This volume of the
World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.
The authors provide practical, research-informed, guidelines and detailed lesson plans that improve learning of chemical, physical, biological, and Earth & space sciences. The context for learning is the myriad of exciting opportunities provided by informal science institutions such as zoos, museums, space centers and the outdoors. Many such institutions seek to educate the public and inspire budding scientists. Visits outside school help students relate science to everyday life, providing strong motivation to learn science for all abilities. This book shows the key to making such visits effective, is when they are linked to classroom learning using a learning management system, drawing upon modern students’ fascination with digital technologies and mobile devices.
This book is a guide for teachers, student teachers, teacher educators, science education researchers and curriculum developers who wish to get to grips with the vast and complex literature encompassing the history of science, philosophy of science and sociology of science (HPS). A number of books cover essentially the same ground, but what makes this book unique is that it is written from the perspective of science education. The author’s purpose is twofold. First, to identify, clarify and critique elements in the HPS literature that are of key importance in developing students’scientific and technological literacy, as defined in the opening chapter of the book. Second, to enhance teachers’ capacity to build and present curricula that afford a much higher profile to HPS than has been traditional. The significance of the book can be judged from the prominence given to nature of science understanding in much recent international debate and writing in science education and in the plethora of influential reports on science and technology education published around the world that identify HPS knowledge and understanding as central components of 21st century science education.