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Innovations in Science and Technology Education by rfb16446


									Sample Abstract


Bhinyo Panijpan
Director Institute for Innovation and Development of Learning Process
Mahidol University, Thailand

We present here an example of how to make learning more profound, durable and
creative. Our postgraduate students in science and technology (S/T) education, apart from
taking education courses, have to go through S/T courses, esp., in “Nature, History and
Philosophy of Science”, “Contemporary Science”, “Science Education Seminar”, where
they have to search the literature for the context and implication of past S/T achievements
(e.g. Endeavour), current science and technology discoveries (e.g., Science, Nature) and
innovations in science education (e.g., Physics Teacher, J Chem. Educ.) and present their
findings to an audience while being assessed by their fellow students and the professors.
The presentations usually follow some well-known pedagogical models or adaptations
thereof. For the last part , the students have to make new models and apparatuses from
local suppliers to demonstrate the principles or practicals published in science education
journals. For part of their training the students have to work collaboratively to come up
with integrated pieces of work where, e.g., mathematics meets biology or physics meets
chemistry and more. Metacognition is emphasized for the individual as well as the group.

The more versatile students (30%) in addition to their minimum requirements in science
education research projects also work in conventional research laboratories to get a real
feel of how science is conducted. Their respective publications in refereed international
journals are pre-requisites for graduation with a Ph.D degree. After four years of running
this program of innovation in S/T education, we find our students to have a better
appreciation of S/T and have pedagogical content knowledge in their demonstration
teaching with innovative techniques and tools. Some by-products of their Ph.D experience
will be displayed at this Symposium, e.g., CD’s on specific and integrated high school
subjects and hands-on teaching models in molecular and cellular bioscience.

Key words Innovation, Professional Development, Science Education, Learning Process

1. Bransford, J.D., Donovan, M.S. (2005). Scientific inquiry and how people learn. In:
  Donovan, M.S., Bransford, J.D. (Eds), How Students Learn. The National Academics
  Press, Washington, D.C.
2. Carey, S. (2000). Science education as conceptual change. Journal of Applied
  Developmental Psychology, 21(1), 13-19.

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