This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education.
Author(s): Gregory P. Thomas, Helen J. Boon
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 318
City: Cham
Contents
Notes on Contributors
List of Figures
List of Tables
Introduction: So Many Challenges—So Many Choices (In Science Education)
Then, The COVID-19 Pandemic
References
The Drive for Impact: Science Education in the Quantum Age
Introduction
The Analysis of Deliberative Rhetoric
The Circumstances, Goals, and Actions Underpinning Australia’s Quantum Age of Science
Circumstances: The Drive Toward the Quantum Age
Goals: Economic Growth and Geo-physical Security Through Critical Technologies
Actions: The Drive for Impact Through Investment in Quantum Technology
The Next Steps for Science Education in Australia
Future Challenges and Opportunities for Science Educators
References
Teaching Science That Is Inquiry-Based: Practices and Principles
Introduction
Inquiry-Based Science: What the Evidence Says
Inquiry-Based Science: Some Challenges
The 5E Model
Cooperating to Learn
Scientific Literacy
Scientific Discourse
Concluding Remarks
References
Educating About Mass Vaccinations in a Post-Truth Era
Introduction
The History of Vaccine Development
Anti-Vaccination Movement and the Media
Social Media
The Role of Education
Formal Education Using School Curricula
Less Formal Approaches
Conclusions
References
A Perspective on Drivers Impacting Science Teacher Preparation in Developing Countries
Introduction
Theoretical Framework
Context of Study
Data Collection and Analysis
Findings and Interpretations
Building an Education System Following Independence
Influences From Developed Countries
Program Accreditation and Autonomy
Competition
Conclusion
Neoliberal and Complex Systems Approaches
Social Justice
Looking Forward
Appendix
References
Everyday Science for Building Schoolchildren’s Informed Agency for Action
Introduction
Agency
Elementary Education Reforms for Teaching Science in Australia
Science in Context for Elementary Science Specialists
Instructional Design
Brief Outline of Science in Context for Primary Science Specialists Course Contents
Pre-service Teachers’ Perceptions of the Course ‘Science in Context for Primary Science Specialists’
Increasing Pre-service Teachers’ Self-Confidence for Science Teaching
Sam
Sally
Increasing Pre-service Teachers’ Self-confidence for Teaching Sustainability
Pre-service Teachers’ Agency Through Inquiry Teaching
Discussion
References
Pre-service Elementary Teachers as Game Designers: Emotional Experiences from the Field
Introduction
Contextualizing Science Learning Games
Considering Emotional Experiences of Pre-service Teachers
Methodology
PSTs’ Emotional Experiences Shift When Designing and Implementing a Science Game Activity
Emotional Expressions About Game Activity
Emotional Expressions About Science Activity
Emotional Expressions About Science Game Activity
Emotional Expressions About School Students’ Emotions
Conclusions
References
The Nature of Teacher Educators’ Professional Learning: Reflections of Two Science Teacher Educators
Introduction
Conceptual Framework
Methodology
Outcomes and Discussion
Content of Professional Learning (PL)
Pedagogy of Teacher Education
Research and Reflection
Professional Identity
Knowledge Base
Strategies and Activities to Promote Professional Learning
Reasons for Professional Learning
Final Thoughts
References
Breaking the Vicious Circle of Secondary Science Education with Twenty-First-Century Technology: Smartphone Physics Labs
Introduction
Phyphox: A Research-Based Science Smartphone Application
A Model for Smartphone-Supported Project-Based Science Learning
Phyphox-Supported Physics Labs: Beyond the Model
Investigating the Law of Energy Conservation: An Example of a Project in Early Stages
Investigating the Law of Energy Conservation: An Example of an Advanced Project
Investigating the Effect of Linear String Density on the Generated Sound Frequency: An Example of a Non-traditional Science Investigation
Physics Olympics
Supporting Teachers Through Mentorship and Communities of Practice
Supporting Practicing Science Teachers
Supporting Future Science Teachers
Conclusions and Lessons Learned
References
Science and Technology Studies Informing STEM Education: Possibilities and Dilemmas
Introduction
STEM Education and Possibilities from Science and Technology Studies
Research Context and Methodology
The STEPWISE Framework
The Research Context
Data Collection
Data Analyses
Results and Discussion
The Teacher: Expanding Perspectives, Critical Doubts, and Issues of Access
The Students: New Micro-sociotechnical Imaginaries and Challenges to Bring Forward Alternative Futures
The Subject Matter: Balancing Students’ Interests and Independence with Curriculum Mandates
The Milieu: Challenges for Teaching Actions and Online Possibilities
Conclusions, Limitations, and Futures
References
Using Animals in Education as a Means of Discovering Meaningful Contexts to Enhance Learning and Motivate Learners: Challenges and Opportunities to Integrate and Broaden STEM Education
Introduction
Challenges in Veterinary Science Education Curricula
Ethical Issues Related to Animal Usage
Wider Considerations When Using Animals for Education
Educational Advantages of Using ANIMALS in Education
Using Animals in Education to Uncover Meaningful Contexts to Enhance Learning and Motivate Learners
Broader Use of Meaningful Contexts to Stimulate Interest in STEM and Success with Tertiary Education
Conclusion
References
Instruction for Metacognition in Science Classrooms: Harsh Realities and a Way Forward?
Introduction
Metacognition and Science Education: A Brief Overview
Considering the Impact of Research into Metacognition on Science Education Curricula and Pedagogy
Why Are We Where We Are with Infusing Instruction for Metacognition in Science Education: And What Might We Do About It?
The Metacognition Field, Itself, Is Still in Flux and Its Relevance for Teachers Is Not Readily Apparent to All
Lack of Attention to Metacognition in Pre- and In-service Teacher Education
Lack of Understanding of the ‘Every Day’ of Science Teachers
Lack of Access to Information on Metacognition
Concluding Remarks: Moving Metacognition Forward in Science Education
References
Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks
The Significance of Textbooks
Past Research on Textbooks
Study Aims
Methods
Results
Discussion
Dominance of Lower-Order Thinking Questions
Differences Between Subject Areas
Textbook Alignment with Syllabus Learning Objectives
Implications for Future Textbook Design and Teaching Practice
Limitations
Conclusion
References
Index
