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
|Publisher:||Springer International Publishing|
|Edition description:||Softcover reprint of the original 1st ed. 2017|
|Product dimensions:||6.10(w) x 9.25(h) x (d)|
About the Author
Dr Ben Akpan
Executive Director, Science Teachers Association of Nigeria
President, International Council of Associations for Science Education (January 2011- March, 2014)
Table of Contents
Preface.- Chapter 1: Introduction, Ben Akpan.- SECTION ONE: Nature of Science View.- Chapter 2: Exploring nature of science and argumentation in science education, Christine V. McDonald.- Chapter 3: The Relationship between Science and Religion – a contentious and complex issue facing science education, Keith S Taber.- Chapter 4: Representing evolution in science education: The challenge of teaching about natural Selection, Keith S Taber.- Chapter 5: History and philosophy of acidity – engaging with learners by a different route, John Oversby.- SECTION TWO: Science and National Development.- Chapter 6: Science Education for National Development: Indian Perspective, Sudhakar C. Agarkar.- Chapter 7: Improving Basic Science and Mathematics Education in South East Asia – the Role of SEAMEO RECSAM, Devadason Robert Peter.- Chapter 8: Science and Technology Education Initiatives in Nigeria: The Case of STEP-B, Michael U. Adikwu, Mercy O. Agunbiade and John M. U. Abah.- Chapter 9: Harnessing Endogenous Research and Innovation in Nigeria for National Transformation, Paul A. Eniayeju.- SECTION THREE: Curriculum and Pedagogical Considerations in Science Education.- Chapter 10: Motivational Science Teaching using a Context-based Approach, Jack Holbrook and Miia Rannikmae.- Chapter 11: In The New Zealand Curriculum is it science education or education through science? One educator’s argument, Steven S. Sexton.- Chapter 12: Towards a socially responsible science education, Gilbert Onwu .- Chapter 13: Curriculum conception, implementation and evaluation: An experience, Cecília Galvão, Cláudia Faria, Sofia Freire, and Mónica Baptista.- Chapter 14: Indigenous Knowledge and Teacher Professional Development in a West Brazil Context, Christiane Gioppo, Michelle Bocchi Gonçalves, and Cristiane Vertelino Marques.- SECTION FOUR: Development and Future Studies in Science Education.- Chapter 15: International Perspectives and Recommendations on Equity and Gender: Development Studies in Science Education, Teresa J. Kennedy and Cheryl Sundberg.- Chapter 16: The Promise of Science Education Research, Lindsey N Conner.- Chapter 17: Science Education in a Future World, Ben Akpan.- Index.