Course Identification

• 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
• Students' motivation and self-efficacy
• Inquiry-based science education (IBSE)
• Learning science through the historical approach
• Science and society (RRI)
• 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:

1. Demonstrate knowledge of a broad picture about the nature of science education and the research conducted in the discipline, in order to improve the teaching and learning.
2. Use core concepts of the discipline within their research work
3. Read and understand research paper of the discipline

1. 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
2. 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
3. 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
4. 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.
5. Perkins, D. (1998). What is understanding? In M.S. Wiske (Ed.), Teaching for understanding (pp. 39-58), NY: Jossey-Bass.
6. 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.
7. Owen, R., Macnaghten, P., & Stilgoe, J. (2012). Responsible research and innovation: From science in society to science for society, with society. Science and Public Policy, 39(6), 751-760. doi:10.1093/scipol/scs093
8. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.