The book appraises the major science education initiatives and policy transformations with supportive qualitative and quantitative data since the 1957 Sputnik crisis. In addition, the book establishes the intellectual and emotional foundations before building the subsequence of what to teach and how to teach effectively in science education. Find out how you can develop the critical game changing traits to beat the status quo and become the celebrated next generation science educators.
Ovid K. Wong, PhD, is a veteran public school teacher and administrator before becoming an award winning science education professor at Benedictine University with 35 books published.
Chapter: 1 Looking back and moving forward in history
Chapter 2: Auditing the science education initiatives
Chapter 3: Executing the intended purpose of a science education policy
Chapter 4: The intellectual and social emotional foundations of 2+2=4 versus 2+2=22
Chapter 5: What is the contemporary landscape of science education?
Chapter 6: How do you fill the cup of science learning?
About the Author
Great reading for both the experienced science teacher as well as the novice. Professor Wong has produced a book that leads us through the history of the last seventy plus years from Sputnik to where we are today in science education with the New Generation Science Standards (NGSS). In doing so, he describes in detail the complex interactions between the teacher, student, and subject matter during a number of generational program changes. As one might surmise, these interactions are as involved as the sciences themselves, but presented with such clarity when integrated with the NGSS as to cause the reader to thoughtfully consider their own practice with the goal of becoming a true “Game Changer”.
Dr. Wong successfully attempts, like few others, to recount the vast expanse of scientific discoveries and evolution of science education and provide a cohesive background for science educators. His concise summary and appraisal of facts, time line, and educational issues in tandem with insightful metaphorical stories and examples help provide the structure with which to build a sound philosophy of teaching science. Additional focus on conceptual teaching and educational technology for the ‘teacher’s tool box’ is practical and helpful. He does not overlook the learner, emphasizing that education is an art and science with the outcome of achieving student success that also requires conveying acceptance, inclusion, and attention to their social emotional skills.
Finally - a highly interesting, motivating explanation of science, its current state in education and the answer to what we should do with it in the field now to move science education forward!