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Redesigning science teacher education to reflect the nature of contemporary science

Tytler, Russell and Symington, David 2006, Redesigning science teacher education to reflect the nature of contemporary science, in NARST 2006 : National Association for Research in Science Teaching Annual International Conference 2006, National Association for Research in Science Teaching, Baltimore, Md., pp. 1-12.

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Title Redesigning science teacher education to reflect the nature of contemporary science
Author(s) Tytler, Russell
Symington, David
Conference name National Association for Research in Science Teaching. Conference (2006 : San Francisco, California)
Conference location San Francisco, California
Conference dates April 2006
Title of proceedings NARST 2006 : National Association for Research in Science Teaching Annual International Conference 2006
Editor(s) [Unknown]
Publication date 2006
Conference series National Association for Research in Science Teaching Conference
Start page 1
End page 12
Publisher National Association for Research in Science Teaching
Place of publication Baltimore, Md.
Summary Evidence that many students are not being captivated by school science has led to advocacy of revising the science curriculum. However, there need to be accompanying changes in science teacher education. This study is designed to lay foundations for innovation in the pre-service education of secondary science teachers, involving a reconceptualisation of the nature of contemporary science and a course structure that links science teaching with broader science public reform initiatives. We held a series of Focus Groups, built around Government Research Priority areas, which brought together people from industry, government, research organisations, and community groups involved in science and its applications. In the groups the participants discussed how science currently operates in their area, ways in which the area will develop in the coming decade, and what implications there are for the nation and its citizens and for science education. What emerged was a concern for public responses to science at a range of levels, and a very different view of science practice and community involvement with science to that represented in current university and school science courses. This was confirmed in interviews with science graduates working in disparate fields, and also focus groups of school students. The paper will report on the insights generated, and explore the implications for redesigning the pre-service education of science teachers.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1.1 Full written paper - refereed
Copyright notice ©2006, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30026388

Document type: Conference Paper
Collections: School of Education
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