Innovations in Science and Technology Education through Science Teacher Associations
One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6)is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped scien...
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| Format: | Article |
| Language: | English |
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ICASE
2010-06-01
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| Series: | Science Education International |
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| Online Access: | http://icaseonline.net/sei/june2010/p1_Ben_Akpan.pdf |
| _version_ | 1818934126657404928 |
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| author | Ben B. Akpan |
| author_facet | Ben B. Akpan |
| author_sort | Ben B. Akpan |
| collection | DOAJ |
| description | One emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6)is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the important role of science teacher associations, where its members not only have the insights and experience, but also the interest in helping science teacher colleagues. This paper highlights the various contributions possible from Science Teacher Associations (STAs) to the development and delivery of innovative science and technology education in a world that is increasinglydriven by the outputs of science and technology. It stresses the key role of such professional bodies in developing teacher ownership, the sharing of experience at a collaborative level and to be guided to take active responsibility for the interpretations of the intended Government curriculum so as to provide innovative science education best suited to students within their school. Any shift away from ‘teaching the textbook information’,‘teaching to the examination’ and towards ‘assessment for learning’(formative assessment) will be heavily enhanced by the setting up ofmultiple professional fora for enhancing the development of teacher’s PCK(pedagogical content knowledge). |
| first_indexed | 2024-12-20T04:59:19Z |
| format | Article |
| id | doaj.art-74c71031e7c54f469bf49fb0848d3363 |
| institution | Directory Open Access Journal |
| issn | 1450-104X 2077-2327 |
| language | English |
| last_indexed | 2024-12-20T04:59:19Z |
| publishDate | 2010-06-01 |
| publisher | ICASE |
| record_format | Article |
| series | Science Education International |
| spelling | doaj.art-74c71031e7c54f469bf49fb0848d33632022-12-21T19:52:37ZengICASEScience Education International1450-104X2077-23272010-06-012126779Innovations in Science and Technology Education through Science Teacher AssociationsBen B. AkpanOne emerging issue highlighted in a UNESCO booklet (Fensham, 2008, p6)is to draw attention to the need for students to receive science education from able science teachers. The booklet emphasizes that quality science learning time, albeit less, is preferable to the damage done by underequipped science teachers. It also draws attention to the important role of science teacher associations, where its members not only have the insights and experience, but also the interest in helping science teacher colleagues. This paper highlights the various contributions possible from Science Teacher Associations (STAs) to the development and delivery of innovative science and technology education in a world that is increasinglydriven by the outputs of science and technology. It stresses the key role of such professional bodies in developing teacher ownership, the sharing of experience at a collaborative level and to be guided to take active responsibility for the interpretations of the intended Government curriculum so as to provide innovative science education best suited to students within their school. Any shift away from ‘teaching the textbook information’,‘teaching to the examination’ and towards ‘assessment for learning’(formative assessment) will be heavily enhanced by the setting up ofmultiple professional fora for enhancing the development of teacher’s PCK(pedagogical content knowledge).http://icaseonline.net/sei/june2010/p1_Ben_Akpan.pdfAssociationCurriculumIn-servicePublicationScienceTeachers |
| spellingShingle | Ben B. Akpan Innovations in Science and Technology Education through Science Teacher Associations Science Education International Association Curriculum In-service Publication Science Teachers |
| title | Innovations in Science and Technology Education through Science Teacher Associations |
| title_full | Innovations in Science and Technology Education through Science Teacher Associations |
| title_fullStr | Innovations in Science and Technology Education through Science Teacher Associations |
| title_full_unstemmed | Innovations in Science and Technology Education through Science Teacher Associations |
| title_short | Innovations in Science and Technology Education through Science Teacher Associations |
| title_sort | innovations in science and technology education through science teacher associations |
| topic | Association Curriculum In-service Publication Science Teachers |
| url | http://icaseonline.net/sei/june2010/p1_Ben_Akpan.pdf |
| work_keys_str_mv | AT benbakpan innovationsinscienceandtechnologyeducationthroughscienceteacherassociations |