SCIENCE EDUCATION IN SCHOOLS AND AT TERTIARY LEVEL: STATUS QUO OR EMBRACING CHANGE?
|Title||SCIENCE EDUCATION IN SCHOOLS AND AT TERTIARY LEVEL: STATUS QUO OR EMBRACING CHANGE?|
|Publication Type||Journal Article|
|Year of Publication||2018|
|Journal||Journal of Baltic Science Education|
|Type of Article||Editorial|
|Other Numbers||E-ISSN 2538-7138|
|Keywords||science education, science teaching, social justice, tertiary system|
Society is changing as the influence of technologies and the implementation of innovative practices are driving change. Change and innovation are not simple processes for all (Rogers, 2003). Yet, companies, corporates and small business are managed and lead to ensure not only efficiency, but also to yield the best possible financial gain. When one analises change in the world of commerce, one does not have to be a rocket scientist to come to the conclusion that there have been tremendous changes. Not only has the ergonomics of buildings and factories changed, there has also been change pertaining to the number of people employed, as technologies afford opportunities to make certain positions that people occupied, redundant. Robotic tools are used more and more in the manufacturing chain to increase productivity and to ensure greater quality, or so we are informed.