Science education has undergone far-reaching changes in the last
fifty years. The articles collected together in this reader examine
how we have reached our present consensus and what theories we now
use to explain how children learn science. The central sections of
the reader examine how all this can be translated into effective
and stimulating teaching, how learning can be most accurately and
fairly assessed and how the impact of gender, ethnicity and other
factors on children's performance can be addressed in methods of
teaching which make science accessible to all. The articles in the
final section of the book are a reminder that the debate is not
finished yet and raise some challenging questions about what
science education is and what it is for.
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