Bøger i Contemporary Trends and Issues in Science Education serien

The authors propose the science curriculum concept of Global Science Literacy justifying its use internationally with reference to the nature of science, the probable direction of science in the new millennium, the capability for GSL to develop inter-cultural understanding, and its relevance to non-Western cultures and traditions.

This book includes theories, research, and practices for envisioning how science and environmental education can contribute to nuanced indicators of school achievement, with the prospect of comparing these metrics worldwide.

and much more. This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.

Prompted by the ongoing debate among science educators over 'nature of science', and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education.

The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms-that of relativism, for example-and explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation.

This book is the culmination of over twenty years of work toward a pedagogical theory that promotes experiential learning of model-laden theory and inquiry in science.

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. teaching and learning about chemical compounds and chemical change;

The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms-that of relativism, for example-and explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation.

At the present, there is an emergent need to meet the shortage of qualified science teachers and at the same time to bring qualitative improvements in the courses offered in teacher education institutions. Prospective teachers behave like passive listeners to their teachers.

This book documents learning and teaching in open-inquiry learning environments, designed with the precepts of these educational thinkers in mind. The book is thus a first-hand report of knowing and learning by individuals and groups in complex open-inquiry learning environments in science.

Research in science education is now an international activity. -It considers trends in the research over time, and looks particularly at what progression in the research entails. -It provides insight into how researchers influence each other and how involvement in research affects the being of the researcher as a person.

It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship.

Guiding questions include: 'What practices are required for reading inscriptions?' and 'Do textbooks allow students to develop graphicacy skill required to critically read scientific texts?' The book reveals what it takes to interpret, read, and understand visual materials, and what it takes to engage inscriptions in a critical way.

The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

This unique, edited book is a must for science educators who desire to improve upon traditional methods for science teaching and learning.

Provides an introduction to the philosophy of technology that is accessible to non-philosophers. This book offers a survey of the state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology.

and much more. This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.

This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.

This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. This book is relevant to science methods instructors, science education graduate students and science teachers.

The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

Mapping Biology Knowledge addresses two key topics in the context of biology, promoting meaningful learning and knowledge mapping as a strategy for achieving this goal. They include concept maps, cluster maps, webs, semantic networks, and conceptual graphs. The expanding role of computers in mapping biology knowledge is also explored.

This volume is of interest to science educators, graduate students, and classroom teachers. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S.

Raising a basic question about the purpose of science education for the public, this book aims to understand how typical ninth-grade students and their science teachers think about nature or the natural world, and how their thoughts are related to science.

a

This book aims to improve the design and organization of innovative laboratory practices and to provide tools and exemplary results for the evaluation of their effectiveness, adequate for labwork in order to promote students' scientific understanding in a variety of countries.

This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers¿ beliefs about teaching SSI, teachers¿ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.