Why is science education often described in terms of "crisis" and need of reform? Why do issues keep re-emerging, and why is it difficult to achieve deep, sustainable, and widely-spread change? The course will explore these questions from interlinked perspectives -- historical, political, cultural, and technical -- by drawing from two literature sources: the science education literature and the literature on educational change. Persisting target issues -- what to change, and process issues -- how to change, will be illustrated through exemplary case studies of change in different countries. The discussion of key problems and theoretical frameworks will attend, inter alia, to fuzzy goals that are on the move; to the notions of incremental versus fundamental change; to the linear stages view of planned change versus the non-linear nature of actual change processes; to top-down versus bottom-up and to re-structuring versus re-culturing approaches; and to the preference for short- over long-term tasks. Despite not fully-realized expectations, past attempts at change left imprints which have accumulated gradually into significant contributions. The course aims to build a knowledge base that could be used in the follow-up of previous work and in the development of hopefully more successful new programs, with the understanding that to enhance science education continuously change should be a permanent state.
- The course will be given in Hebrew (or in English upon request).
- Students specializing in mathematics education are welcome, even though the course title refers to science education.