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ERIC Number: EJ1182158
Record Type: Journal
Publication Date: 2018-Jun
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1449-6313
Staying in Science: Can Understanding of the Disciplinary Connectedness of Science Help?
Mooed, Azra; Kaiser, Susan
Teaching Science, v48 n2 p45-50 Jun 2018
Most international curricula require students to develop conceptual and procedural understandings along with developing an understanding about the nature of science. Moreover, science education endeavours to produce scientifically literate citizens capable of making informed decisions about the social-scientific issues in their everyday lives; this is indeed the central purpose and aspiration of science education. However, the numbers of students taking science continue to be declining in Australia and New Zealand as well as in many European countries. We propose an as yet unexplored perspective, that of students not seeing the connectedness of the discipline as they grapple to understand the world around them. This paper takes the view that students need to understand the connectedness within the discipline of science. Moreover, one makes these connections when there is a broad understanding of the discipline. Is it possible that how and what is taught no longer interests those students we would like to see continue in science (Claxton, 2013)? We think conceptual, procedural, and epistemological knowledge is needed, but that it is insufficient for both scientific literacy and for engaging students so that they continue to study science. Evidence suggests that students need to learn science ideas, not just as facts, but to also understand how various science ideas are connected so that they can make sense of their world. We suggest that students need help to make these connections and to understand the connectedness of the discipline. "We need to change not what we teach, but how we teach."
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand; Australia