Science Education

From Separation to Integration

Marcia C. Linn, Libby Gerard, Camillia Matuk, Kevin W. McElhaney

Research output: Contribution to journalArticle

Abstract

Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.

Original languageEnglish (US)
Pages (from-to)529-587
Number of pages59
JournalReview of Research in Education
Volume40
Issue number1
DOIs
StatePublished - Mar 1 2016

Fingerprint

science
education
computer scientist
teamwork
neurosciences
cultural studies
psychologist
sociologist
funding
expert
educator
commitment
leader
instruction
linguistics
trend
teacher
learning
student

ASJC Scopus subject areas

  • Education

Cite this

Science Education : From Separation to Integration. / Linn, Marcia C.; Gerard, Libby; Matuk, Camillia; McElhaney, Kevin W.

In: Review of Research in Education, Vol. 40, No. 1, 01.03.2016, p. 529-587.

Research output: Contribution to journalArticle

Linn, Marcia C. ; Gerard, Libby ; Matuk, Camillia ; McElhaney, Kevin W. / Science Education : From Separation to Integration. In: Review of Research in Education. 2016 ; Vol. 40, No. 1. pp. 529-587.
@article{156b64e676f94f33918949220a1cc3b9,
title = "Science Education: From Separation to Integration",
abstract = "Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.",
author = "Linn, {Marcia C.} and Libby Gerard and Camillia Matuk and McElhaney, {Kevin W.}",
year = "2016",
month = "3",
day = "1",
doi = "10.3102/0091732X16680788",
language = "English (US)",
volume = "40",
pages = "529--587",
journal = "Review of Research in Education",
issn = "0091-732X",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Science Education

T2 - From Separation to Integration

AU - Linn, Marcia C.

AU - Gerard, Libby

AU - Matuk, Camillia

AU - McElhaney, Kevin W.

PY - 2016/3/1

Y1 - 2016/3/1

N2 - Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.

AB - Advances in technology, science, and learning sciences research over the past 100 years have reshaped science education. This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. Advances depended on the broadening of the participants in science education research, starting with psychologists, science discipline experts, and science educators; adding science teachers, psychometricians, computer scientists, and sociologists; and eventually including leaders in cultural studies, linguistics, and neuroscience. This process depended on renegotiating power structures, deliberate funding decisions by the National Science Foundation and others, and sustained, creative teamwork. It reflects a growing commitment to ensure that all learners are respected and that all students learn to address the complex scientific dilemmas they face in their lives. This chapter traces the evolution of research on science education in the United States with a focus on 5- to 17-year-olds. It highlights trends in the view of the learner, the design of instruction, the role of professional development, and the impact of technology. The chapter closes with recommendations designed to realize the full potential of these advances.

UR - http://www.scopus.com/inward/record.url?scp=85006978693&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85006978693&partnerID=8YFLogxK

U2 - 10.3102/0091732X16680788

DO - 10.3102/0091732X16680788

M3 - Article

VL - 40

SP - 529

EP - 587

JO - Review of Research in Education

JF - Review of Research in Education

SN - 0091-732X

IS - 1

ER -