Exploring the Landscape of Scientific Literacy

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Paperback: 9780415874366
pub: 2010-09-07
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Hardback: 9780415874359
pub: 2010-09-07
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e–Inspection Copy

About the Book

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.

Table of Contents

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

About the Editors

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.

About the Series

Teaching and Learning in Science Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU003000
EDUCATION / Aims & Objectives
EDU029030
EDUCATION / Teaching Methods & Materials / Science & Technology