Ebook: Science Education for Diversity: Theory and Practice
- Tags: Science Education, Learning & Instruction, Sociology of Education, Religion and Education
- Series: Cultural Studies of Science Education 8
- Year: 2013
- Publisher: Springer Netherlands
- Edition: 1
- Language: English
- pdf
Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts.
Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.
Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts.
Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.
Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts.
Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.
Content:
Front Matter....Pages i-xx
Front Matter....Pages 1-1
Dialogic Science Education for Diversity....Pages 3-22
Expanding Notions of Scientific Literacy: A Reconceptualization of Aims of Science Education in the Knowledge Society....Pages 23-39
Activity, Subjectification, and Personality: Science Education from a Diversity-of-Life Perspective....Pages 41-64
Reflexivity and Diversity in Science Education Research in Europe: Towards Cultural Perspectives....Pages 65-76
Front Matter....Pages 77-77
Science Education for Diversity and Informal Learning....Pages 79-96
Diverse, Disengaged and Reactive: A Teacher’s Adaptation of Ethical Dilemma Story Pedagogy as a Strategy to Re-engage Learners in Education for Sustainability....Pages 97-117
Tracing Science in the Early Childhood Classroom: The Historicity of Multi-resourced Discourse Practices in Multilingual Interaction....Pages 119-149
Conceptual Frameworks, Metaphysical Commitments and Worldviews: The Challenge of Reflecting the Relationships Between Science and Religion in Science Education....Pages 151-177
Science Curriculum Reform on ‘Scientific Literacy for All’ Across National Contexts: Case Studies of Curricula from England & Wales and Hong Kong....Pages 179-201
Front Matter....Pages 203-203
Science Teachers’ Cultural Beliefs and Diversities: A Sociocultural Perspective to Science Education....Pages 205-230
Envisioning Science Teacher Preparation for Twenty-First-Century Classrooms for Diversity: Some Tensions....Pages 231-249
Expanded Agency in Multilingual Science Teacher Training Classrooms....Pages 251-271
Front Matter....Pages 273-273
Reconceptualizing a Lifelong Science Education System that Supports Diversity: The Role of Free-Choice Learning....Pages 275-300
Ignoring Half the Sky: A Feminist Critique of Science Education’s Knowledge Society....Pages 301-315
Religion in Science Education....Pages 317-328
Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning....Pages 329-338
Gender and Science in the Arab States: Current Status and Future Prospects....Pages 339-358
Back Matter....Pages 359-379
Reflecting the very latest theory on diversity issues in science education, including new dialogic approaches, this volume explores the subject from a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts.
Including numerous strategies ready for adoption by interested teachers, the book addresses the varied cultural factors that influence engagement with science education. It seeks answers to the question of why increasing numbers of students fail to connect with science education in schools and looks at the more subtle impact that students’ individually constructed identities have on the teaching and learning of science. Recognizing the diversity of its audience, the book covers differing levels and science subjects, and examines material from a range of viewpoints that include pedagogy, curricula, teacher education, learning, gender, religion, and ICT, as well as those of in-service and trainee teachers at all levels.
Content:
Front Matter....Pages i-xx
Front Matter....Pages 1-1
Dialogic Science Education for Diversity....Pages 3-22
Expanding Notions of Scientific Literacy: A Reconceptualization of Aims of Science Education in the Knowledge Society....Pages 23-39
Activity, Subjectification, and Personality: Science Education from a Diversity-of-Life Perspective....Pages 41-64
Reflexivity and Diversity in Science Education Research in Europe: Towards Cultural Perspectives....Pages 65-76
Front Matter....Pages 77-77
Science Education for Diversity and Informal Learning....Pages 79-96
Diverse, Disengaged and Reactive: A Teacher’s Adaptation of Ethical Dilemma Story Pedagogy as a Strategy to Re-engage Learners in Education for Sustainability....Pages 97-117
Tracing Science in the Early Childhood Classroom: The Historicity of Multi-resourced Discourse Practices in Multilingual Interaction....Pages 119-149
Conceptual Frameworks, Metaphysical Commitments and Worldviews: The Challenge of Reflecting the Relationships Between Science and Religion in Science Education....Pages 151-177
Science Curriculum Reform on ‘Scientific Literacy for All’ Across National Contexts: Case Studies of Curricula from England & Wales and Hong Kong....Pages 179-201
Front Matter....Pages 203-203
Science Teachers’ Cultural Beliefs and Diversities: A Sociocultural Perspective to Science Education....Pages 205-230
Envisioning Science Teacher Preparation for Twenty-First-Century Classrooms for Diversity: Some Tensions....Pages 231-249
Expanded Agency in Multilingual Science Teacher Training Classrooms....Pages 251-271
Front Matter....Pages 273-273
Reconceptualizing a Lifelong Science Education System that Supports Diversity: The Role of Free-Choice Learning....Pages 275-300
Ignoring Half the Sky: A Feminist Critique of Science Education’s Knowledge Society....Pages 301-315
Religion in Science Education....Pages 317-328
Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning....Pages 329-338
Gender and Science in the Arab States: Current Status and Future Prospects....Pages 339-358
Back Matter....Pages 359-379
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