Broadening today's Science teaching: theoretical and methodological challenges
Paper in a Symposium (Symp)
1:50 PM, Thursday 31 Aug 2017 (20 minutes)
Convention Center - 205 B
The current trend in Science Education might be expressed as test-oriented pedagogy. Although studies on Science Education indicate towards a very different orientation in which students should be considered as integral human beings and schooling should take into account intellectual, emotional and ethical development, the accountability systems push schools toward a restricted way of teaching which has as main target good performance in standardized tests. On the other hand, students and school community demand a more comprehensive Science teaching, which should include pupils’ experiences and expectations, true connections with daily life and contemporary issues. In other words, Science teaching should regard the investigation of concrete objects that makes possible the inclusion of all those aspects. In this study, we discuss and present research results related to the development of scientific concepts, Science teaching for deaf students and activities outside of school. Drawing on cultural-historical activity theory, we underline some major contradictions and future challenges in the field of Science teaching, particularly those regarding the relationship between school and its surroundings. Even though the concept of contradiction plays a pivotal role in conceptualizing practice within and outside Science classes, some methodological issues remain overlooked. In conclusion, the cross-boundary process are usually stressful and rewarding, demanding pupils and teachers to engage in meaningful activities over the academic year. Therefore, generating a disruptive activity, which can change even more than classroom practice. From our perspective, in researching such a complex object, the methodological challenges still are in blend of understanding and transforming the reality.