This edited volume discusses major issues in present-day science and technology education (STE). It is divided into three thematic sections: philosophical foundations and curriculum development; sustainable development, technology and society; and the learning sciences and 21st century skills. Section I examines the history and future of STE curriculum development, along with specific issues within this dynamic area. Section II explores sustainable development in three important aspects: economic development, social development, and environmental protection. Section III covers the 21st century skills that are of overarching importance to the success of learners in school and the world of work.
Anchoring each chapter is an assemblage of veteran science and technology education specialists selected from across the world. The book’s target is a worldwide audience of undergraduate / post-graduate students and their teachers, as well as researchers.
This book’s exploration of the ever-increasing advances in STE and its narrative writing style will be of interest to a broad range of readers.
Author(s): Ben Akpan, Bulent Cavas, Teresa Kennedy
Series: Contemporary Trends and Issues in Science Education, 56
Publisher: Springer
Year: 2023
Language: English
Pages: 306
City: Cham
Foreword
Contents
List of Figures
List of Tables
Chapter 1: Introduction – A Reflection on Contemporary Issues in Science and Technology Education
Introduction
Philosophical Foundations and Curriculum Development
Sustainable Development, Technology and Society
The Learning Sciences and Twenty-First Century Skills
Summary
Recommended Resources
References
Part I: Philosophical Foundations and Curriculum Development
Chapter 2: Nature of Science and Nature of Technology
Introduction
Nature of Science
Nature of Technology
The Relationship Between NOS and NOT in Education
Issues and Concerns in NOS and NOT in Education
OECD Knowledge and Skills 2030
Final Thoughts
Summary
Recommended Resources
References
Chapter 3: The Theory of Evolution
Introduction
Evidence for Evolution
Timeline of Evolution
Applications of Evolution
Creationist Perspectives
Concluding Remarks
Summary
Recommended Resources
References
Chapter 4: STEM Education as a Meta-discipline
Introduction
Historical and Theoretical Background
S.T.E.M Education Versus STEM Education
The Evolution of STEM Education
Implementing STEM Education
Conclusion
Summary
Recommended Resources
References
Chapter 5: Curriculum Design in Science and Technology Education at International Level
Introduction
Learning Outcomes – The Common Language for Curricula
Aims and Objectives
What Is a Learning Outcome?
International Best Practice in Curriculum Design
Constructive Alignment
Teaching and Learning Within a Learning Outcomes Framework
Success Criteria – What Does This Term Mean?
What Are Learning Intentions?
The Use of Competence and Competency in Curriculum Design
Conclusions and Recommendations
Summary
Recommended Resources
References
Chapter 6: Assessment and Evaluation in Science and Technology Education
Introduction
What Is Assessment and Evaluation?
Twenty-First Century Skills and the Meaning of Assessment
Alternative Assessment Tools in Science and Technology Education
Performance Assessment
Rubrics
Concept Maps
Mind Maps
Concept Cartoons
The Use of Web 2.0 Technologies in Assessment and Evaluation
Discussion and Recommendations
Summary
Disclosure
Recommended Resources – Books and Journal Articles
References
Chapter 7: Mathematics in the Service of Science and Technology Education
Introduction and Chapter Map
Early Contributions of Mathematics to Science and Technology
Twenty-First Century Mathematics in Service to Science and Technology
School Mathematics Curriculum
Rethinking the Twenty-First Century Mathematics School Curriculum
Promoting STEM Education
Project-Based Learning
Summary
Recommended Resources
References
Chapter 8: Language in Science and Technology Education
Language Perspective of Vygotsky/Sociocultural Theory
Language and Interaction in Science and Technology Classrooms
The Role of Language in Assessment Practices in Science and Technology Education
Teacher’s Classroom Interactional Competence in Science and Technology Classrooms
CIC Facilitates Interactional Spaces
CIC Shapes Learner Contributions
CIC Makes Effective Use of Eliciting
Instructional Idiolect
Interactional Awareness
Summary
Recommended Resources
References
Chapter 9: The Real and Virtual Science Laboratories
Introduction
Real Lab-Based Practical Work in Science
Role and Purpose of Lab-Based Practical Work in Science
Types of Lab-Based Practical Work
Learning Theories Supporting Lab-Based Practical Work
Assessment of Lab-Based Practical Work
Current Challenges of RLab-Based Practical Work
The Shift from Real to Virtual Lab-Based Practical Work in Science
What is a Virtual Lab?
Types of Virtual Laboratories
Advantages and Limitations of VLab Experiments
Advantages of Using VLab
Limitations of Using VLab
Current Debates Around RLab and VLab
Practical Work in the Future
Conclusion
Summary
References
Further Reading
Part II: Sustainable Development, Technology and Society
Chapter 10: Sustainable Development Goals and Science and Technology Education
Introduction
Historical and Theoretical Background
Formal and Informal STEM education and Its Relation to Sustainable Development
STEM and Education for Sustainable Development (ESD)
Erasmus+
The GLOBE Program
iEARN
Partners of the Americas
Regional and National STEM education Initiatives and Research Findings
Regional and National STEM education Progress—Africa
Regional and National STEM education Progress—Asia and the Indo-Pacific
Regional and National STEM education Progress—Oceania
Regional and National STEM education Progress—Europe and Eurasia
Regional and National STEM education Progress—Latin America and the Caribbean
Regional and National STEM education Progress—Near East and North Africa
Regional and National STEM education Progress—North America
Conclusion
Summary
Recommended Resources
References
Chapter 11: In the Beginning: Interpreting Everyday Science
Introduction
What Is science Learning?
Formal and Informal: science Learning Opportunities
In the Beginning
A Child’s First Encounters with Science
Play
The STEM play Cycle, Free Choice and Progression
Stages in a STEM Play Session
Progression in STEM Interactions
The Voice of the Child
Summary
References
Further Reading
Chapter 12: Indigenous Knowledge and Science and Technology Education
What Is Indigenous Knowledge?
Why Is IK Relevant to Science and Technology Education?
How to Incorporate IK into Science and Technology Education?
Tailored Teaching
Culturally Responsive Teaching (CRT)
Culturally Responsive Transformative Teaching (CRTT)
Sustainability Education-Based Pedagogical Approaches
What Do We Know About the Effects?
Summary
Recommended Resources
References
Chapter 13: Public Understanding of Science and Technology
Concept of Public Understanding of Science and Technology
Science Popularization
Public Lecture and Science Talk Show
Science Museums or Science Centers
Scientific Tourism
Institutional Tourism
Eco Tourism
Natural Tourism
Natural Phenomena Tourism
Health Tourism
School Science Activities
Science Clubs and science Corners in the School
Science Projects
Science Camp
Summary
Further Reading
Part III: The Learning Sciences and Twenty-First Century Skills
Chapter 14: Educational Psychology
Psychology Applied to Education
What Is Psychology?
The Mental Register and Theory of Mind
Perception
Memory
Cognitive Development
Metacognition
Intelligence
Learning Styles
Gifted Learners and Differentiation
Affect and Learner Motivation
Individual Differences
Summary
Recommended Resources
References
Chapter 15: Science and Technology Teaching Strategies
Introduction
Active Learning of Science and Technology
The STEM Model of Teaching
Problem-Solving and Interactive Computational Simulations
The Laboratory as a Teaching Strategy
History and Philosophy of Science in Teaching
Summary
References
Further Reading
Chapter 16: Pedagogical Content Knowledge in Science and Technology Education
Introduction
Pedagogical Content Knowledge (PCK): An Historic and Current Theoretical Construct
Pedagogical Content Knowledge: Why Is It Important?
Introducing Technological Pedagogical Content Knowledge (TPCK/TPACK)
Examining How PCK and TPACK Relate to Science and Technology Teaching
Teaching Strategies that Suggest Well-Developed PCK and TPACK
Examining the Place of PCK and TPACK in Initial Teacher Education
Author’s Reflection on Working in PCK Research
Summary Thoughts
Summary
Recommended Resources
References
Chapter 17: Stimulating Students’ Mechanistic Reasoning in Science and Technology Education Through Emerging Technologies
Introduction
What Constitutes Mechanistic Reasoning in Science and Technology Education?
How Can Emerging Technologies Stimulate Students’ Mechanistic Reasoning in Science and Technology Education?
Immersive Features of Emerging Technologies
Interactive Features of Emerging Technologies
Emerging Technologies to Stimulate Students’ Mechanistic Reasoning in Science and Technology Education
Conclusion
Recommendations
Summary
Further Reading
References
Chapter 18: Problem-Solving in Science and Technology Education
Introduction
The Problem-Solving Process
Identifying the Problem
Analyzing the Problem
Describing the Problem
Developing Alternate Solutions
Implementing the Solution
Collecting and Analyzing the Data
Sharing the Results
Problem-Solving Examples in European Union Projects
Achieving a New European Energy Awareness (AURORA)
Creating School Seismology Labs for the Development of Students’ Competences (SEISMO-Lab)
CitizensHack2022
Science That Makes Me Move (SMOVE)
IANUS Peacelab
Discussion and Recommendations
Summary
Recommended Resources – Books and Journal Articles
References
Chapter 19: Creativity and Innovation in Science and Technology Education
Creativity: An Introduction
Factors Impacting Creativity
Context
Curricular Focus
Personal Characteristics
Tools for Creativity
Digital Skills for Creativity
Processes That Facilitate Creative Problem-Solving
Maker Movement
Pedagogical Design Features of the Learning Contexts That Promote Creativity
Creative Challenge
Project-Based Learning
Psychological Safety
Conclusion and Implications
Summary
References
Further Readings
Chapter 20: Collaboration and Communication in Science and Technology Education
Introduction
Historical and Theoretical Background
Communication and Collaboration in the Context of Twenty-First Century Skills
Communication and Collaboration in the Science and Technology Classroom
Integrating Communication and Collaboration Into Science and Technology Education
Collaboration in the Science and Technology Classroom
Examples from Primary, Secondary and Tertiary Education
Discussion and Recommendations
Summary
Recommended Resources
References
Chapter 21: Afterword: Frameworks for Teaching Science and Technology
Introduction
Philosophy, Nature of Science and Technology as a Teaching Framework
Teaching Science and Technology with the Curriculum as Focus
Mathematics and Language in Science and Technology Teaching and Learning
STEM as a Teaching Strategy
The Real and Virtual Laboratories
Teaching Science and Technology in the Context of the Society
Teaching Science and Technology for Cross-Cutting Skills
Concluding Remarks
Summary
Recommended Resources
References
Index
