Books in the Contemporary Trends and Issues in Science Education series

It covers numerous topics that address key themes for contemporary science education including scientific literacy, goals for science teaching and learning, situated learning as a theoretical perspective for science education, and science for citizenship.

This edited volume offers a crosscutting view of STEM and is comprised of work by scholars in science, technology, engineering, and mathematics education.

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion.Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western AustraliaScience and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of CambridgeScience education and religious education are uncomfortable bedfellows. This book, written in part as a response to the ¿ perhaps too clear ¿ accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people ¿receive¿ an education in both science and religion: hearing their voices is refreshing in such a serious academic account. -Julian Stern, Professor of Education and Religion, York St John UniversityHumans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of ArkansasEqual parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour¿s taxonomy, you will want to read this book. If you havenot, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University

This book, tackles many of these tough questions head on.All of the contributing authors consider the same core question: Given the rapidly changing landscape of science education, including the elevated status of engineering design, what are the best approaches to the effective integration of the science and engineering practices?

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches to teaching science and religion in the classroom at all levels. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science, Artificial Intelligence and the laws of nature. These themes are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion and also a key collection of research and thought for those engaged in research in science education and religious studies.  Chapters include critical analysis of long-established presumptions, reflection on new developments and the presentation of empirical research in science and religion education from around the world.

Educational researchers are bound to see this as a timely work. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues.

This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.

The authors have taken the opportunity in this book to develop their ideas further, anticipate and respond to criticisms-that of relativism, for example-and explain how their theory can be applied to analyze the teaching of core concepts in science such as heat and temperature, life and biological adaptation.

and much more. This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.

This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. This book is relevant to science methods instructors, science education graduate students and science teachers.

The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs.

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This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers¿ beliefs about teaching SSI, teachers¿ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.

This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions;

This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions;

This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. This book is relevant to science methods instructors, science education graduate students and science teachers.

Educational researchers are bound to see this as a timely work. It presents research combining theoretical and empirical perspectives relevant for secondary science classrooms. Since the 1990s, argumentation studies have increased at a rapid pace, from stray papers to a wealth of research exploring ever more sophisticated issues.

This book includes theories, research, and practices for envisioning how science and environmental education can contribute to nuanced indicators of school achievement, with the prospect of comparing these metrics worldwide.