ICASE : The International Council of Associations for Science Education
Inquiry-based Science Instruction
Intermediate Science Curriculum Study (ISCS)
International Society for Technology Education (ISTE)
Introductory Physical Science (IPS)
ICASE : The International Council of Associations for Science Education
ICASE is an association of educators, institutions and businesses involved in science education in more that 60 countries around the globe. Founded in 1973, it has more than 150 associations in Africa, Asia, Australia, Europe, Latin America and North America. Three of its main goals are to enhance scientific communication at the international and regional levels, to improve science and technological literacy, and to contribute to the general quality of life through science education. ICASE contributes to science education through a journal, conferences, and an Internet site. It publishes, quarterly, the Science Education journal, which includes articles and research on topics such as science education around the world, curriculum, teaching and learning, science teaching education, science safety, and non-formal and informal science education. Some of the themes in the journal are presented at yearly conferences held at a different international location. Since 1995,conferences have been in Vanuatu, Estonia, Pakistan, France and England. Members currently part of ICASE are working on project 2000+, which is a science and technology research and education program being collaboratively developed with non-formal science/ technology organizations and UNESCO (the United Nations Education, Science, and Culture Organization. So far a few instructional units have been developed and can be found on the ICASE Home page or by contacting ICASE directly:
Dr. Jack Holbrook, President
ICASE Secretariat
Center for Science Education, University of Tartu, Estonia
e-mail: jack@ut.ee
Method of attaining knowledge commonly used in science. Inductive processes involve making empirical generalizations based on large numbers of observations or facts. For instance, a paleontologist might use induction to draw a conclusion based on the evidence he/she has managed to collect. Inductive reasoning inherently involves making an educated "guess". (Richards, 1977; Wallace, 1971; Hempel, 1966). (See also deductive reasoning)
Informal science refers to settings where science learning occurs outside the formality of a classroom, such as natural history and science museums, zoos, planetariums, oceanariums, nature centers, botanical gardens, national parks and forests, and expeditionary travel in eco-tourism. Learning occurs through science educators, naturalists, guides, storyboards, dioramas, and family or group interactions. These settings involve "hands-on" interactive learning and are often interdisciplinary. The non-evaluative nature that exists with informal education makes it less stressful. Informal science education can also arise from formal learning in schools and colleges, such as when students discuss, on their own time, a topic posed in a science course. One of informal science education's challenges lies in the area of assessment. It is hard to prove that learning has indeed occurred, and if so, measuring that learning, in these types of environments.
"The endeavor of informal science education is ultimately the nurturing of full human-ness. This includes:
Inquiry-based Science Instruction
Inquiry-based science instruction involves a hands-on approach that stimulates curiosity and motivates students. In this type of instruction, the students generate meaning independently by looking at different materials. The teacher facilitates learning by engaging students in questions that require them to think about and apply what they are doing to new situations. Through dialogue, discussion, and exploration the students are stimulated to use their minds and ask questions. The teacher helps students learn how to frame their questions clearly enough, so that they can search for answers, and suggests productive ways for them to find those answers, instead of dispensing information. By posing questions the teacher may guide students to confront their assumptions, and lead them to new paths of inquiry. (AAAS, 1990; DeBoer, 1991; Sivertsen, 1993).
http://www.csulb.edu/~acolburn/AETS.htm
Integration in general is "the joining of two or more previously separate school subjects by teaching them together in some fashion" (McComas, 1997). The curriculum "emphasizes developmentally appropriate instruction from one grade to the next" (Crawley, Barufaldi, and Slayer, 1994). An example of an integrated science unit is a combination of science content blended in with social studies or math.
This is a nationwide competition open to American high school students in their last year of secondary school. Students are challenged to complete independent research projects. From thousands of entries, 300 semifinalists, 40 finalists, 10 top scholarship winners are selected each year. The prestigious award comes with substantial scholarship money for college, including a $40,000 college scholarship for the top winner. In existence since 1942, Westinghouse boasts some impressive "alumni" among their finalists, including five Nobel Prize winners.
Intermediate Science Curriculum Study (ISCS)
ISCS is a self-paced multidisciplinary science project developed in 1962 with financial support from Florida State University. It did not receive support from the Office of Education and the National Science Foundation until 1966. Originally published as Probing the Natural World, Intermediate Science Curriculum Study, it was designed for the special interests and capabilities of 11-16 year-old students. The project included physical science, chemistry, biology, earth science, and environmental science. Designed as a three-year project (Volumes 1, 2 and 3) , ISCS was generally taught at the seventh, eighth, and ninth grade levels. Students were to complete a core set of lessons but the course was designed so that the scope and sequence of instruction could vary with individual and small group interests, abilities, and backgrounds.
http://www.coe.ufl.edu/CT/Projects/ISCS.html
International Society for Technology in Education (ISTE)
The International Society for Technology in Education (ISTE) is a non-profit organization that is known for professional development, knowledge generation, advocacy, and leadership for innovation. ISTE represents 85,000 professionals and is governed by a Board of Directors led by President, Trina Davis. Currently, Don Knezek serves as the Chief Executive Officer.
ISTE provides leadership and service to improve teaching, learning, and leadership by advancing the effective use of technology in the pre-K through 12th grade classroom, as well as in teacher education arenas. ISTE is involved in a variety of mission driven initiatives such as the National Educational Technology Standards (NETS), Center for Applied Research in Education Technology (CARET), and the National Educational Computing Conference (NECC).
http://www.iste.org/AM/Template.cfm?Section=About_ISTE
ISCP: Interaction Science Curriculum Project
ISCP is a curriculum project that used the ideas and practices of earlier curriculum projects such as BSCS to bring a more coherent and inquiry-oriented curriculum to junior high school science instruction. It was published and funded solely by Rand-McNally. They published three textbooks; Interaction of Matter and Energy (1968), Interaction of Man and the Biosphere (1970), and Interaction of Earth and Time (1972).
Introductory Physical Science (IPS)
Uri Haber-Schaim at Educational Services Incorporated started this project in the Spring of 1963 with the support of the National Science Foundation. The project was developed to 1) prepare students for laboratory high school science and 2) provide students with enough physical science knowledge for the rest of their lives if this was to be their last science course. Students were encouraged to make scientific conclusions using an investigative approach and to learn basic experimental procedures and data collection. Students were provided with a textbook integrating many experiments into the text and a "mini-laboratory" in which students performed the experiments. Students were assessed mainly on laboratory skills.