What’s new in science?

December 21, 2015 at 1:00 pm Leave a comment

Check out these (fairly) new resources that support science education in Ontario:

The December issue of Education Canada, on the CEA site, includes an article written by John Murray titled Revisioning science education in Canada: A new plan, identity and purpose. Guess what, it less about STEM and more about the environment and sustainability.

From the article: “Sustainability of the planet’s systems and humankind’s relationships with, and influences upon, those systems rises to the top of the list of priorities for science education in this country. No less important, the panel encouraged a priority on making strong connections among the pure sciences, sustainability issues, socio-scientific issues, and the relevance of the curriculum for students. An appreciation for the interconnectedness of these important threads, they felt, could be the foundation of a Canadian understanding of science in today’s world.”

Let’s talk Science has released a report on Exploring Parental Influence (Report or Infographic).

From their site: “Although 75 per cent of Canadian parents think that most or all jobs of the future will require at least a basic understanding of math and science, and believe STEM education is valuable, they are not having the talk with their kids when it comes to pursuing STEM education. Startlingly, only 28 per cent of parents polled said they often discuss the value of taking optional science courses in high school with their children.  More surprisingly, one-third (31 per cent) of Canadian parents think that science is a mandatory academic requirement through high school, when in fact, there is no Canadian jurisdiction that requires a Grade 12 science course as a graduation requirement.”

CMEC has release a report based on the Pan-Canadian Assessment Program titled Contextual Report on Student Achievement in Science

Here are some selections from the executive summary (p 1-2):

  • Achievement at or above the Canadian average in science is found in British Columbia, Alberta, Ontario, and Newfoundland and Labrador.
  • According to the PCAP 2013 results, in Canada overall, there is no gender difference in achievement in science among Grade 8/Secondary II students. In Canada, 92 per cent of Grade 8/Secondary II students attain at or above the expected level of achievement (level 2 and above) in science.
  • Students with high scores in these indices have higher achievement in science: attitude toward science, science self-efficacy, experience with science in the early years, value of science, and understanding of science.
  • There is a positive relationship between teacher training and student achievement. Higher levels of both formal (education) and informal (experience) training are significantly related to higher student achievement and students achieve higher scores when they are taught by teachers who consider themselves specialists either by education, experience, or by both education and experience.
  • Teachers who believe that they are good science teachers and that they can positively influence student outcomes, regardless of whether or not the student comes from a background that fosters success in school, have higher classroom scores in science.
  • Schools reporting that they monitor curriculum implementation and the use of strategies and resources consistent with that curriculum are found to have higher achievement in science.

Rowan

 

Entry filed under: Internet Resources, Uncategorized. Tags: .

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