|
:''Science teacher redirects here''. Science education is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community. The learners may be children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences. ==Historical background== The first person credited with being employed as a Science teacher in a British public school was William Sharp who left the job at Rugby School in 1850 after establishing Science to the curriculum. Sharp is said to have established a model for Science to be taught throughout the British Public Schools.〔Bernard Leary, ‘Sharp, William (1805–1896)’, Oxford Dictionary of National Biography, Oxford University Press, Sept 2004; online edn, Oct 2005 (Retrieved 22 May 2010 )〕 The next step came when the British Academy for the Advancement of Science (BAAS) published a report in 1867. BAAS promoted teaching of “pure science” and training of the "scientific habit of mind." The progressive education movement of the time supported the ideology of mental training through the sciences. BAAS emphasized separately pre-professional training in secondary science education. In this way, future BAAS members could be prepared. The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley was critical (see especially Thomas Henry Huxley educational influence). John Tyndall was also influential in the teaching of physical science. In the US, science education was a scatter of subjects prior to its standardization in the 1890s. The development of a science curriculum in the US emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of 30 leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892 which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in U.S. secondary schools. The committee was composed of ten educators (all men) and was chaired by Charles Eliot of Harvard University. The Committee of Ten met, and appointed nine conferences committees (Latin, Greek, English, Other Modern Languages, Mathematics, History, Civil Government and Political Economy, and three in science). The three conference committees appointed for science were: physics, astronomy, and chemistry (1); natural history (2); and geography (3). Each committee, appointed by the Committee of Ten, was composed of ten leading specialists from colleges and normal schools, and secondary schools. Each committee met in a different location in the U.S. The three science committees met for three days in the Chicago area. Committee reports were submitted to the Committee of Ten, which met for four days in New York, to create a comprehensive report.〔National Education Association (1894). Report of the Committee of Ten on Secondary School Studies With The Reports of the Conferences Arranged by The Committee. New York: The American Book Company (Read the Book Online )〕 In 1894, the NEA published the results of work of these conference committees.〔 According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.〔(【引用サイトリンク】title=The N.E.A. Committee of Ten )〕 This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance. The BAAS encouraged their longer standing model in the UK. The US adopted a curriculum was characterized as follows:〔 * Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field." * Secondary science should focus on laboratory work and the committee's prepared lists of specific experiments * Teaching of facts and principles * College preparation The format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as science, technology, society and environment education is growing and being implemented more broadly in the late 20th century (Aikenhead, 1994). Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「:''Science teacher redirects here''.Science education is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community. The learners may be children, college students, or adults within the general public. The field of science education includes work in science content, science process (the scientific method), some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.==Historical background==The first person credited with being employed as a Science teacher in a British public school was William Sharp who left the job at Rugby School in 1850 after establishing Science to the curriculum. Sharp is said to have established a model for Science to be taught throughout the British Public Schools.Bernard Leary, ‘Sharp, William (1805–1896)’, Oxford Dictionary of National Biography, Oxford University Press, Sept 2004; online edn, Oct 2005 (Retrieved 22 May 2010 )The next step came when the British Academy for the Advancement of Science (BAAS) published a report in 1867. BAAS promoted teaching of “pure science” and training of the "scientific habit of mind." The progressive education movement of the time supported the ideology of mental training through the sciences. BAAS emphasized separately pre-professional training in secondary science education. In this way, future BAAS members could be prepared.The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley was critical (see especially Thomas Henry Huxley educational influence). John Tyndall was also influential in the teaching of physical science.In the US, science education was a scatter of subjects prior to its standardization in the 1890s. The development of a science curriculum in the US emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of 30 leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892 which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in U.S. secondary schools. The committee was composed of ten educators (all men) and was chaired by Charles Eliot of Harvard University. The Committee of Ten met, and appointed nine conferences committees (Latin, Greek, English, Other Modern Languages, Mathematics, History, Civil Government and Political Economy, and three in science). The three conference committees appointed for science were: physics, astronomy, and chemistry (1); natural history (2); and geography (3). Each committee, appointed by the Committee of Ten, was composed of ten leading specialists from colleges and normal schools, and secondary schools. Each committee met in a different location in the U.S. The three science committees met for three days in the Chicago area. Committee reports were submitted to the Committee of Ten, which met for four days in New York, to create a comprehensive report.National Education Association (1894). Report of the Committee of Ten on Secondary School Studies With The Reports of the Conferences Arranged by The Committee. New York: The American Book Company (Read the Book Online ) In 1894, the NEA published the results of work of these conference committees.According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.(【引用サイトリンク】title=The N.E.A. Committee of Ten )This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance. The BAAS encouraged their longer standing model in the UK. The US adopted a curriculum was characterized as follows:* Elementary science should focus on simple natural phenomena (nature study) by means of experiments carried out "in-the-field."* Secondary science should focus on laboratory work and the committee's prepared lists of specific experiments* Teaching of facts and principles* College preparationThe format of shared mental training and pre-professional training consistently dominated the curriculum from its inception to now. However, the movement to incorporate a humanistic approach, such as science, technology, society and environment education is growing and being implemented more broadly in the late 20th century (Aikenhead, 1994). Reports by the American Academy for the Advancement of Science (AAAS), including Project 2061, and by the National Committee on Science Education Standards and Assessment detail goals for science education that link classroom science to practical applications and societal implications.」の詳細全文を読む スポンサード リンク
|