Titlebook: Cultural, Social, and Political Perspectives in Science Education; A Nordic View Kathrin Otrel-Cass,Martin Krabbe Sillasen,Auli Arv Book 20

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乞討

,The Inquiry of the Cyclops: Dewey’s Scientific Inquiry Revisited, and is attributed with high expectations for science teaching and learning. In this chapter, I unpack the legacy of the writings of John Dewey, especially his late work . that promoted this concept and practice centrally for science education from the 1950s until today. Dewey’s scientific inquiry i

Influx

In-Between Chapter: The Political in Science Education,s have made it possible to raise the standard of living for new generations in different parts of the world. However, this has also led to an unfortunate acceleration in the use of the world’s natural resources. Nevertheless, scientific and technological findings are often promoted as the drivers of

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Obligatory

,What’s in It for Me?: How Does a Professional Development Programme Meet Science Teachers’ Career E the individual teachers’ needs for professional development. The relation between teachers’ foreground and the aims of QUEST was investigated in this Danish case, where a balance between top-down and bottom-up processes sought to integrate local and individual intentions of the participating teache

背景

Enacting Citizenship in Ordinary School Science Through Deliberative Communication,deliberative communication, a central idea in critical democratic theory, might be emphasised and carried out within the typical content-focused science teaching. We explore how students’ and teachers’ ways of doing school science might, or might not, imply citizenship education as defined in Tomas

CREEK

Towards an Understanding of Diffractive Readings of Narratives in the Field of Science Education, approaches in order to analyse the data. Feeling trapped when completing research where objects are regarded as having inherent boundaries and fixed properties, we have read data with and through a feminist materialist lens. We are curious to understand how post-human approaches can be mobilised us

FILLY

盲信者

Sensory Science Education,or the conceptualization of body-mind experiences to try out things through and with the ‘body-mind’. This chapter troubles pedagogies that take little note of the body-mind interactions we have with the material world. Utilizing examples from primary schools, it is argued that a sensory pedagogy in

Homocystinuria

https://doi.org/10.1007/978-3-319-61191-4learning science; teaching science; students‘ interest in science; science classroom; participation in s