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Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom. But how can teachers be sure they are sufficiently well-informed to help their pupils make sense of the diverse and emotive arguments surrounding these issues?
This book may hold the answer. Written by leading ethicists, scientists and technologists, it offers a balanced and jargon-free guide to such highly debated topics as:
* Cloning
* In vitro fertilisation
*Genetic screening and genetic engineering
*Farm animal welfare
* The use of animals in medical experiments
Written specifically for the non-specialist teacher or lecturer, this book also contains suggestions on how to approach the teaching of bioethics and provides useful sources of further information. It may also be of interest to undergraduates on science courses.
What is science? What is the purpose of science education? Should
we be training scientists, or looking towards a greater public
understanding of science? In this exciting text, some of the key
figures in the fields of science and science education address this
debate. Their contributions form an original dialogue on science
education and the general public awareness of science, tackling
both formal and informal aspects of science learning. the editors
argue that a greater knowledge of science can lead to a better
future, but that this can only happen through a mutual
understanding between scientists, schools and the public.
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.
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.
This book consists of stories of struggles in science education
presented by a network of science educators working in Australia,
Brazil, Canada, Britain, and the United States. The common goal of
these educators is to produce more socially/ecologically just
models and practices of science education. The book considers and
reworks the key-terms of current social justice: agency, realism,
justice, and power. Its first section explores re-inhabiting
science in the quest for more just worlds including
reterritorializing science within emergent theories of critical
realism, engaging citizens activists with corporate science, and
challenging neoliberalism and the forces that organize (structure)
knowledge. The second section redefines praxis of science education
itself through nuanced explorations of agency, decolonialism, and
justice in ways that emphasize complexity, hybridity, ambivalence,
and contradiction. The stories of this international group capture
individual and collective efforts, motivated by a persistent sense
that science and science education matter for questions of justice.
Young people are increasingly being exposed to the huge and complex ethical dilemmas involved in issues such as genetic modification, animal rights and cloning, and they are bringing their views into the classroom. But how can teachers be sure they are sufficiently well-informed to help their pupils make sense of the diverse and emotive arguments surrounding these issues?
This book may hold the answer. Written by leading ethicists, scientists and technologists, it offers a balanced and jargon-free guide to such highly debated topics as:
* Cloning
* In vitro fertilisation
*Genetic screening and genetic engineering
*Farm animal welfare
* The use of animals in medical experiments
Written specifically for the non-specialist teacher or lecturer, this book also contains suggestions on how to approach the teaching of bioethics and provides useful sources of further information. It may also be of interest to undergraduates on science courses.
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