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Science Education: A Global Perspective is 'global' both in content
and authorship. Its 17 chapters by an assemblage of seasoned and
knowledgeable science educators from many parts of the world seek
to bring to the fore current developments in science education and
their implications. The book thus covers a wide range of topics in
science education from various national and international
perspectives. These include the nature of science, science and
religion, evolution, curriculum and pedagogy, context-based
teaching and learning, science and national development,
socially-responsible science education, equitable access for women
and girls in science and technology education, and the benefits of
science education research. It ends on an optimistic note by
looking at science education in 50 years' time with a
recommendation, among others, for stakeholders to take the
responsibility of preparing children towards a blossoming science
education sector in an anticipated future world. This book is
suitable for use by discerning researchers, teachers, undergraduate
and postgraduate students in science education, and policy makers
at all levels of education. Other educationalists and personnel in
science and technology vocations will also find it interesting and
useful as the reader-motivated approach has guided the presentation
of ideas. Science Education: A Global Perspective is a rich
compendium of the components of science education in context,
practice, and delivery. Dr Bulent Cavas, Professor of Science
Education, Dokuz Eylul Univerity, Buca-Izmir,
Turkey/President-Elect, International Council of Associations for
Science Education (ICASE) This book will be of immense relevance
for current and future global strides in training and research in
science education. Surinder K. Ghai, Chairman, Sterling Publishers
Pvt. Ltd., New Delhi, India This book provides a refreshing insight
into the current status and future direction of science education.
It will be very useful to researchers, those pursuing undergraduate
and post-graduate courses in science education, and all other
personnel involved in the policy and practice of science education.
Dr. Bennoit Sossou, Director/Country Representative, UNESCO
Regional Office in Abuja, Nigeria
This edited volume discusses major issues in present-day science
and technology education (STE). It is divided into three thematic
sections: philosophical foundations and curriculum development;
sustainable development, technology and society; and the learning
sciences and 21st century skills. Section I examines the history
and future of STE curriculum development, along with specific
issues within this dynamic area. Section II explores sustainable
development in three important aspects: economic development,
social development, and environmental protection. Section III
covers the 21st century skills that are of overarching importance
to the success of learners in school and the world of work.
Anchoring each chapter is an assemblage of veteran science and
technology education specialists selected from across the world.
The book's target is a worldwide audience of undergraduate /
post-graduate students and their teachers, as well as researchers.
This book's exploration of the ever-increasing advances in STE and
its narrative writing style will be of interest to a broad range of
readers.
Science Education: A Global Perspective is 'global' both in content
and authorship. Its 17 chapters by an assemblage of seasoned and
knowledgeable science educators from many parts of the world seek
to bring to the fore current developments in science education and
their implications. The book thus covers a wide range of topics in
science education from various national and international
perspectives. These include the nature of science, science and
religion, evolution, curriculum and pedagogy, context-based
teaching and learning, science and national development,
socially-responsible science education, equitable access for women
and girls in science and technology education, and the benefits of
science education research. It ends on an optimistic note by
looking at science education in 50 years' time with a
recommendation, among others, for stakeholders to take the
responsibility of preparing children towards a blossoming science
education sector in an anticipated future world. This book is
suitable for use by discerning researchers, teachers, undergraduate
and postgraduate students in science education, and policy makers
at all levels of education. Other educationalists and personnel in
science and technology vocations will also find it interesting and
useful as the reader-motivated approach has guided the presentation
of ideas. Science Education: A Global Perspective is a rich
compendium of the components of science education in context,
practice, and delivery. Dr Bulent Cavas, Professor of Science
Education, Dokuz Eylul Univerity, Buca-Izmir,
Turkey/President-Elect, International Council of Associations for
Science Education (ICASE) This book will be of immense relevance
for current and future global strides in training and research in
science education. Surinder K. Ghai, Chairman, Sterling Publishers
Pvt. Ltd., New Delhi, India This book provides a refreshing insight
into the current status and future direction of science education.
It will be very useful to researchers, those pursuing undergraduate
and post-graduate courses in science education, and all other
personnel involved in the policy and practice of science education.
Dr. Bennoit Sossou, Director/Country Representative, UNESCO
Regional Office in Abuja, Nigeria
This book provides a collection of applicable learning theories and
their applications to science teaching. It presents a synthesis of
historical theories while also providing practical implications for
improvement of pedagogical practices aimed at advancing the field
into the future. The theoretical viewpoints included in this volume
span cognitive and social human development, address theories of
learning, and describe approaches to teaching and curriculum
development. The book presents and discusses humanistic,
behaviourist, cognitivist, and constructivist theories. In
addition, it looks at other theories, such as multiple
intelligences theory, systems thinking, gender/sexuality theory and
indigenous knowledge systems. Each chapter follows a
reader-motivated approach anchored on a narrative genre. The book
serves as a guide for those aiming to create optional learning
experiences to prepare the next generation STEM workforce. Chapter
"The Bildung Theory-From von Humboldt to Klafki and Beyond" is
available open access under a Creative Commons Attribution 4.0
International License via link.springer.com
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