New Settings Reuven Lazarowitz and lehuda Huppert The Use of Computer:, to Promote Learning in the Domains 297 of Geometrical Optics and Electric Circuits Fred Goldberg Critical Perspectives on Constructivism, Power and the Mediation 301 of Science Learning Kenneth Tobin New Models and Settings for Learning Science: Teaching 311 for Conceptual Change in Chemistry Ann Howe Recovering the Voice of the ScientistA Reconsideration of 315 the Nature of Language and Its Role in Scientific Discovery Clive Sutton 323 Language and Learning, Home, Classroom, Textbooks Vinayak Kulkarni 327 Symbols and Codes in Children's Language Luigia Bosman The Learning Environment in Science Classrooms and Its Effects 331 on Learning Barry Fraser The Use of the Science Laboratory Environment Inventory (SLEI) to Compare the Psychosocial Environment of the Chemistry 347 and Biology Laboratory Classes in Israel Avi Hofstein, Tut Cohen, and Reuven Lazarowitz The Effectiveness of Particular Instructional Strategies in the Context of 351 Both Developed and Developing Countries Geoff Giddings Dealing With Controversial Issues: An Experience With Students 355 Involved in Role Play Methodology Elena Camino and Carla Calcagno 359 Practical Activities in Science Teaching in Developing Countries George Za'rour Chapter 5: The Curriculum 365 Introduction to Strand D: A Focus on the Curriculum Rodger Bybee and Nava Ben-Zvi 369 Science Effective Instructional Strategies in Avi Hofstein and Geoffrey Giddings 377 Education for a Changing Future Jo Ellen Roseman Current Rethinking Goals of Science Education in the Light of Our 383 Views of the Learning-Teaching F ocess Elizabeth Hegarty-Hazel Meeting Rethinking the Goals of Science Education in the Context of 391 Basic Learning Needs Sheila Haggis Non-western An Alternative View for Constructivism and 395 Science Education Research William Cobern 405 ience in Africa Resources for Teaching and Learning Secondary Soho(' Patrick Whittle Science, Mathematics, and Technology Education and 411 the Dysfunctional Civilization Ubiratan D'Ambrosio Equation: Juggling the Variables in the Science EducationPolicy 419 Developing Country Perspectives Michael Kahn and Sharon Levy Science Curricula: Critical Issues in the Design and Development of New 423 Why Teach Acids and Bases at Khetisa High School? Wobbe de Vos 429 Teaching Teacher Stress and Curriculum Innovations in Science Miriani Ben-Peretz Models and Examples of Science Curriculum Development 437 and Implementation in the Caribbean Winston King 441 Elementary Science Science Education in Developing Countries: Grassroots Howard Fearn-Wannan ix