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Science Education: Comparison
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Please note this is a comparison between Version 2 by Catherine Yang and Version 1 by Catherine Yang.

Science education is the structured process of teaching and learning scientific knowledge, scientific practices, and scientific ways of reasoning across school and non-school settings [1][2][3][4][5]. It includes not only conceptual understanding in domains such as biology, chemistry, physics, and earth/space science, but also participation in inquiry, modeling, evidence evaluation, explanation, and argumentation [2]. Science education is characterized by the integration of content, practice, and epistemic understanding—how scientific claims are generated, tested, and revised—so learners can interpret scientific information and apply it in personal and societal contexts [2][3][4][5]. In policy and research, the term denotes a distinct educational domain aimed at developing scientific literacy, rather than factual recall alone.

  • science education
  • scientific literacy
  • inquiry-based learning
  • science pedagogy
  • STEM learning

Science Education and Perceptions •  Developmental and Educational Psychology •  Psychology •  Social Sciences

References

  1. National Research Council. A Framework for K-12 Science Education; The National Academies Press: Washington, DC, United States, 2012. [CrossRef]
  2. National Research Council. Inquiry and the National Science Education Standards; The National Academies Press: Washington, DC, United States, 2000. [CrossRef]
  3. Jonathan Osborne; Shirley Simon; Sue Collins; Attitudes towards science: A review of the literature and its implications. Int. J. Sci. Educ. 2003, 25, 1049-1079. [CrossRef]
  4. Erin Marie Furtak; Tina Seidel; Heidi Iverson; Derek C. Briggs; Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching. Rev. Educ. Res. 2012, 82, 300-329. [CrossRef]
  5. Lederman, N. G. Nature of Science: Past, Present, and Future. In Handbook of Research on Science Education; Abell, S. K., Lederman, N. G., Eds.; Lawrence Erlbaum Associates: Mahwah, NJ, 2007; pp 831–879. https://www.researchgate.net/publication/281345392_Nature_of_science_Past_present_and_future.
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