International geoscience educator's perceptions of approaches to K-12 science education for the 21st century

Several different approaches to formal science education have been advocated by professionals in science education in the United States. Their efforts, ideas, and research have influenced the directions of global science education. The purpose of this study was to explore international geoscience education professionals' priorities for science education for the new millennium. A survey was conducted to determine the perceptions of seven literature-based approaches to science education among 51 professionals (15 different countries) who participated in the third International Geoscience Education Conference. Results indicated that the 'Integration' approach was the top choice, followed by a choice emphasizing 'Conceptual Change.' Years of teaching were not significantly related to participants' perceived importance of each approach, but national origin was related. Among the three major participant countries, Australia, U.S.A., and Japan, Japanese participants rated two approaches (Education Technology and Internet Based Teaching & Learning) as less important than did Australian and U.S. participants. For the other five approaches respondents' opinions were not significantly different at α =.05.