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wiring to learn the difference between series and parallel circuits, without applying this knowledge in a practical way. Predominantly, pupils will learn about the occurrence of these circuits in daily life but as factual knowledge rather than to inform a solution to a hands-on problem. The new

In: International Handbook of Primary Technology Education

on photographs, audiotaped descriptions, and interviews she has conducted. (© Wolff-Michael Roth, used with permission) LEARNING SCIENCE IN INFORMAL SETTINGS 373 exists through the concrete realization by (groups of) individuals. But as a generalized societally motivated form of life, it also

In: Science Education at the Nexus of Theory and Practice

material possessions and wealth and in the plenitude of social ills often associated with poverty ( e.g., substance abuse, vio- lence), the sixth and final child grew up in a stimulating, vibrant, expressive, com- munalistic, and spiritual environment. With meager earnings, no one family living within

In: The Culture of Science Education

from Poverty As a Tharu, Saibu grew up living a very simple yet extremely marginalized life. Like any other Tharu child, he started to helping his parents on the farm by the age of five or six. Every day, early in the morning, he would take animals to the nearby SCIENCE EDUCATION IN NEPAL 405

In: The World of Science Education

culture of science (Bamiro, 2007; Swift, 1992; Thisen, 1993). Endogenous culture of science refers to the absence of a critical mass of people who purposefully attempt to transform the living conditions in everyday life using the principles of the discipline of science. A working definition for science

In: Contemporary Issues in African Sciences and Science Education

-organization. Together they coined the word autopoietic: auto—meaning self and poietic from the Greek root—to make. Auto- poietic or “self-making” became a nexus for a mode of thinking that hearkens back to the supposedly obsolete theory of autogenesis—that non-living matter could give birth to life (Capra, 1996, pp

In: Green Frontiers

, 1999, p. 1). CONNECTING SYSTEMIC FUNCTIONAL LINGUISTICS AND PLS 203 In less technical terms, genres can be interpreted as recognizable social activity types in a particular culture (Eggins, 1994; Paltridge, 2000). For example, in our everyday life, the individual may go shopping (which involves

In: Technology-Enhanced Learning
Authors: and

everyday life and its role in industry, technology, and society. However, in general, most of the science curricula developed during the 1960s omitted societal and technological applications of the scientific concepts. Science was taught as a means of advancing knowledge and HOFSTEIN & KESNER 286

In: Relevant Chemistry Education

capacity-building, agency, participation and forms of collaborative learning. This shift is partly fed by a realization that the creation of a more sustainable world is complex, contested, contextual, and marinated in uncertainty. We do not and cannot know what the most sustainable way of living is

In: Engaging Environmental Education

they perceive they can perform? The concept of self-efficacy has importance in the classroom, laboratory, military, business and industry, and life. If a learner in engineering and technology education has developed self-efficacy when working with tools and resources, then he/she is able to apply

In: Fostering Human Development Through Engineering and Technology Education