摘要：AbstractThis article represents a sum up of a serial of researches on the use of theOverhauling Science Education Management(OSEM) theory in teaching academic lessons in different fields of science. Retroactive to the contemporary impediments in moving to the edge of science education with proper ICT the theory involves 10 steps. Its process starts from students’ active involvement and gradually attaining the concepts. Learners involve their own background, experiences, ideas and cognitive level through the adjustment approach with the lesson titles, subtitles and the key concepts. The teaching ends up with formative evaluation to document the assurance of learner's achievement to mastery level in each step. Learners produce definitions of scientific concepts at the level of high level cognitive understanding and sustainability. Reliable and valid researcher made tests and questionnaires used for data gathering. Research methods such as t-test, effect size, and covariance compare its effect with the contemporary teaching. OSEM also provides learners to articulate their learning with the community of learners who are also engaged in the same experience and journey. Based on the author empirical research evidences, its implementation could be assured to overhaul teaching different academic science subjects in school grades and higher education.
关键词：science education management;theory of overhauling science education;social personal and behavioral models of teaching
