This book is the product of four years of collaborative work within the framework of the European Science Foundation's Regional and Urban Restructuring in Europe (RURE) programme. With one exception, all of the chapters have been prepared by participants in RURE - the exception being that commissioned from Conti and Enrietti on Fiat and Italy to provide a fuller coverage of changes in the main automobile producing companies and countries of Europe. A - perhaps the - central theme around which the RURE programme was conceived is that the restructuring of the production system lies at the heart of the changing map of Europe. Equally, it continues to be the case that the automobile industry lies at the cutting edge of the search for viable new models of production. Some eighty years ago the automobile industry occupied a pivotal position in the transition from craft to mass production - indeed "Fordism" came to denote not just a particular micro-economic model of production organisation in the factory but a macro-scale model of economic development, characterized by a particular pattern of relations between mass production, mass consumption and national state regulation. From the late 1960s, however, it became increasingly clear that Fordism as a macro-scale model of advanced capitalist development was reaching its limits.

Socio-scientific issues (SSI) are open-ended, multifaceted social issues with conceptual links to science. They are challenging to negotiate and resolve, and they create ideal contexts for bridging school science and the lived experience of students. This book presents the latest findings from the innovative practice and systematic investigation of science education in the context of socio-scientific issues. Socio-scientific Issues in the Classroom: Teaching, Learning and Research focuses on how SSI can be productively incorporated into science classrooms and what SSI-based education can accomplish regarding student learning, practices and interest. 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. It presents a wide range of classroom-based research projects that offer new insights for SSI-based education. Authored by leading researchers from eight countries across four continents, this book is an important compendium of syntheses and insights for veteran researchers, teachers and curriculum designers eager to advance the SSI agenda.