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
• 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:

1. 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.
2. Use core concepts of science education research within their research work
3. Read and understand research papers in science education

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. 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.
8. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14.