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Sample Abstract AN INNOVATION IN SCIENCE AND TECHNOLOGY EDUCATION 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 References 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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