Stakeholders’ Views on Science Education - Curricular Delphi Study in Georgia

Marika Kapanadze^1, , Claus Bolte², Theresa Schulte² and Ekaterine Slovinsky¹

¹Ilia State University, Georgia

²Freie Universität, Berlin, Germany

Cite this paper:
Marika Kapanadze, Claus Bolte, Theresa Schulte and Ekaterine Slovinsky. Stakeholders’ Views on Science Education - Curricular Delphi Study in Georgia. American Journal of Educational Research. 2015; 3(7):897-906. doi: 10.12691/education-3-7-14

Abstract

To compare the different stakeholders’ views about science education and contribute to bridge the gap between science communities in Georgia, a Curricular Delphi study was conducted as part of the International PROFILES Curricular Delphi Study on Science Education in the context of the PROFILES project, funded from the European Community’s Seventh Framework Programme. The aim of this curricular Delphi study was to engage different stakeholders from science or science education related areas in reflecting on contents and aims of science education as well as in identifying desirable aspects and approaches of modern science education with regard to scientific literacy. This paper presents the results of two rounds of Curricular Delphi Study in Georgia. The results from the first and the second rounds of this national curricular Delphi Study, makes clear that Georgian stakeholders stress the importance of scientific contexts, connected with everyday life in both educational and out of school settings..

Keywords:
Curricular Delphi Study educational reform science education stakeholders’ views

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