Science Education: A Global Perspective (eBook)

Ben Akpan (Herausgeber)

eBook Download: PDF

2016 | 1st ed. 2017
XI, 357 Seiten
Springer International Publishing (Verlag)
978-3-319-32351-0 (ISBN)

Infos

Science Education: A Global Perspective is 'global' both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years' time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas.

 

Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery.

Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE)

 

This book will be of immense relevance for current and future global strides in training and research in science education.

Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India

     

This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education.

Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria

Dr Ben Akpan

Executive Director, Science Teachers Association of Nigeria          

President, International Council of Associations for Science Education (January 2011- March, 2014)   

Inhalt

Preface 6
Contents 8
List of Figures 10
List of Tables 12
Chapter 1: Introduction 13
References 15
Part I: Nature of Science View 17
Chapter 2: Exploring Nature of Science and Argumentation in Science Education 18
2.1 Introduction 18
2.1.1 Nature of Science 19
2.1.2 Argumentation 21
2.2 Review of Studies 25
2.2.1 Methods 25
2.2.2 Socioscientific and Scientific Contexts 26
2.2.3 Socioscientific Contexts 34
2.2.4 Scientific Contexts 41
2.3 Discussion and Recommendations 46
References 50
Chapter 3: The Relationship Between Science and Religion: A Contentious and Complex Issue Facing Science Education 55
3.1 Introduction 55
3.2 Symptoms of a Problem in Science Education 56
3.3 ‘The’ Relationship(s) Between Science and Religion 58
3.3.1 Different General Stances to the Relationship Between Science and Religion 58
3.4 The Significance of Metaphysical Commitments 59
3.4.1 The Adoption of a Worldview 60
3.5 Metaphysical Commitments in Religious Worldviews 61
3.5.1 Examples of Ontological Commitments in Religious Worldviews 62
3.5.2 Examples of Epistemological Commitments in Religious Worldviews 65
3.5.3 Examples of Axiological Commitments in Religious Worldviews 66
3.6 Metaphysical Commitments of the Scientific Perspective 66
3.6.1 Worldviews Consistent with Scientific Metaphysics: Theism 67
3.6.2 Worldviews Consistent with Scientific Metaphysics: Natural Theology 68
3.6.3 Worldviews Consistent with Scientific Metaphysics: Agnosticism 68
3.6.4 Worldviews Consistent with Scientific Metaphysics: Methodological Naturalism 69
3.6.5 Worldviews Consistent with Scientific Metaphysics: Atheism 70
3.6.6 Worldviews Consistent with Scientific Metaphysics: Philosophical Materialism and Scientism 70
3.7 Implications of Worldview on Understanding Scientific Knowledge 71
3.7.1 The Prominence of Debates Around Evolution 72
3.7.2 Implications for Education 76
References 77
Chapter 4: Representing Evolution in Science Education: The Challenge of Teaching About Natural Selection 80
4.1 Introduction 80
4.2 The Importance of Evolution in Biology 81
4.2.1 How Do We Know What Scientists Think? 81
4.2.2 The Status of Scientific Literature 82
4.2.3 Evolution Is Fundamental to Modern Biology 84
4.3 The Importance of Evolution in Science Education 86
4.4 Impediments to Learning About Evolution 87
4.4.1 The Challenging Nature of Natural Selection as Target Learning 87
4.4.2 Teaching Evolution and Conceptual Change 90
4.5 Worldview Commitments and Learning About Evolution 92
4.5.1 The Creation of Living Things 93
4.5.2 The Dateline 93
4.5.3 The Special Relationship 94
4.5.4 The Fall 94
4.5.5 The Flood 95
4.5.6 The Heavens 95
4.6 Young-Earth Creationism 96
4.7 Moral Objections to Evolution 97
4.7.1 Ideological Positions Associated with Evolutionary Ideas 98
4.8 Creation Science 99
4.8.1 Intelligent Design 100
4.8.2 Responding to Creationism in the Classroom 101
4.9 Conclusion 102
References 102
Chapter 5: History and Philosophy of Acidity: Engaging with Learners by a Different Route 106
5.1 Introduction 106
5.2 The Case Study 109
5.3 History of Acidity 110
5.4 Pedagogy 111
5.5 Research Evidence 111
5.6 Reflections 112
5.7 Conclusion 113
5.8 Website 113
Part II: Science and National Development 114
Chapter 6: Science Education for National Development: Indian Perspective 115
6.1 Introduction 115
6.2 Scientific Policies 115
6.2.1 Scientific Policy Resolution, 1958 116
6.2.2 Technology Policy Statement, 1983 116
6.2.3 Scientific Policy Resolution, 2003 116
6.2.4 Science Technology Innovation Policy, 2013 116
6.3 Science Education in Schools 117
6.3.1 Curriculum Development 117
6.3.2 Instructional Material 118
6.3.3 Teacher Preparation 119
6.4 Identification and Nurture of Science Talent 120
6.4.1 National Talent Search Scheme 120
6.4.2 KVPY 121
6.4.3 Inspire Award 121
6.4.4 Ignite Scheme 121
6.4.5 International Olympiads 122
6.4.6 Science Exhibitions 122
6.5 R& D Institutions
6.5.1 IITs/IISERs 123
6.5.2 Council of Scientific and Industrial Research (CSIR) 124
6.5.3 Department of Atomic Energy (DAE) 124
6.5.4 Indian Space Research Organisation (ISRO) 124
6.5.5 Indian Council of Agricultural Research (ICAR) 125
6.5.6 Indian Medical Council (IMC) 125
6.6 Industrial Growth 125
6.6.1 Automobiles 126
6.6.2 Health Care and Pharmaceuticals 126
6.6.3 IT Services 126
6.7 Scientific Literacy 127
6.7.1 NCSTC 127
6.7.2 NCSM 127
6.7.3 Voluntary Efforts 128
6.8 Challenges 128
6.8.1 Equity 128
6.8.2 Teacher Training 129
6.8.3 R& D in Science Education
6.8.4 Collaborations 131
6.9 Conclusion 131
References 132
Chapter 7: Improving Basic Science and Mathematics Education in Southeast Asia: The Role of SEAMEO RECSAM 133
7.1 Introduction 133
7.2 SEAMEO RECSAM as a Regional Centre 134
7.3 SEAMEO RECSAM’s Scope of Activities 136
7.3.1 Research and Development 136
7.3.2 Capacity Building Programmes 137
7.3.3 Convener of Regional Conferences, Seminars and Workshops 140
7.3.4 Networking Among Experts and Institutions 141
7.3.5 Engagement in Consultancy Services 141
7.3.6 Serve as Clearing House for Information 141
7.4 Cooperation Efforts 142
7.5 Challenges and Future Directions 144
7.5.1 Financial Sustainability 144
7.5.2 Hiring and Retaining of Able Academics 146
7.5.3 Addressing Differences Among Member Countries 147
7.5.4 Accounting for RECSAM’s Role in Improving Science and Mathematics in the Region 147
7.6 Conclusions 149
References 149
Chapter 8: Science and Technology Education Initiatives in Nigeria: The Case of STEP-B 152
8.1 Introduction 152
8.2 Background of STEP-B 153
8.3 The Project Development Objective (PDO) 153
8.4 Project Structure 154
8.5 Brief Description of Tasks Under the Project 155
8.6 Institutional Arrangements 156
8.7 Key Focus of the STEP-B Project 156
8.8 Innovative Aspects of the STEP-B Project 157
8.9 Distinct Aspects of STEP-B 158
8.10 Progress Made by Components and Subsectors 158
8.10.1 Components 1 and 3 158
8.10.2 Innovators of Tomorrow 159
8.10.3 Component 2: Support for the Emergence of Centres of Excellence 160
8.11 NPSC Meetings 161
8.12 Relationship with Stakeholders 161
8.13 Capacity Building (Workshops/Conferences) 161
8.13.1 End of Year 1 Review 161
8.13.2 Midterm Review 162
8.13.3 Approved Monitoring Framework 162
8.13.4 Monitoring of Funds Released/Implementation Support 162
8.13.5 Enrolment and Graduate Output Pattern by Sector 166
8.13.5.1 Federal Universities (Figs. 8.2, 8.3, 8.4, 8.5, 8.6 and 8.7) 166
8.13.5.2 Federal Colleges Of Education (Figs. 8.8, 8.9, 8.10 and 8.11) 169
8.13.5.3 Graduate Output Trend Analysis: Summary Graph Showing Graduate Output for All STEP-B Institution Types (Figs. 8.12, 8.13, 8.14 and 8.15) 171
8.13.6 Key Issues During Project Implementation 173
8.14 Sensitisation/Grant Proposal Writing 174
8.15 Communication Activities 174
8.16 Future Prospect in Project Implementation 175
8.17 Key Achievements and Results of IDA’s Support 175
8.18 Directions for Future Projects in Nigeria 178
8.19 Conclusion 179
References 179
Chapter 9: Harnessing Endogenous Research and Innovation in Nigeria for National Transformation 181
9.1 Introduction 181
9.1.1 National Transformation Agenda 182
9.1.2 Asian Tigers 183
9.1.3 Research and Innovation 184
9.1.3.1 Endogenous Research 185
9.1.4 The R& D Journey in Nigeria So Far
9.1.5 Arguments by the Indigenous Firms Against ER& D
9.1.6 High-Technology Manufacturing Exports 187
9.1.7 Patterns of R& D Practice in Advanced Countries
9.2 Conclusion and Recommendations 191
References 192
Part III: Curriculum and Pedagogical Considerations in Science Education 193
Chapter 10: Motivational Science Teaching Using a Context-Based Approach 194
10.1 Introduction 194
10.1.1 The Why? 196
10.1.2 What Is the Change? 196
10.1.3 The How? 198
10.1.4 Preparing for the Change of Paradigm 198
10.1.4.1 Reconsidering the Role of the Textbook 198
10.1.4.2 A Change of Approach 199
10.1.4.3 Operationalising the STL Approach in the Classroom 199
10.1.4.4 Contextualised Teaching and Learning 200
10.1.4.5 Beyond Initial Motivation 201
10.1.4.6 Decontextualisation of the Learning 201
10.1.4.7 Recontextualised Teaching and Learning 203
10.1.5 A Philosophical Look at Science Education 204
10.2 Conclusion 204
Appendices 205
Example of a Module Following This STL Approach 205
Part 1: Student Activities (To Be Seen by Students) 206
Scenario 206
Part 2: Teacher’s Guide (For the Teacher) 208
Learning Outcomes by Lesson 208
Suggested Teaching Strategy (For the Teacher) 209
Part 3: Suggested Assessment of Student Learning (For the Teacher) 211
Assessment Based on Skills 212
Assessment by Lesson 213
Assessment by Teacher’s Strategy 216
Part 4: Additional Notes for the Teacher 217
Experimental Details for the Saponification of Fats 218
What Is Soap? 219
Ingredients 219
How Does Soap Clean? 219
A Scientific Explanation 219
Living Cells and Polar/Non-polar Substances 220
Saponification 221
References 221
Chapter 11: In The New Zealand Curriculum: Is It Science Education or Education Through Science? One Educator’s Argument 223
11.1 Introduction 223
11.2 Science in Primary Education 225
11.3 Science and the Nature of Science 227
11.4 Education Through a Science Context 228
11.5 Conclusions 234
Appendix 11A 236
Monster Foam 236
References 236
Chapter 12: Towards a Socially Responsible Science Education 238
12.1 Introduction 238
12.2 Calling for a Shift 242
12.3 Cultural Contexts and Science Education 244
12.4 An Agenda for Action: Context-Based Approach for a Socially Responsible Science Education 248
12.5 Conclusion 251
References 252
Chapter 13: Curriculum Conception, Implementation and Evaluation: An Experience 255
13.1 Introduction 255
13.2 The Portuguese Science Curriculum: Conception and Implementation 257
13.2.1 Science Curriculum Characterisation 257
13.2.2 Science Curriculum Implementation 258
13.3 Interpretation and Implementation of the Science Curriculum: Teachers’ Perspective 260
13.3.1 Methodology 260
13.3.2 Results 262
13.3.2.1 Flexible Management of Curriculum 263
13.3.2.2 Learning Experiences for Developing Competences 265
13.4 Final Considerations 270
References 272
Chapter 14: Indigenous Knowledge and Teachers’ Professional Development in a West Brazil Context 275
14.1 Introduction 275
14.2 The Context of the Study 276
14.2.1 What Does ITTI Stand for? 276
14.2.2 The Pantanal Wetland Biome in South Mato Grosso: Area Where the Teacher Professional Development Program Was Implemented 277
14.2.3 Indigenous Ethnicity of Terena: Collaborators on This Study 281
14.3 Teachers’ Professional Development Program 283
14.3.1 Theoretical Framework 283
14.3.2 The Program 284
14.3.2.1 Understanding Teachers’ Needs and Requirements 284
14.3.2.2 Tackle Immediate Needs 285
Discourse Analyses 289
14.3.2.3 Empowering and Developing Teacher Autonomy 291
14.4 Some Considerations 292
References 293
Part IV: Development and Future Studies in Science Education 295
Chapter 15: International Perspectives and Recommendations on Equity and Gender: Development Studies in Science Education 297
15.1 Background 297
15.2 Promoting Gender Equity in the Classroom 299
15.3 Structuring Successful and Equitable Educational Environments 302
15.4 Increasing Gender Enrollment to Gender Retention in Science Education 304
15.5 Gender and Science Enrollment Rates and Achievement 306
15.6 Gender Differences in Selecting and Completing a STEM Baccalaureate 307
15.7 Recommendations 308
15.8 Conclusion 309
References 310
Chapter 16: The Promise of Science Education Research 314
16.1 Introduction 314
16.1.1 From Knowing, Doing, and Being to Integration Approaches in Science Education 315
16.1.2 Systems Evaluation 318
16.1.3 Research on Aspects of Learning Science 319
16.1.4 Integrating Aspects of the Nature of Science (NoS) 321
16.1.5 Teaching Science and Teacher Development 323
16.1.6 Multimodal Approaches to Teaching and Learning 324
16.1.7 The Promise of Science Education Research 326
References 327
Chapter 17: Science Education in a Future World 332
17.1 Introduction 332
17.2 Futurology 333
17.3 Science Education in 2065 334
17.4 Emerging Themes 342
17.5 Implications and Conclusion 345
References 346
About the Authors 348
Index 354

Produkt-Details

• Erscheint lt. Verlag: 3.8.2016
• Zusatzinfo: XI, 357 p. 29 illus., 23 illus. in color.
• Verlagsort: Cham
• Sprache: englisch
• Themenwelt: Geisteswissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung
• Schlagworte: Argumentation • Equity • Evolution • Gender • History of Science • Indigenous knowledge • Learning and Instruction • Nature of Science • NOS • philosophy of science • Science and religion • science curriculum • teacher professional development • Teaching science
• ISBN-10: 3-319-32351-2 / 3319323512
• ISBN-13: 978-3-319-32351-0 / 9783319323510