312 Pages
    by Routledge

    322 Pages
    by Routledge

    Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up the debate on scientific literacy, particularly around the tension between theoretical and practical issues related to teaching and learning science. Uniquely drawing together and examining a rich, diverse set of approaches and policy and practice exemplars, the book takes a pragmatic and inclusive perspective on curriculum reform and learning, and presents a future vision for science education research and practice by articulating a more expansive notion of scientific literacy.

    1. Overview: Scientific Literacy and the State of the Art in School Science Education  Part I: Curriculum Policy and Scientific Literacy  Introduction  2. Competing Visions of Scientific Literacy: Influence of a Science Curriculum Policy Image Douglas A. Roberts  3. Scientific Literacy for a Knowledge Society Glen Aikenhead, Graham Orpwood, and Peter Fensham  4. Scientific Literacy: Content and Curriculum Making Zongyi Deng  Part II: Exploring Language Perspectives Introduction  5. Scientific Literacy, Discourse, and Epistemic Practices Gregory J. Kelly  6. Scientific Literacy and Students’ Movability in Science Texts Caroline Liberg, Åsa af Geijerstam, and Jenny W. Folkeryd  7. Literacy as Metaphor and Perspective in Science Education Isabel Martins  8. Bilingual Scientific Literacy John Airey and Cedric Linder  Part III: Exploring Themes of Scientific Literacy  Introduction  9. The Development of Scientific Literacy Norman G. Lederman and Judith S. Lederman  10. Scientific Literacy as Action Per-Olof Wickman and Florence Ligozat  11. What Do Values and Norms Have to Do with Scientific Literacy? Leif Östman and Jonas Almqvist  12. An Inclusive View of Scientific Literacy Dana L. Zeidler and Troy D. Sadler  13. Scientific Literacy for Bringing in the Outsiders Nancy Brickhouse  Part IV: Science Teachers' Professional Development  14. In the Path of Linnaeus Gaalen Erickson  15. The Vietnam Consortium Fellowship Program Allan MacKinnon  16. Making an Innovation Grow Astrid M.W. Bulte and Frank Seller  17. Professional Development of Teachers and Researchers in a Collaborative Development of Teaching Resources Andrée Tibergien, Jacques Vince, Pierre Gaidioz, and Didier Coince  18. Struggling Up Mount Improbable  Jonathan Clark, Jennifer M. Case, Norman Davies, Gillian Sheridan, and René Toerien


    Cedric Linder is Professor of Physics Education Research, Uppsala University, Sweden, and Professor of Physics, University of the Western Cape, South Africa.

    Leif Östman is Professor in Curriculum Studies and Director of the Institute for Research in Education and Sustainable Development, Uppsala University, Sweden.

    Douglas A. Roberts is Professor Emeritus of Education, University of Calgary, Canada.

    Per-Olof Wickman is Professor and Director of Science Education, Stockholm University, Sweden.

    Gaalen Erickson is Professor, Department of Curriculum Studies, University of British Columbia, Canada.

    Allan MacKinnon is Associate Professor, Faculty of Education, Simon Fraser University, Canada.

    "The outcome is a book that is best seen as one that achieves its goal of exploring the landscape and turning over a few stones for a closer examination to make the reader reflect on the concept of scientific literacy."
    —Jonathan Osborne, Stanford University, 2012

    "This was a book that made me step back and think about how I was teaching science classes and what I wanted the students to learn."
    —NTSA Recommends