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Triple Nexus: Improving STEM Teaching through a Research-Public Engagement-Teaching Nexus
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Stevenson, E.; McArthur, J. – International Journal for Academic Development, 2015
In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded…
Descriptors: STEM Education, Instructional Innovation, Teaching Methods, Science Instruction
Twenty Years Later: Reviving the Reforms of the '60s.
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Besvinick, Sidney L. – Educational Leadership, 1988
Contends that school science programs should return to the visionary programs of the 1960's, which developed logical thinking and problem solving. These have since given way to a barren emphasis on fact acquisition and "cookbook" lab activities. (TE)
Descriptors: Curriculum Design, Elementary Secondary Education, Logical Thinking, Problem Solving
Achieving Useful Science: Reforming the Reforms of the '60s.
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Yager, Robert E. – Educational Leadership, 1988
Argues that science programs developed during the 1960's should be replaced by "science/technology/society" (S/T/S) programs, which build on students' curiosity and concern about local problems. (TE)
Descriptors: Curriculum Design, Elementary Secondary Education, Logical Thinking, Problem Solving
Designing a Biology Curriculum That Promotes Scientific Literacy.
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Micikas, Lynda B. – Journal of College Science Teaching, 1996
Discusses the collaboration of the Biological Sciences Curriculum Study (BSCS) with faculty from eight community colleges to develop an innovative curriculum for use in a one-semester general education course in biology that would reflect the recommendations of the current reform movement in science education. Discusses important issues in helping…
Descriptors: Active Learning, Biological Sciences, Biology, Community Colleges
Science Curriculum and Social Control: A Comparison of Some Recent Science Curriculum Proposals in the United Kingdom and the Federal Republic of Germany.
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Millar, R. H. – Comparative Education, 1981
Comparing the secondary physics courses developed by West Germany's Institute for Science Education (IPN) with similar British curriculum projects, the author argues that the differences in style, content, and reception of these curriculums are related to the social locations of the British teachers and the German academics who devised them.…
Descriptors: Adoption (Ideas), Comparative Education, Curriculum Design, Curriculum Development