Science Education: A Balancing Act Between Research in University, Daily Instruction in Schools, and Politics in Education Ministries

Abstract

In this chapter, eight foci relevant for science educators are presented and illustrated by paradigmatic examples and discussed in two parts. The first part “from science education to practice and authorities” discusses the four foci of (1) developing concepts for instruction; (2) responding to the needs of schools; (3) connecting researchers, teachers, and stakeholders; and (4) implementing research results into practice. The second part “from practice and authorities to science education” includes a further four foci, (5) reframing recent scientific research as science content for schools, (6) considering non-formal teaching-learning processes, (7) helping to create curricular and structural changes, and (8) being aware of his/her own responsibilities. The paradigmatic examples discussed are from recent research projects in science education, for example, the development of new instruments for formative and summative assessment, the comparison of different test formats like multiple-choice problems and concept map problems, the implementation of a new interdisciplinary curricula, the development of a so-called MobiLab, and the collaboration with scientists and entrepreneurs in nanoscience. It is discussed why the foci and examples are important to researchers and educators and which lessons can be learnt.