This informative book looks at science learning in a wide range of contexts. It is divided into three parts. Part one deals with the arguments put forward for studying science, and includes a discussion on what science learners need to know about the nature of science and how decisions about what forms science curricula are made. Part two includes articles on the processes by which science is learned and part three deals with inclusivity and diversity in science learning and what widening participation means for science education.
This is a companion book to Mediating Science Learning through ICT also published by RoutledgeFalmer.
Reconsidering Science Learning will be of particular interest to teachers on masters courses in science education and academics with an interest in science education.
Table of Contents
Part 1: What is Science? 1. What is Science? Teaching Science in Secondary Schools 2. School Science, Citizenship and the Public Understanding of Science 3. School Science and its Problems with Scientific Literacy Part 2: Learning Science 4. The Child 5. Constructing Scientific Knowledge in the Classroom 6. Transforming Schools into Communities of Thinking and Learning About Serious Matters 7. Narratives of Science 8. Deinstitutionalising School Science 9. Where's the Science? Understanding the Form and Function of Workplace Science 10. Laboratories Part 3: Opportunities for Developing Inclusive Science Teaching 11. Transcending Cultural Borders: Implications for Science Teaching 12. Cultural Perspectives on the Teaching and Learning of Science 13. Defining 'Science' in a Multicultural World: Implications for Science Education 14. Marginalization of Socioscientific Material in Science-Technology- Society Science Curricula: Some Implications for Gender Inclusivity and Curriculum Reform Part 4: Researching Science Education 15. Science Education: Research, Practice and Policy 16. Science Education and Environment Education