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A Holistic Approach for Science Education For All

Author(s): Nir Orion

Journal: Eurasia Journal of Mathematics, Science & Technology Education
ISSN 1305-8223

Volume: 3;
Issue: 2;
Start page: 111;
Date: 2007;
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Keywords: Reforms in Science Education | Science For All | Earth Systems Education

This article suggests that a genuine reform endeavor towards the “Science for All”paradigm should adopt a holistic approach. There are several countries around the worldthat adopted the "Science for All" paradigm at the beginning of the 21st century. However,while looking closely at the amount of change that took place in schools following the newparadigm, it seems that like previous reforms, there is a gap between the rhetoric and theactual change. A series of studies indicate that Earth systems science approach is mucheffective than the traditional "science for all" approach. While implementing it correctly, itsucceeds to attract students from both groups – the high achievers group and the muchbigger group of students to whom the traditional science programs were frequentlyinaccessible. Both groups found the Earth System approach attractive and interesting andboth gained a significant amount of knowledge and understanding. However, the earthsystems approach alone will not be enough and in order to attract most of the studentsand in addition such programs should be based on a holistic approach that should alsoinclude the following characteristics: (1) Learning in an authentic and relevant context asmuch as possible. (2) Organizing the learning in a sequence that shifts gradually from theconcrete to the abstract. (3) Adjusting the learning for variant abilities learners. (4)Integrating the outdoor environment as an integral and central component of the learningprocess. (5) Focusing on both the cognitive and the emotional aspects of learning.
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