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Context of Science Daniel Greene SUNY Plattsburgh

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While exploring the potential implications of certain scientific and educational theories within a classroom, it may be easy to overlook certain factors that play a role in shaping the quality of education delivered by the instructor and received by the students. These unnoticed and sometimes invisible components often include the environment in where the instruction and learning is taking place. The setting of the education does not appear to merely include the location of the school, but includes a variety of factors that include socioeconomic factors specific to the region, learning styles, gender, etc. All of these factors and more may play a role in shaping the context that science has for a given individual or community. Also, with the environmental factors considered, it may also be important to think about what the context of science means to an individual who happens to find oneself in ones distinctive learning environment.

Science, Contextualized Recently, a larger emphasis has been placed on understanding the role that educational context has on student learning experience, teaching practice, and curriculum. The differences in the context of science seems to be easily recognized by exploring different countries educational systems. In most countries, it appears as if the main purpose of formatting the educational system into a particular context is an economic incentive. Countries such as New Zealand and Thailand have recently undergone massive curriculum reforms in order to increase their numbers of educated citizens in the areas of science and technology, both key areas in the move towards economic advancement. With education being geared to increase scientific literacy, it could increase manufacturers ability to add value to agricultural produce, add value to exports, and help citizens engage in socio-scientific issues that appear to be pertinent to their lives in modern

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society (Coll, Dahsah, & Faikhamta, 2010). Many countries are looking to radically reform and invest in their countries educational systems, and exploring the context of science within their local communities, as well as the global environment may be crucial to a successful transition process. These countries are looking towards the positive impact that a skilled and diverse modern workforce can have on the economy and society, as well as on the individuals involved (Eliss, & Allan, 2010). Another study explored the impact that different scientific contexts, determined by different areas of study, have on ones epistemological views on the nature of science. Perhaps recognizing the context that science has in individuals lives, has led to implication of educational reforms that are shifting towards a more learner-centered education (Schwartz, & Lederman, 2008).

Applying Context In the past, it seems as if researchers and teachers have not adequately taken certain factors into account that may play an important role in influencing teaching and learning. One such factor appears to be the social environment in which learning occurs that often shapes the context science has on learners. In New Zealand, the education system has recently made a shift from being heavily controlled by central government, to reforms that shifted the education system along with a new government. The power of education management shifted from the central governmental control to local school communities. Along with this shift, a more inclusive, science-for-all, learner-centered approach was developed. The curriculum that is implemented is meant to support students to learn in a way that will prepare them for the future. Such implications included: a set of common values, emphasis on themes in todays society, importance of a second language, and status of statistics within mathematics (Coll, Dahsah, &

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Faikhamta, 2010). These changes appear to make the attempt to create a learning environment that will be relevant to students lives when they leave the system. While education systems may be shifting towards more flexible and pertinent curriculum standards, other factors may need to be considered when evaluating students educational experiences. Some learners may be at a disadvantage because of their social and economic backgrounds. In addition to the environmental circumstances a student may find oneself in, students also appear to have a range of different learning styles and preferences. Sociological preferences and physiological characteristics may also need to be brought to attention, in order for students to make the most of their individual learning styles (Eliss, & Allan, 2010). Wealthier nations may provide better opportunities for science education simply because of the fact that they have more money to spend on education. Factors such as socioeconomic status and gender may affect the context that science has for an individual, but it does not necessarily lead to direct correlations, because a number of factors may have role. The high number of variables that go into influencing a students contextualization of science and learning curve may call for a system that is flexible enough to address these differences. For instance, in Thailand, the teaching-learning process encourages and enables learners to develop at their own pace and to maximize their potential. Also, it is encouraged that teachers introduce material and activities that is in line with the learners interests and aptitudes. Learners are encouraged and taught practical ways to think critically and apply these skills to their real lives (Coll, Dahsah, & Faikhamta, 2010).

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Scientific Context in Learning Assessment Many of the education systems that countries are implementing, while thinking about the context science plays in the lives of their citizens, appear to make the attempt of helping students who may already be at a disadvantage to make the most of their studies. The teachers often have to balance this with maintenance of academic standards and certain criteria. However, it appears to be unclear as to how the use of standardized testing benefits students in terms of learning or future employment (Eliss, & Allan, 2010). Standardized tests are used in Thailand and, eventually, students are divided into science and non-science streams. The science streams continue their education with more scientifically specialized courses that are often advanced. There appears to be multiple potential learning outcomes of the education systems that put context into their science curriculum. Besides learning the theories and scope of the nature of science, these programs also seem to develop thinking processes, imagination, problem solving skills, decision making, common applications of science and technology, morals and ethics in scientific debates, and a inquiry approach to scientific learning.

It appears as if more education systems are taking individual differences and experiences into account when developing their curriculum. Often times, it appears as if the curriculum allows for more general standards that allow for greater flexibility on the parts of the teachers and students. The personal environment that one is raised all the way up to the country they are in may have terrific impacts on how students relate to the subject material they are being presented with. If the subject matter does not appear pertinent to ones life, then they may not be accepting or convinced that it is something they should put time and effort in learning. Addressing the

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differences, while maintaining academic standards, may be a tough challenge to both recognize and address within science education world-wide.

References Cited

Coll, R, Dahsah, C, & Faikhamta, C. (2010). The influence of educational context on science learning: a cross-national analysis of pisa. Research in Science & Technological Education, 28(1), 3-24.

Ellis, R, & Allan, R. (2010). Raising aspiraton and widening participation: diversity, science and learning styles in context. Journal of Further and Higher Education, 34(1), 23-33.

Schwartz, R, & Lederman, N. (2008). What scientists say: scientists' views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771.