PËRPARIME HYSNI ZEKA
Authors country of origin: Albania
Institutional affiliation: University “Aleksander Xhuvani”, Department of Letters and Teaching School
ABSTRACT
Science teaching is a complex activity that lies at the heart of the vision of science education presented in the Standards. The teaching standards provide criteria for making judgments about progress toward the vision; they describe what teachers of science at all grade levels should understand and be able to do. There is much (potentially) to be excited about here. Few would argue against having greater access to more learning opportunities, especially when those opportunities are offered for “free”, where there is latent unmet demand, and where the opportunities themselves are well constructed and offer real value for learners. To highlight the importance of teachers in science education, these standards are presented first. However, to attain the vision of science education described in the Standards, change is needed in the entire system. Teachers are central to education, but they must not be placed in the position of being solely responsible for reform. Teachers will need to work within a collegial, organizational, and policy context that is supportive of good science teaching. In addition, students must accept and share responsibility for their own learning.
Volume 2.No. 2(2019): December
ISSN 2661-2666 (Online) International Scientific Journal Monte (ISJM)
ISSN 2661-264X (Print)
DOI : 10.33807/monte.202004731
DOI URL: https://doi.org/10.33807/monte.202004731
Full Text: PDF
This is an open-access article under the CC BY-NC-ND license (creativecommons.org/licenses/by-nc-nd/4.0/)