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Volume 3 |
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Goals and History of Science Education |
Recently there have been several reports concerning major shifts in the goals of science education. Helgeson, Bloser, and Howe (1979) reported that the goals of science education at the secondary level are in a period of major transition. An NSTA working paper, entitled Science Education: Accomplishments and Needs, identified several goals for science education for the 80s. An analysis of the paper (Yager, 1981) revealed general agreement among the leadership of five groups of science educators that an increased focus upon science and society or science in society was needed. Harms and the Project Synthesis research team reported that science and society focus is basic if K-12 science teaching is to reach a more desired state (Harms & Yager, 1981). Several college courses have been developed with such an emphasis on the interrelationships between science and society.
These developments of the past five years indicate the centrality of the science-society interface for science education as a discipline. All other goals---those that have characterized the field for the past 50 years---probably can be subsumed by the science-society goal. This new goal may provide a major justification for the study of science in K-12 settings and general education science requirements in college.
Defining the discipline of science education to the study of the science-society interface removes the restriction that science education is a school or collegiate program. At the same time, it does not exclude such settings as places that the interface may be effectively considered. Such a designation provides parameters for research efforts, curriculum planning, and educational programs.
Science education is defined, then, as the discipline concerned with the study of the interaction of science and society---i.e., the study of the impact of science upon society as well as the impact of society upon science. Their interdependence becomes a reality and the interlocking concept of the discipline. Research in science education centers upon this interface.
An analogy may help explain such a definition. It may help elaborate upon the advantages of such a view for the discipline. The discipline of science education, when defined as the interface between science and society, may be likened to the cell membrane which surrounds a living cell---separating the living material from its surroundings. The membrane is a dynamic one through which all material must enter and exit the cell itself. Studying the process and the factors controlling such movement, the direct involvement of the membrane in the actions can be used as a parallel in terms of science education and its role in assisting society to understand and to use science while also assisting professional scientists to understand and to affect society.
When one uses the cell membrane as an analogy, the importance of the discipline to society as a whole, to the entire scientific community, and to the future of humanity is apparent. Many biologists consider the membrane the most vital aspect (structure and function) of life itself. Similarly, such a definition of science education gives it a primary role in today's world. Defining science as, "The discipline concerned with the study of the interaction of science and society," provides clear justification for science education by making it clear that science education is a vital link to the future of mankind.