- 536 pages
- English
- PDF
- Available on iOS & Android
About this book
13 Questions: Reframing Education's Conversation: Science examines thirteen critical questions confronting contemporary science education and a dynamic and evolving universe threatened by issues of sustainability and disharmony. The world's leading scholars in science education utilize cutting-edge theories and analyses to illuminate possible pathways in a world threatened by global warming, mass extinctions, and pervasive conflicts. These provocative responses to some of the most difficult questions facing science education to date are intended to provoke, expand, and enlighten readers about possibilities for transforming and enhancing the social and physical worlds we inhabit and for which we are stewards.
The sections of 13 Questions address science curriculum; power and science education; quality of science teachers; quality of science students; quality of science teacher education; equity; language; religion; race; families; culture of science and science education; political issues and science education; and bold visions for science education. The book is international in scope and shows value for difference in the perspectives, values, and theoretical underpinnings of authors.
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Table of contents
- Cover
- Table of Contents
- List of Figures
- Foreword: We Must Kill Our Darlings (Shirley R. Steinberg)
- Chapter One: Of Eggs, Chickens, and Deep-Seated Ideologies (Lynn A. Bryan / Kenneth Tobin)
- Section One: The Science Curriculum: What Are the Basics and Are We Teaching Them?
- Section Two: Power and Science Education: Who Decides the Forms Science Education Has Taken and Who Should Decide?
- Section Three: Science Teachers Under Suspicion: Is It True That Science Teachers Aren’t as Good as They Used to Be?
- Section Four: Science Students Under Suspicion: Is It True That Students Are Less Interested in Science Than They Used to Be and Perform More Poorly in Science Than They Used to?
- Section Five: Science Teacher Education: What Is Good Science Teaching and How Do We Teach People to Be Good Science Teachers?
- Section Six: (In)Equity and Science Education: In What Ways Does (In)equity Affect the Process of Science Education?
- Section Seven: Language and Science Education: In What Ways Does Language Affect the Process of Science Education?
- Section Eight: Religion and Science Education: In What Ways Does Religion Affect the Process of Science Education?
- Section Nine: Families and Science Education: What Is the Role of Families in the Process of Science Education?
- Section Ten: Culture of Science and Science Education: In What Way Does the Culture of Science and Images of Science Affect the Process of Science Education?
- Section Eleven: Science Education Reform: What Have Been the Goals and the Effects of the Attempts to Improve Science Education Over the Last Decade?
- Section Twelve: Science Education as a Political Issue: What’s Missing in the Public Conversation About Science Education?
- Section Thirteen: Science Education Visions: What Is School Science for and What Should We Be Doing in the Name of Science Education?
- Contributor Biographies
- Subject Index
- Names Index
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