This page includes a list of meetings and Publications on science education focussing on the primary level. Every title is a link to a more detailed description of the event or the publication.
At first we got to use our imagination and that was fun Evaluation of pupils’ and teachers’ learning and development within the NTA-project, Science and Technology for All Author(s) : Glenn Hultman, Margareta Lindkvist, Jan Schoultz
Evaluation of Primary Investigation Primary Investigations (PI) was developed by the Australian Academy of Science in answer to a growing need for a hands-on, investigation-based sequence of activities for primary school science. The program was extensively trialled before its launch in 1995 and initial indications were that PI was very successful in helping reluctant primary school teachers begin to teach science. However, a recent national study of science teaching in schools showed that many primary schools in Australia are still not teaching science, and that more needs to be done to improve the quality of primary science. As PI had been available for seven years, it was timely to evaluate its performance.
This evaluation was commissioned by the Commonwealth Department of Education, Science and Training and the Australian Academy of Science.
In conclusion, Primary investigations has made a significant positive contribution to primary science education in Australia. With modification and support it is likely to build on this foundation to further promote productive teaching and learning of science in many primary schools. Author(s) : Peter Aubusson, Frances Steele
NTA is a great idea Evaluation of pupils’ and teachers’ learning and development within the NTA-project, Science and Technology for All Author(s) : Glenn Hultman, Jan Schoultz
Primary Science Review Primary Science Review aims to share information and ideas that support effective practice in science education at the primary school level as well as the transition to early secondary education. Author(s) :
Quantitative Evaluation of an Intensive Mathematics and Science Professional Development Intervention on Student Achievement This paper discusses an evaluation of a nontraditional Professional Development School (PDS) that has delivered a math and science professional development program to 87 urban elementary schools involving approximately 2,500 teachers over eight years. While recognizing that the program focuses primarily on teachers, ultimately the effect on student achievement is the paramount concern. One difficulty with the evaluation of these efforts is the non-homogeneity of the treatment group compared to the entire sample population. The schools that participated in the program were neither a random sample of all the schools in the district, nor a representative subset of them. Indeed, they were deliberately selected because of their particular needs due to their historically low student performance on the state’s standardized tests and their large populations of economically challenged students. Yet, in order to evaluate possible effects of the program on student performance, we wanted to evaluate these schools and compare their results to the schools in the district at-large. In this paper we describe a multivariate regression approach designed to surmount this analytical difficulty. Findings, implications, and future directions are discussed. Author(s) : Yakov Avichai, Bret Feranchak, Anthony J Ragona, Armando Triana
School Outcome: Raising Standardized Test Scores--The TAMS Experience The Teachers Academy for Mathematics and Science has raised students’ math and science scores among six of the lowest achieving school districts in Illinois.
Statewide, TAMS has served 128 schools and 3,600 teachers in its intensive program.
Thousands of additional teachers have participated in technology and science education activities.
TAMS has brought $73.6 million in additional funding to schools in Illinois.
Rigorous ongoing research allows us to document the Academy’s effect on student achievement. Author(s) :
Science education in danger In a world ever more dependent on innovations in science and technology, young people are turning away from science subjects. Role models and teaching methods are outdated, and students find science too demanding. Focus, a four-page dossier, examines this paradox.
This dossier is in the 11th Newsletter of UNESCO's Education sector, published in october-december 2004. Author(s) : UNESCO
