Sciences in education [editorial]

Abstract

Over the years science education has undergone various changes in what Pea and Collins (2008) describe as waves of reforms. Our vision of what science education should be like and what it should achieve has changed. The aims of science education have shifted, from a focus on knowledge of scientific content that students needed to acquire to an emphasis on acquiring scientific literacy and various skills. Science education is expected to motivate learners to learn and to prepare them to 鈥減articipate actively and responsibly in, with and for society, successfully throughout their lives鈥� (Hazelkorn, 2015 p. 7) and for making decisions in an increasingly complex scientific and technological world. This entails competences related to scientific thinking, evidence-based reasoning, analytical thinking and critical thinking, among others. At the same time science education is expected to inspire and prepare students for further study of science at higher levels. In any reform in education, teachers are the key players implementing the reform. The assessed curricula, time factors and personal knowledge, beliefs and experiences are some of the factors that influence whether teachers will successfully implement the reform or whether they will continue practices that do not match the current needs and aims. Renewal of science education requires scrutiny of assessment practices, transformation of teacher practices and provision of continuing professional development opportunities for teachers to ensure up-to-date knowledge and skills (Osborne & Dillon, 2008). [excerpt]