caa a22 4500 469128011 CHVBK 20180323133155.0 cr unu---uuuuu 170328e19920601xx s 000 0 eng 10.1007/BF00694832 doi (NATIONALLICENCE)springer-10.1007/BF00694832 Tobias Sheila Consultant with Research Corporation, Tucson, Arizona aut Science education reform: What's wrong with the paradigm? [Elektronische Daten] [Sheila Tobias] From previous and current efforts at science education reform, the author teases out a certain "culture of reform,” a set of assumptions about educational change that are no longer (if they ever were) appropriate to another task, namely managing change. With reference to a group of programs in undergraduate science instruction that work, she finds the research model, the preference for innovation, the dependence on short-term outside funding, and above all, the seeking after some universal curriculum or set of pedagogies that will solve the problem for all time, to be naive in terms of the reality and the politics of change. She would substitute what Gerald Holton in "A Nation at Risk, Revisited” calls "cumulative improvement,” and ends with some suggestions as to how such a model could be applied to the organization of college-level instruction in science. Plenum Publishing Corporation, 1992 Science education nationallicence educational reform nationallicence Journal of Science Education and Technology Kluwer Academic Publishers-Plenum Publishers 1/2(1992-06-01), 85-93 1059-0145 1:2<85 1992 1 10956 https://doi.org/10.1007/BF00694832 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF00694832 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Tobias Sheila Consultant with Research Corporation, Tucson, Arizona aut NATIONALLICENCE 773 0- Journal of Science Education and Technology Kluwer Academic Publishers-Plenum Publishers 1/2(1992-06-01), 85-93 1059-0145 1:2<85 1992 1 10956 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer