Policy and Pedagogy: International Reform and Design Challenges for Science and STEM Education

Abstract

Advances in science education research and development examining cognitive reasoning, epistemic practices, and formative and summative assessment tools and methods are fundamentally repositioning the conceptualization and design of curriculum, instruction, and assessment. However, with the rapid emergence of technologies and tools for supporting data analytics and data dashboards to inform and support classroom, school, and district level decision making, the accelerating pace of such changes is challenging teachers, school leaders, and education systems. New frameworks and methodologies while informing and guiding the study of educational systems (globally, nationally, regionally, and locally) are also challenging precepts and conceptions of recently rendered standards documents, curricular design models, and pedagogical practices. Yet another driver of change is the increasing orientations of schooling to address career and workforce initiatives. Recently released international policy documents are speculating on how models of education need to change in order to prepare students and citizens for life with uncertain global conditions and for workforce dynamics that are rapidly changing. A panel of international science education leaders were drawn together to examine and discuss recommendations from four 21st Century Education Policy reports. Two examining curriculum frameworks, one examining international assessments, and one examining instructional policies and teachers’ practices.

Panel Participants:

Richard Duschl, (Chair)Southern Methodist University, USA; Costas Constantinou, University of Cyprus, Cyprus; Doris Jorde, University of Oslo, Norway; Jonathan Osborne, Stanford University, USA/UK; Eilish McLoughlin, Dublin City University, Ireland; Audrey Msimanga, Sol Plaatje University, South Africa; Fang-Ying Yang, National Taiwan Normal University, Taiwan.