ebook img

Debates in Science Education PDF

269 Pages·2022·5.496 MB·English
Save to my drive
Quick download
Download
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.

Preview Debates in Science Education

Debates in Science Education This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: • STEAM education; • sustainability and climate change; • science and sensitive issues; • equity and diversity; • science and sex education; • science and religion; • science and pedagogy (including science inquiry); • transition from primary to secondary school. Encouraging critical refection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master’s level study. Justin Dillon is Professor of Science and Environmental Education at UCL. He was President of the European Science Education Research Association from 2007–11 and is currently President of the UK National Association for E nvironmental Education. Mike Watts is Professor of Education at Brunel University London. He was awarded a National Teaching Fellowship in 2005, is a Fellow of the Institute of Physics and is a council member of the National Conference of University Professors. Debates in Subject Teaching Series Edited by Susan Capel, Jon Davison and James Arthur Each title in the Debates in Subject Teaching series presents high-quality mate- rial, specially commissioned to stimulate teachers engaged in initial teacher edu- cation, continuing professional development and Master’s level study to think more deeply about their practice, and link research and evidence to what they have observed in schools. By providing up-to-date, comprehensive coverage the books in the series support teachers in reaching their own informed judgements, enabling them to discuss and argue their point of view with deeper theoretical knowledge and understanding. Debates in Mathematics Education, 2nd edition Edited by Gwen Ineson and Hilary Povey Debates in Primary Education Edited by Virginia Bower Debates in Art and Design Education, 2nd edition Edited by Nicholas Addison and Lesley Burgess Debates in Second Language Education, 1st edition Edited by Ernesto Macaro and Robert Woore Debates in Science Education, 2nd edition Edited by Justin Dillon and Mike Watts Debates in Design and Technology Education, 2nd edition Edited by Alison Hardy For more information about this series, please visit: www.routledge.com/Debates-in- Subject-Teaching/book-series/DIST Debates in Science Education Second Edition Edited by Justin Dillon and Mike Watts Cover image: © Carsten Koall / Stringer / Getty Images Second edition published 2023 by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN and by Routledge 605 Third Avenue, New York, NY 10158 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 selection and editorial matter, Justin Dillon and Mike Watts; individual chapters, the contributors The right of Justin Dillon and Mike Watts to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. First edition published by Routledge 2014 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Names: Dillon, Justin, editor. | Watts, Mike, editor. Title: Debates in science education / edited by Justin Dillon and Mike Watts. Description: Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2023. | Series: Debates in subject teaching | Includes bibliographical references and index. Identifiers: LCCN 2022014973 (print) | LCCN 2022014974 (ebook) | ISBN 9780367685157 (paperback) | ISBN 9780367685140 (hardback) | ISBN 9781003137894 (ebook) Subjects: LCSH: Science—Study and teaching. | Science teachers— In-service training. Classification: LCC LB1585 .D39 2023 (print) | LCC LB1585 (ebook) | DDC 507.1—dc23/eng/20220330 LC record available at https://lccn.loc.gov/2022014973 LC ebook record available at https://lccn.loc.gov/2022014974 ISBN: 978-0-367-68514-0 (hbk) ISBN: 978-0-367-68515-7 (pbk) ISBN: 978-1-003-13789-4 (ebk) DOI: 10.4324/9781003137894 Typeset in Galliard by Apex CoVantage, LLC Contents List of contributors viii Introduction to the series xiii 1 Debates in Science Education 1 JUSTIN DILLON AND MIKE WATTS SECTION 1 Debates about the nature and purpose of science education in contemporary society 11 2 The STEM, STEAM, STEAME debate: what does each term mean and what theoretical frameworks underpin their development? 13 LAURA COLUCCI-GRAY 3 To be debated: teachers should mobilize science students to help replace capitalism 27 LARRY BENCZE 4 Debates, intimacies, afects and agencies: science education in the ‘hard’ climate change era 42 STEVE ALSOP 5 Climate change education 59 JUSTIN DILLON vi Contents 6 Science education for citizenship: contributions from knowledge of and about science in the context of the COVID-19 pandemic 73 ROSÁRIA JUSTI, POLIANA MAIA AND MONIQUE SANTOS 7 Science and anti-science 85 MIKE WATTS SECTION 2 Debates about the relationship between science and science pedagogy 99 8 Challenges in teaching using inquiry-based science 101 ROBYN M. GILLIES 9 Science as practice? 115 JONATHAN OSBORNE 10 Learning and assessment 132 ERIN MARIE FURTAK 11 Science pedagogies from an international and comparative perspective 147 ANN CHILDS SECTION 3 Debates about whole-school issues which have a science dimension 167 12 Inclusion and equity in science education 169 SAIMA SALEHJEE 13 Faith, science and classrooms 188 MICHAEL J. REISS 14 Sensitive issues in science: the case of relationships and sex education 201 JENNY BYRNE Contents vii 15 Transition from primary to secondary 214 SARAH EARLE 16 Creativity in school science 227 JUSTIN DILLON AND LINDSAY HETHERINGTON 17 Science and mathematics: the mathematical demands of science 239 VICTORIA WONG Index 253 Contributors Steve Alsop is Professor of Education at York University, Toronto, Canada, where he teaches courses and supervises graduate students in education, science and technology studies and environmental studies. His research explores science pedagogies in a variety of public educational contexts, including schools, uni- versities, museums and environmental organisations. Steve’s recent work is located in the Dadaab refugee camp in Kenya with the Borderless Higher Education for Refugees programme. His teaching, writing and research envis- age education as a collaborative process of building more wonderous, caring, responsively-diverse, equitable worlds. Larry Bencze is Associate Professor (Emeritus) in Science Education at the Uni- versity of Toronto, Canada (1998–present). Prior to this role, he worked for 15 years as a science teacher and as a science education consultant in Ontario. His research programme emphasizes critical analyses – drawing on history, philosophy, sociology, etc. – of science and technology, explicit teaching about problematic power relations and student-led, research-informed and negoti- ated socio-political actions to address personal, social and environmental harms associated with fields of science and technology. Recent publications include two edited books about proactive citizenship. He also is co-editor of an open-source activist journal (goo.gl/ir7YRj). Jenny Byrne is Associate Professor in Education at Southampton Education School, the University of Southampton, UK. Her expertise and research inter- ests include health education and exploring the connections between science and health education, including scientific and health literacy, science educa- tion in formal and informal settings and socio-scientific issues. Jenny gradu- ated from Birmingham University with a BSc in Bacteriology and completed a PGCE at Durham University. She taught in secondary schools and became Head of Science. Jenny has subsequently taught in all phases of education including a pupil referral unit, and as a health education officer and adviser for before moving to higher education. Since then, she has taught and led undergraduate and PGCE primary and secondary science programmes, as well as supervised Master’s and PhD students. Contributors ix Ann Childs is Associate Professor in Science Education at the University of Oxford, UK. Her research focuses on the professional development of sci- ence teachers and teacher educators. Ann completed her PhD in chemistry at Birmingham University in 1982 and then trained to be a science teacher at Oxford University. She taught for 11 years in Oxfordshire and in Sierra Leone for Voluntary Services Overseas (VSO). During her work as a teacher in Oxfordshire, Ann mentored beginning science teachers on the Oxford Intern- ship Scheme. She took up her current post in 1997 where she now teaches on the PGCE, is director of the Master’s in Teacher Education and supervises Master’s and DPhil students. Laura Colucci-Gray is Senior Lecturer in Science and Sustainability Education and Head of the Institute of Education, Teaching and Leadership at Moray House School of Education and Sport, University of Edinburgh, UK. Her research focuses on science-society debates and the development of participa- tory approaches engaging artistic and scientifc creativities for radical democ- racy. After gaining her frst degree in Natural Sciences at the University of Turin, Laura taught Biology in a secondary school in Italy. She then moved to the UK, where she gained a PhD in Science Education from the Open Univer- sity (UK) and worked as a lecturer and Director of Research at the University of Aberdeen until 2017. Laura has been President of the Scottish Educational Research Association and she is a Visiting Professor in STEAM Education at the University of Turin. Justin Dillon is Professor of Science and Environmental Education at Univer- sity College London, UK. His research focuses on learning and engagement in and out of schools. After studying for a degree in chemistry, Justin trained as a teacher and taught in London schools before joining King’s College London in 1989, where he worked as a researcher and teacher educator until 2014. Justin was President of the European Science Education Research Association (ESERA) from 2007–11 and is President of the UK National Association for Environmental Education. He edits the journal Studies in Science Education and is an editor of the International Journal of Science Education. Sarah Earle is Reader in Education at Bath Spa University, UK. She was a pri- mary school teacher for 13 years before moving into initial teacher education in 2012. Sarah’s PhD considered formative and summative assessment in pri- mary science. Since 2015, she has led the Teacher Assessment in Primary Sci- ence (TAPS) project, co-researching with teachers in each of the four nations of the UK to develop support for primary science practice. Sarah supports the professional learning of class teachers and science subject leaders via online and face-to-face courses and through her work with the Association for Sci- ence Education and the Primary Science Quality Mark. She is also editor of the open-access Journal of Emergent Science.

See more

The list of books you might like

Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.