Scientific literacy (SL) and critical thinking (CT) are key components of science education aiming to prepare students to think and to function as responsible citizens in a world increasingly affected by science and technology (S&T). Therefore, students should be given opportunities in their science classes to be engaged in learning experiences that promote SL and CT, which may trigger the need to build and develop knowledge, attitudes/values, thinking abilities, and standards/criteria in an integrated way, resulting in their ability to know how to take responsible action in contexts and situations of personal and social relevance. This paper reports on a study to design, implement, and assess science learning experiences focused on CT toward SL goal. Results support the conclusion that the learning experiences developed and implemented in a grade 6 science classroom had a significant influence on the students’ CT and SL. Within this elementary school context, the theoretical framework used appears to be a relevant and practical aid for developing learning experiences that promote CT/SL and in supporting teaching practices that are more in line with the goals of critical scientific literacy.

/pdf/fostering-scientific-literacy-and-critical-thinking-in-138tf3ptch.pdf

Fostering Scientific Literacy and Critical Thinking in Elementary Science Education

Michael Young has argued that pupils should be given access to ‘powerful knowledge’. This article examines the extent to which his concept of powerful knowledge is applicable to geographical education, in particular to the study of urban geography. It explores the distinction Young makes between everyday and school knowledge, how this relates to geographical education and to the academic subject of geography. It then considers the extent to which geographical disciplinary knowledge has the characteristics of powerful knowledge. Finally, it raises issues related to curriculum and pedagogy.

Powerful knowledge and geographical education

The learning gap.

This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in Luxembourg.

OECD reviews of evaluation and assessment in education: Luxembourg 2012

A continuing struggle over curriculum in early childhood education is evident in contemporary research and debate at national and international levels. This reflects the dominant influence of developmental psychology in international discourses, and in policy frameworks that determine approaches to curriculum, pedagogy, and assessment. Focusing on early childhood education, we argue that this struggle generates critical questions about three significant themes within curriculum theory: content, coherence, and control. We outline two positions from which these themes can be understood: Developmental and Educational Psychology and contemporary policy frameworks. We argue that within and between these positions, curriculum content, coherence, and control are viewed in different and sometimes oppositional ways. Following this analysis, we propose that a focus on ‘working theories’ as a third position offers possibilities for addressing some of these continuing struggles, by exploring different implica...

https://tandfonline.com/doi/pdf/10.1080/09585176.2015.1129981

Curriculum in early childhood education: critical questions about content, coherence, and control

This fascinating and insightful paper offers a concise analysis of some of the problems with our current National Curriculum and helps explain why so many other nations are outpacing us in educatio...

https://www.cambridgeassessment.org.uk/images/112281-could-do-better-using-international-comparisons-to-refine-the-national-curriculum-in-england.pdf

Could do better: using international comparisons to refine the National Curriculum in England

The analysis presented in this paper offers different examples of how timing issues have adversely affected a series of innovations in education and training. The term ‘temporal discontinuity’ is used since the problems cannot simply be characterised as ‘undue rushing’ or ‘impatience on the part of policy makers’. Whilst over‐hasty scheduling of innovation and a general shortage of time plays a part in the problems on which the paper focuses, it is suggested that the sequencing of design, piloting, evaluation and implementation can break down, falling out of adequate synchronisation. This is more complex than simple shortage of time; remedying this requires more than just an (often‐called‐for) slower pace in evaluating and implementing innovations. The paper uses three carefully‐selected case studies from the English education system to illustrate significant variants of temporal discontinuity: the history of the Assessment of Performance Unit; the implementation of system‐level reforms in academic and vo...

Going round in circles: temporal discontinuity as a gross impediment to effective innovation in education and training

Background: In this article we address some of the challenges posed by the development of national assessment systems and discuss the need for high quality information on trends in attainment; support for school improvement processes and ways in which learning should be enhanced through valid assessment. Purpose: Key elements are explored, including the need to: monitor national standards; provide accountability data; give feedback to learners, teachers and parents. The dangers of multi-purpose testing are outlined in the context of political and educational objectives and the need to separate out the functions in an educationally valid way are considered. Evidence: Experiences in England are used to illustrate some of the key issues and problems that need to be taken into account when designing effective national assessment models. We refer to the national debate and policy reviews on assessment issues. We also draw on a body of literature related to this field of knowledge. Main argument: A range of pos...

Considering alternatives to national assessment arrangements in England: possibilities and opportunities

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Could do better: using international comparisons to refine the National Curriculum in England

Going round in circles: temporal discontinuity as a gross impediment to effective innovation in education and training

Considering alternatives to national assessment arrangements in England: possibilities and opportunities