Socio-Cultural Perspectives on Science Education

Socio-Cultural Perspectives on Science Education
An International Dialogue

by W.W. Cobern

  • Publisher : Springer Science & Business Media
  • Release : 2012-12-06
  • Pages : 221
  • ISBN : 9401152241
  • Language : En, Es, Fr & De
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Global science education is a reality at the end of the 20th century - albeit an uneven reality - because of tremendous technological and economic pressures. Unfortunately, this reality is rarely examined in the light of what interests the everyday lives of ordinary people rather than the lives of political and economic elites. The purpose of this book is to offer insightful and thought-provoking commentary on both realities. The tacit question throughout the book is `Whose interests are being served by current science education practices and policies?' The various chapters offer critical analysis from the perspectives of culture, economics, epistemology, equity, gender, language, and religion in an effort to promote a reflective science education that takes place within, rather than taking over, the important cultural lives of people. The target audience for the book includes graduate students in education, science education and education policy professors, policy and government officials involved with education.

A Cultural-Historical Study of Children Learning Science

A Cultural-Historical Study of Children Learning Science
Foregrounding Affective Imagination in Play-based Settings

by Marilyn Fleer,Niklas Pramling

  • Publisher : Springer
  • Release : 2014-10-01
  • Pages : 213
  • ISBN : 9401793700
  • Language : En, Es, Fr & De
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This book moves beyond the traditional constructivist and social-constructivist view of learning and development in science. It draws upon cultural-historical theory in order to theorise early childhood science education in relation to our currently globalised education contexts. The book argues that concept development in science for young children can be better theorised by using Vygotsky’s concept of Imagination and creativity, Vygotsky’s theory of play, and his work on higher mental functions, particularly the concept of inter and intrapsychological functioning. Key concepts are extracted from the theoretical section of the book and used as categories for analysis in presenting evidence and new ideas in the second section of the book. In this second part of the book, the authors examine how science knowledge has been constructed within particular countries around the globe, where empirical research in early childhood science education has occurred. The third part of the book examines the nature of the encounter between the teacher and the child during science learning and teaching. In the final part of the book the authors look closely at the range of models and approaches to the teaching of early childhood science that have been made available to early childhood teachers to guide their planning and teaching. They conclude the book with a theoretical discussion of the cultural-historical foundation for early childhood science education, followed by a model of teaching scientific concepts to young children in play-based settings, including homes and community contexts.

Science Education in the Arab Gulf States

Science Education in the Arab Gulf States
Visions, Sociocultural Contexts and Challenges

by Nasser Mansour,Saeed Al-Shamrani

  • Publisher : Springer
  • Release : 2015-04-27
  • Pages : 244
  • ISBN : 9463000496
  • Language : En, Es, Fr & De
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The book introduces the development of science education in the Arab Gulf states and presents a critical analysis of current issues and concerns in educational research in science education. The key purpose is to provide some perspectives on the state of science education in Gulf and to share experiences with international scholars about the impact of the innovations and reforms implemented in science education in Arabian Gulf. But Science Education in the Arab Gulf States also intends to present new visions and to make suggestions and recommendations about the contribution of science education to prepare students in the knowledge age. The volume is organised into three main sections. The first section addresses the current practices and challenges in science education in some of the Arab Gulf states. This section sheds critically the light on the challenges and problems that hinder or constrain the implementation of innovations in science education. The second section analyses the science educational reforms and innovations that are being implemented in the Arabian Gulf. This section presents experiences and research with using new approaches to teaching and learning in science classrooms in some of the Arab Gulf states. The third section discusses the socio-cultural issues that have impacted on shaping and reshaping the science education in the Arabian Gulf. This section focuses on exploring the socio-cultural factors that influence engagement and non-engagement in science education. It also explores how socio-cultural issues and contexts guide the reform of science education in the Arabian Gulf and presents various examples of how we can respond to cultural issues.

Identity Construction and Science Education Research

Identity Construction and Science Education Research
Learning, Teaching, and Being in Multiple Contexts

by Maria Varelas

  • Publisher : Springer Science & Business Media
  • Release : 2012-12-17
  • Pages : 196
  • ISBN : 9462090432
  • Language : En, Es, Fr & De
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In this edited volume, science education scholars engage with the constructs of identity and identity construction of learners, teachers, and practitioners of science. Reports on empirical studies and commentaries serve to extend theoretical understandings related to identity and identity development vis-à-vis science education, link them to empirical evidence derived from a range of participants, educational settings, and analytic foci, examine methodological issues in identity studies, and project fruitful directions for research in this area. Using anthropological, sociological, and socio-cultural perspectives, chapter authors depict and discuss the complexity, messiness, but also potential of identity work in science education, and show how critical constructs–such as power, privilege, and dominant views; access and participation; positionality; agency-structure dialectic; and inequities–are integrally intertwined with identity construction and trajectories. Chapter authors examine issues of identity with participants ranging from first graders to pre-service and in-service teachers, to physics doctoral students, to show ways in which identity work is a vital (albeit still underemphasized) dimension of learning and participating in science in, and out of, academic institutions. Moreover, the research presented in this book mostly concerns students or teachers with racial, ethno-linguistic, class, academic status, and gender affiliations that have been long excluded from, or underrepresented in, scientific practice, science fields, and science-related professions, and linked with science achievement gaps. This book contributes to the growing scholarship that seeks to problematize various dominant views regarding, for example, what counts as science and scientific competence, who does science, and what resources can be fruitful for doing science.

Contemporary Perspectives on Science and Technology in Early Childhood Education

Contemporary Perspectives on Science and Technology in Early Childhood Education
A Book

by Olivia Saracho,Bernard Spodek

  • Publisher : IAP
  • Release : 2008-01-01
  • Pages : 205
  • ISBN : 1607525941
  • Language : En, Es, Fr & De
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For decades, politicians, businessmen and other leaders have been concerned with the quality of education, including early childhood education, in the United States. While more than 50% of the children between the ages of three and five are enrolled in preschool and kindergarten programs in the United States, no state, federal, or national standards exist for science or technology education in preschool or kindergarten programs. Knowledge about science and technology is an important requirement for all in contemporary society. An increasing number of professions require the use of scientific concepts and technological skills and society as a whole depends on scientific knowledge. Scientific and technological knowledge should be a part of every individual’s education. There are many ways to enhance young children’s scientific thinking and problem-solving skills as well as their technological abilities. The purpose of this volume is to present a critical analysis of reviews of research on science and technology education in early childhood education. The first part of the volume includes contributions by leading scholars in science, while the second part includes contributions by leading scholars in technology.

Conference Proceeding. New Perspectives in Scienze Education

Conference Proceeding. New Perspectives in Scienze Education

by Pixel

  • Publisher : libreriauniversitaria.it Edizioni
  • Release : 2016-03-04
  • Pages : 716
  • ISBN : 8862927053
  • Language : En, Es, Fr & De
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The RoutledgeFalmer Reader in Science Education

The RoutledgeFalmer Reader in Science Education
A Book

by John Gilbert

  • Publisher : Psychology Press
  • Release : 2004
  • Pages : 278
  • ISBN : 9780415327787
  • Language : En, Es, Fr & De
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This Reader brings together a wide range of material to present an international perspective on topical issues in science education today. In order to identify what themes should be addressed in the book, thirty-eight science educators from around the world responded to the question: 'What issues are currently important in science education in your country?' The outcome is this lively and authoritative Reader, which features topics as varied as: globalisation assessment pupil's views on science education environmental education teaching approaches teacher development multimedia and ICT constructivism. With a specially written introduction from the editor, providing a much-needed context to the current education climate, students of science education will find this Reader an important route map to further reading and understanding.

Handbook of Research on Science Education

Handbook of Research on Science Education
A Book

by Sandra K. Abell,Norman G. Lederman

  • Publisher : Psychology Press
  • Release : 2007-01
  • Pages : 1330
  • ISBN : 0805847138
  • Language : En, Es, Fr & De
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Indhold: Part I: Science Learning. Part II: Culture, Gender, Society, and Science Learning. Part III: Science Teaching. Part IV: Curriculum and Assessment in Science. Part V: Science Teacher Education.

Science Education Research and Practice in East Asia: Trends and Perspectives

Science Education Research and Practice in East Asia: Trends and Perspectives
A Book

by Huann-shyang Lin,John K. Gilbert,Chi-Jui Lien

  • Publisher : Chi-Jui Lien
  • Release : 2016-09-20
  • Pages : 446
  • ISBN : 1539468054
  • Language : En, Es, Fr & De
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This book is a collaborative product of an official project approved by the East-Asian Association for Science Education (EASE), one of the most important professional societies of science education in Asia. This EASE book is compiled with a unique approach. It consists of well-structured four sections: (A)The Historical Development of Science Education in East Asia, (B)The Achievements of Science Education Research in East Asia, (C)Science Teacher Training in East Asia, and (D)Some Challenges to Research in Science Education in East Asia. Its fifteen chapters are co-authored/collaborated by renowned scholars from regions of East Asia. The book successfully integrated and consolidated the research, findings, curricular developments, and science teaching practices that have shaped ongoing educational agenda and student learning outcome in an unprecedented approach. Six Regional Coordinators from Mainland China, Hong Kong, Japan, Korea, and Taiwan worked together with Editors and more than fifty science educators to assure the book project adequately reflects the trends and practices in this region. The six Regional Coordinators are: (1)Prof. Weiping HU, Shaanxi Normal University, (2)Prof. Winnie SO Wing Mui, The Education University of Hong Kong, (3)Prof. Masakata OGAWA, Tokyo University of Science, (4)Prof. Jinwoong SONG, Seoul National University, (5)Prof. Huann-shyang LIN, National Sun Yat-sen University, (6)Prof. Chi-jui LIEN, National Taipei University of Education. This book intends not only to serve as references, but also a complement of existing perspectives from western countries. Insights gained from the integration and consolidation of East-Asian developmental trends and perspectives would allow science educators, teachers, and policy makers make wise decision for future advancements for their own countries/regions. 1. Why We Study the History of Science Education in East Asia: A Comparison of the Emergence of Science Education in China and Japan. 2. The Advent of Science Education for All: A Policy Review across East-Asian Regions. 3. Trend and Development of School Science Education in Taiwan, Hong Kong, and Korea. 4. National/Regional Systems of Research Training in Science Education: The Experiences in Japan and Hong Kong. 5. Science Education Research Trends in East Asian Areas: A Quantitative Analysis in Selected Journals. 6. Current Trends of Science Education in East Asia (1995-2014): With a Focus on Local Academic Associations, Journal Papers, and Key Issues of Science Education in China Mainland, Japan, Korea, and Taiwan. 7. Diversity Dilemmas of Science Education in East Asia. 8. A Comparison of Elementary School Science Textbooks in East Asia. 9. Primary School Science Teacher Training in East-Asia: In the Continuous Reforming for the Quality Assurance. 10. Pre-service Education of High School Science Teachers. 11. Science Education Reform and the Professional Development of Science Teachers in East Asian Regions. 12. Affective Aspects of Science Education in East Asia Regions. 13. Science Learning in Informal Environments in East Asia: Focusing on Science Museums/Centers. 14. Introducing Modern Science and High Technology in Schools. 15. Government Policy in Developing a STEM Curriculum: The Case of the High-Scope Program in Taiwan.

Africanising the Curriculum

Africanising the Curriculum
Indigenous Perspectives and Theories

by Professor Vuyisile Msila,Professor Mishack T Gumbo

  • Publisher : AFRICAN SUN MeDIA
  • Release : 2016-03-01
  • Pages : 264
  • ISBN : 099223607X
  • Language : En, Es, Fr & De
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ÿThe alienating nature of the dominant curriculum in African schools and universities is an issue which simmered just below the surface in the 2015 student protests that swept through the South African higher education sector. The collection of essays found in this timely publication, offers compelling arguments for the deliberate embrace of the African culture to advance African knowledge and enhance African lives. It proposes fresh perspectives on what shape and form a decolonised curriculum should take on.

Philosophy, Science, Education and Culture

Philosophy, Science, Education and Culture
A Book

by Robert Nola,Gürol Irzik

  • Publisher : Springer Science & Business Media
  • Release : 2006-02-22
  • Pages : 490
  • ISBN : 1402037708
  • Language : En, Es, Fr & De
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Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

Science Education for Everyday Life

Science Education for Everyday Life
Evidence-based Practice

by Glen S. Aikenhead

  • Publisher : Teachers College Press
  • Release : 2006
  • Pages : 186
  • ISBN : 9780807746349
  • Language : En, Es, Fr & De
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This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.

Attitude Measurements in Science Education

Attitude Measurements in Science Education
Classic and Contemporary Approaches

by Dr. Myint Swe Khine

  • Publisher : IAP
  • Release : 2015-04-01
  • Pages : 321
  • ISBN : 1681230860
  • Language : En, Es, Fr & De
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The research into how students’ attitudes affect learning of science related subjects have been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behaviour, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and it is much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students. Since Noll’ (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers that describe development and validation of scales appear in scholarly publications. Despite these efforts the progress in this area has been stagnated by limited understanding of the conception about attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine the classical views on science attitudes and explore the contemporary attempts in measuring science related attitudes. The chapters in this book are reflection of researchers who work tirelessly in promoting science education and will illuminate the current trends and future scenarios in attitude measurement.

Aesthetic Experience in Science Education

Aesthetic Experience in Science Education
Learning and Meaning-Making as Situated Talk and Action

by Per-Olof Wickman

  • Publisher : Routledge
  • Release : 2006-04-21
  • Pages : 202
  • ISBN : 1135602026
  • Language : En, Es, Fr & De
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This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it appears in the lives of people and how it relates to the activities in which they are involved. Centered around an empirical analysis of how students and their teachers use aesthetic language and acts during laboratory and field work, the book demonstrates that aesthetics is something that is constantly talked about in science class and that these aesthetic experiences are intimately involved in learning science. These empirical findings are related to current debates about the relation between aesthetics and science, and about motivation, participation, learning and socio-cultural issues in science education. This book features: *an empirical demonstration of the importance and specific roles of aesthetic experiences in learning science; *a novel contribution to the current debate on how to understand motivation, participation and learning; and *a new methodology of studying learning in action. Part I sketches out the theoretical concepts of Wickman's practical epistemology analysis of the fundamental role of aesthetics in science and science education. Part II develops these concepts through an analysis of the use of aesthetic judgments when students and teachers are talking in university science classes. Part III sums up the general implications of the theoretical underpinnings and empirical findings for teaching and learning science. Here Wickman expands the findings of his study beyond the university setting to K-8 school science, and explicates what it would mean to make science education more aesthetically meaningful. Wickman's conclusions deal to a large extent with aesthetic experience as individual transformation and with people's prospects for participation in an activity such as science education. These conclusions have significance beyond science teaching and learning that should be of concern to educators generally. This book is intended for educational researchers, graduate students, and teacher educators in science education internationally, as well as those interested in aesthetics, philosophy of education, discourse analysis, socio-cultural issues, motivation, learning and meaning-making more generally.

Science Communication in Theory and Practice

Science Communication in Theory and Practice
A Book

by S.M. Stocklmayer,M.M. Gore,C.R. Bryant

  • Publisher : Springer Science & Business Media
  • Release : 2001-12-31
  • Pages : 285
  • ISBN : 9781402001314
  • Language : En, Es, Fr & De
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This book provides an overview of the theory and practice of science communication. It deals with modes of informal communication such as science centres, television programs, and journalism and the research that informs practitioners about the effectiveness of their programs. It aims to meet the needs of those studying science communication and will form a readily accessible source of expertise for communicators.

Dilemmas of Science Teaching

Dilemmas of Science Teaching
Perspectives on Problems of Practice

by John Wallace,William Louden

  • Publisher : Routledge
  • Release : 2005-06-29
  • Pages : 272
  • ISBN : 1134558503
  • Language : En, Es, Fr & De
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This book explores sixteen contemporary issues in science education by examining the practical dilemmas these issues provoke for teachers. It is a unique book which presents student-teachers with personal and professional insights into a whole range of science topics including the laws of science, teaching ethics, laboratories and culture, gender and ethnicity. Each chapter takes as its focus one of the sixteen issues and begins with a case-study of a science lesson written by a practising teacher. This is followed by a short, reflective piece by the same teacher on how the lesson went and how opportunities for teaching and learning could be improved. This reflection is followed by commentaries from some of the world's leading science educators on what they felt were the strengths and weaknesses of the lesson. The extensive use of teacher-written case studies and commentaries will make this book suitable for the pre-service courses, where case methods are typically used to provide a context for learning the craft of teaching. The addition of commentaries from distinguished scholars makes the book relevant for postgraduate courses in science education and as a reference volume for teacher researchers.

African Indigenous Knowledge and the Sciences

African Indigenous Knowledge and the Sciences
Journeys into the Past and Present

by Gloria Emeagwali,Edward Shizha

  • Publisher : Springer
  • Release : 2016-07-08
  • Pages : 220
  • ISBN : 9463005153
  • Language : En, Es, Fr & De
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This book is an intellectual journey into epistemology, pedagogy, physics, architecture, medicine and metallurgy. The focus is on various dimensions of African Indigenous Knowledge (AIK) with an emphasis on the sciences, an area that has been neglected in AIK discourse. The authors provide diverse views and perspectives on African indigenous scientific and technological knowledge that can benefit a wide spectrum of academics, scholars, students, development agents, and policy makers, in both governmental and non-governmental organizations, and enable critical and alternative analyses and possibilities for understanding science and technology in an African historical and contemporary context.

The Images of Science Through Cultural Lenses: A Chinese Study on the Nature of Science

The Images of Science Through Cultural Lenses: A Chinese Study on the Nature of Science
A Book

by Hongming Ma

  • Publisher : Springer Science & Business Media
  • Release : 2012-09-15
  • Pages : 114
  • ISBN : 9460919421
  • Language : En, Es, Fr & De
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Are the images of science held by learners the same across cultures? What are the implications for science education? This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in Chinese traditional culture. The dramatic cultural change as a result of the introduction of Western culture was accompanied by the dramatic reconstruction of the image of science. The Chinese science education echoes the understanding of the nature of science in each cultural historical period. Reflecting the tension and dilemmas of understanding the nature of science at the policy making level, the images of science held by Chinese science teachers represent a mixture of influences by values and beliefs that are embedded in the imported science and by Chinese native cultural beliefs. The book concludes with suggestions of change of practice in science education for a more realistic image of science not only within the field of education but also in society at large.

Mathematics and Science Education in Developing Countries

Mathematics and Science Education in Developing Countries
Issues, Experiences, and Cooperation Prospects

by Masafumi Nagao,John M. Rogan,Marcelita Coronel Magno

  • Publisher : UP Press
  • Release : 2007
  • Pages : 502
  • ISBN : 9789715425339
  • Language : En, Es, Fr & De
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Policy and Practice in Science Education for the Gifted

Policy and Practice in Science Education for the Gifted
Approaches from Diverse National Contexts

by Manabu Sumida,Keith S Taber

  • Publisher : Routledge
  • Release : 2017-03-16
  • Pages : 210
  • ISBN : 1317803639
  • Language : En, Es, Fr & De
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Gifted education has come to be regarded as a key national programme in many coutnries, and gifted education in science disciplines is now being recognised to be of major importance for economic and technological development. Despite these initiatives and developments internationally, there are very few discussions on gifted education in science drawing upon practices and experiences in different national contexts. In support of an international dialogue between researchers and practitioners, often working within isolated traditions, this book offers information on key influential approaches to science education for gifted learners and surveys current policy and practice from a diverse range of educational contexts. The volume offers an informative introduction for those new to studying gifted science education, as well as supporting the development of the field by offering examples of critical thinking about key issues, and accounts of the influences at work within education systems and the practical complexities of providing science education for the gifted. The contributions draw upon a variety of research approaches to offer insights into the constraints and affordancxes of working within particular policy contexts, and the strengths and challenges inherent in different approaches to practice. Chapters include: Teaching science to the gifted in English state schools: locating a compromised 'gifted & talented' policy within its systemic context Models of education for science talented adolescents in the United States: Past, present, and likely future trends Navigating the shifting terrain between policy and practice for gifted learners in Tanzania Science education for female indigenous gifted students in the Mexican context Gifted Science Education in the Context of Japanese Standardization This book will appeal to scholars, practitioners and policy makers who are in the field of gifted science education.