PARADIGMA BARD PENDIDlKAN SAINS

Abstract

Education in science has been developing rapidly in its various
dimensions and this can
be considered a new paradigm in science
education. The dimensions considered highly significant in
their
development are the instructional approach, orientation to diversity
of learners' characteristics, expansion of the orientation to educa­
tional output, and interinstitutional and international collaboration.
Science education
is no longer considered sterile in character
with orientation
only to the interest of understanding science and
developing scientific thinking. Human and social values that can be
developed through science education have started
to be discovered
and studied.
An inter- and multidisciplinary character of science
education is becoming more dominant and it will
be the character
that tends to develop further in the future.
Science education can
be used as a medium to identify the
perspective
of the nation's development and as a basis for
technological development and nation building. The responsibility
of
science education for national development is increasingly becoming
bigger and the education
in science needs to be renewed
continuously
in order not to be left behind by the nation it self