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Reconsidering Science Learning

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Cognitive Engagement
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curriculum reform theory
Declarative Knowledge
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diversity in science classrooms
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Environmental Education
Environmental Education Research
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General Scientific Literacy
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inclusive STEM education
multicultural science teaching
nature
Peda
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Researching Science Education
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School Science
School Science Curriculum
Science Classrooms
Science Curricula
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Socio-scientific Issues
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widening participation in science learning
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Workplace Science

Product details

  • ISBN 9780415328302
  • Weight: 690g
  • Dimensions: 156 x 234mm
  • Publication Date: 13 Nov 2003
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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.
About
Patricia Murphy, Eileen Scanlon, Jeff Thomas, Elizabeth Whitelegg