Controversy in Science Museums focuses on exhibitions that approach sensitive or controversial topics. With a keen sense of past and current practices, Pedretti and Navas Iannini examine and re-imagine how museums and science centres can create exhibitions that embrace criticality and visitor agency. Drawing on international case studies and voices from visitors and museum professionals, as well as theoretical insights about scientific literacy and science communication, the authors explore the textured notion of controversy and the challenges and opportunities practitioners may encounter as they plan for and develop controversial science exhibitions. They assert that science museums can no longer serve as mere repositories for objects or sites for transmitting facts, but that they should also become spaces for conversations that are inclusive, critical, and socially responsible. Controversy in Science Museums provides an invaluable resource for museum professionals who are interested in creating and hosting controversial exhibitions, and for scholars and students working in the fields of museum studies, science communication, and social studies of science. Anyone wishing to engage in an examination and critique of the changing roles of science museums will find this book relevant, timely, and thought provoking.

Controversy in Science Museums focuses on exhibitions that approach sensitive or controversial topics. With a keen sense of past and current practices, Pedretti and Navas Iannini examine and re-imagine how museums and science centres can create exhibitions that embrace criticality and visitor agency. Drawing on international case studies and voices from visitors and museum professionals, as well as theoretical insights about scientific literacy and science communication, the authors explore the textured notion of controversy and the challenges and opportunities practitioners may encounter as they plan for and develop controversial science exhibitions. They assert that science museums can no longer serve as mere repositories for objects or sites for transmitting facts, but that they should also become spaces for conversations that are inclusive, critical, and socially responsible. Controversy in Science Museums provides an invaluable resource for museum professionals who are interested in creating and hosting controversial exhibitions, and for scholars and students working in the fields of museum studies, science communication, and social studies of science. Anyone wishing to engage in an examination and critique of the changing roles of science museums will find this book relevant, timely, and thought provoking.

""I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round.. We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellent. analyses from leading academics. I learnt a lot from reading this book.,"
. Professor Michael Reiss, Institute of Education, University of London.

. "Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers cases to the comprehensive and. scholarly analyses in the researchers thematic chapters."
. Professor William Louden, Edith Cowan University, Australia,"

. Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice in. unique ways.

. "Analysing Exemplary Science Teaching" brings together twelve academics, ten innovative. teachers and three exceptional students in a conversation about teaching and learning.. Teachers and students describe some of their most noteworthy classroom practice, . whilst scholars of international standing use educational theory to discuss, define and. analyse the documented classroom practice..

Classroom experiences are directly linked with theory by a series of annotated. comments. This distinctive web-like structure enables the reader to actively move. between practice andtheory, reading about classroom innovation and then theorizing. about the basis and potential of this teaching approach..

Providing an international perspective, the special lessons described and analysed are. drawn from middle and secondary schools in the UK, Canada and Australia. This book. is an invaluable resource for preservice and inservice teacher education, as well as for. graduate studies. It is of interest to a broad spectrum of individuals, including training. teachers, teachers, researchers, administrators and curriculum coordinators in science. and technology education..