Introduction to science education
Lecturers and Teaching Assistants
Prof. Michal Armoni, Dr. Shelley Rap
Course Schedule and Location
Monday, 10:30 - 12:00, Musher, Meeting Rm
Field of Study, Course Type and Credit Points
Science Teaching: Lecture; Obligatory; Regular; 2.00 points
Attendance and participation
Estimated Weekly Independent Workload (in hours)
- Introduction to Science Education
- The goals of the Science Education discipline
- The historical development of the discipline of Science Education
- Students' conceptions and misconceptions in science
- Teaching for understanding and understanding performances
- The framework of the structure of observed learning outcomes (SOLO)
- Students' motivation and self-efficacy
- Inquiry-based science education (IBSE)
- Learning science through the historical approach
- Context-based learning (CBL)
- Science teachers' knowledge
- Technology enhanced science teaching
- Informal science education
- Research topics of science teaching faculty members
Upon successful completion of the course, students should be able to:
- Demonstrate knowledge of a broad spectrum regarding the nature of science education and the research conducted in science education for improving the teaching and learning of science.
- Use core concepts of science education research within their research work
- Read and understand research papers in science education
- Abd-El-Khalick, F., & Lederman, N. G. (2000). The Influence of History of Science Courses on Students' Views of Nature of Science. Journal of Research in Science Teaching, 37, 1057-109
- Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485-499. doi:10.1002/tea.2013
- Ben-Zvi, R., Eylon, B.-S., & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63(1), 64. doi:10.1021/ed063p64
- Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: a case study. International Journal of Science Education, 26, 47-62.
- Perkins, D. (1998). What is understanding? In M.S. Wiske (Ed.), Teaching for understanding (pp. 39-58), NY: Jossey-Bass.
- Kali, Y., & Linn, M. C. (2007). Technology-enhanced support strategies for inquiry learning. In J. M. Spector, M. D. Merrill, J. J. G. V. Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 445–461). Mahwah, NJ: Erlbaum.
- John B. Biggs, J. B., and Kevin F. Collis, K., F. (1982). Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome). Academic Press.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.