Science education and development : planning and policy issues at secondary level

목차 (Table of Contents)

• CONTENTS
• Preface = ⅴ
• Acknowledgments = ⅶ
• Introduction = 1
• Chapter Ⅰ. Science education and development = 7
• 1. Facts and figures : enrolments in scientific education and economic growth = 9
• 2. Debate on the models of scientific and technological development = 14
• 3. Lessons from the experience of Asian high performing economies = 17
• 4. Science or vocational and technical education? = 20
• Chapter Ⅱ. The state of science education in different countries = 24
• Section 1 : Participation of students in secondary science education = 25
• 1. Organization and duration of secondary education in different countries = 26
• 2. Participation in science education = 28
• Section 2 : Curriculum organization = 34
• 1. Organization of science education at lower secondary level = 35
• 2. Science curricula and specialization at upper secondary level = 38
• 3. Selection and assessment = 43
• Section 3 : Teaching and learning conditions in science education = 44
• 1. Availability of science teachers and turnover = 45
• 2. Qualification of science teachers = 46
• 3. Teacher support = 48
• 4. Specialized facilities and equipment = 54
• Section 4 : Science teaching in practice = 55
• Section 5 : Cost of science education = 60
• 1. Science teacher costs = 61
• 2. The cost of textbooks = 63
• 3. The costs of laboratories = 63
• Section 6 : How much science do secondary pupils know? = 66
• 1. Present difficulties in assessing actual science achievements = 66
• 2. Insights into levels and patterns of science achievements = 67
• 3. Factors affecting science achievement = 71
• Section 7 : Destination of school leavers = 75
• 1. Flow of science school leavers into higher educatiion = 76
• 2. Employment opportunities for science school leavers = 81
• In conclusion = 87
• Chapter Ⅲ. Main issues in planning science education = 89
• Section 1 : Specialization = 89
• 1. Early versus late selection = 90
• 2. Forms of specialization = 92
• 3. How many should specialize? = 94
• 4. How should the selection be made? = 96
• 5. Orientation and selection into science = 98
• A few concluding remarks = 100
• Section 2 : How to attract students to science? = 100
• 1. Turning away from science = 101
• 2. The case of girls = 103
• A few concluding remarks = 108
• Section 3 : Selected curriculum issues = 108
• 1. Intergration and relevance of content = 109
• 2. Multiplication of options = 111
• 3. Technology education = 113
• Section 4 : The role of practical activity in science education = 118
• Section 5 : Assessment issues = 123
• 1. Science assessment and progression = 123
• 2. Assessment and the curriculum = 126
• 3. Assessing practical work = 131
• 4. The analysis of science assessment data = 134
• Section 6 : Language issues in the provision of secondary science education = 136
• 1. Provision of secondary science education in a second language = 137
• 2. Science provision in the mother tongue across all levels of formal education = 138
• 3. 'Mixed' instructional language policies : the case of Morocco = 139
• A few concluding remarks = 141
• Section 7 : Training of science teachers = 141
• ChapterⅣ. Cost-effective approaches to science education : an analysis of issues = 150
• Section 1 : The case for and against special science schools = 151
• 1. An analysis of two examples of special science schools = 155
• 2. Impact on the number of students enrolling in science = 157
• 3. Cost-effectiveness of special science schools = 158
• 4. Teaching practices = 159
• Section 2 : Science laboratories and science kits-costs and options = 161
• Section 3 : The provision of learning materials = 166
• 1. Some curricula dilemmas = 166
• 2. Materials availability and patterns of use = 167
• 3. Insights into learning and curriculum development = 169
• 4. Workbooks and tuition materials = 170
• 5. Supplementary materials = 171
• 6. Teachers' guides = 171
• Section 4 : Management of school science departments and support for science-teacher development = 172
• Section 5 : Maintenance issues and training of laboratory assistants = 174
• Section 6 : Patterns of in-service／on-service training of science teachers = 175
• Section 7 : Inspection and advisory systems = 177
• Conclusion = 178
• Chapter Ⅴ. Information base on science education = 179
• Section 1 : Information base on science education = 179
• 1. Coveage and participation in science education = 180
• 2. Teacing conditions = 183
• 3. Achievement data = 186
• 4. Destination of science school leavers in higher education and employment = 190
• 5. Costs = 191
• Section 2 : Approaches to data collection and analysis for planners = 192
• Conclusion = 199
• Chapter Ⅵ. Conclusions and recommendations for planners and decision-makers = 200
• 1. Introduction = 200
• 2. On investment in science education and economic development = 201
• 3. On supply and demand = 203
• 4. On participation = 207
• 5. On gender = 209
• 6. Specialization = 209
• 7. On science curricula = 211
• 8. On learning and teaching = 214
• 9. On learning materials = 216
• 10. On practical activity = 217
• 11. On equipment = 219
• 12. On laboratories = 219
• 13. On language = 220
• 14. On assessment and achievement = 221
• 15. On monitoring = 223
• 16. On management and teacher support = 225
• 17. Postscript = 227
• Bibliography and references = 231