Science education

Science education is the teaching together with learning of science to school children, college students, or adults within a general public. The field of science education includes earn in science content, science process the scientific method, some social science, as well as some teaching pedagogy. The specifics for science education administer expectations for the coding of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects specified in the specifics are physical, life, earth, space, and human sciences.

Research

The practice of science education has been increasingly informed by research into science teaching and learning. Research in science education relies on a wide classification of methodologies, borrowed from numerous branches of science and engineering science such(a) as data processor science, cognitive science, cognitive psychology and anthropology. Science education research aims to define or characterize what constitutes learning in science and how it is for brought about.

John D. Bransford, et al., summarized massive research into student thinking as having three key findings:

Educational technologies are being refined to meet the specific needs of science teachers. One research discussing examining how cellphones are being used in post-secondary science teaching frameworks showed that mobile technologies can increase student engagement and motivation in the science classroom.

According to a bibliography on constructivist-oriented research on teaching and learning science in 2005, approximately 64 percent of studies documented are carried out in the domain of physics, 21 percent in the domain of biology, and 15 percent in chemistry. The major reason for this leadership of physics in the research on teaching and learning appears to be that apprehension physics includes difficulties due to the particular sort of physics. Research on students' conceptions has featured that most pre-instructional everyday ideas that students bring to physics instruction are in stark contrast to the physics idea and principles to be achieved – from kindergarten to the tertiary level. Quite often students' ideas are incompatible with physics views. This also holds true for students' more general patterns of thinking and reasoning.