Titlebook: Navigating the Changing Landscape of Formal and Informal Science Learning Opportunities; Deborah Corrigan,Cathy Buntting,John Loughran Boo

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完成

,Encounters with a Narwhal: Revitalising Science Education’s Capacity to Affect and Be Affected, We conclude with considerations of how these encounters—and more generally science education (theory and practices)—might learn to ‘live better’ with charismatic endangered creatures in the era of the anthropocene marked by rapid ecological declines. Our general argument is that we need much more t

狼群

Communicating Science,es..The principles of science communication place the needs of the ‘audience’ as the primary consideration, not the content of the scientific ‘message’. This chapter examines how this might happen in the classroom, while retaining the requirement for formal science education to address the needs of

精确

Reinvigorating Primary School Science Through School-Community Partnerships,ding of science as a process of investigation and collaboration dependent upon the social construction of knowledge. Through an exploration of three case studies, we demonstrate situations where primary teachers and schools intentionally take steps to ensure their students have a sense of connectedn

Credence

The Challenges and Opportunities for Embracing Complex Socio-scientific Issues As Important in Lear. At the same time, a new national curriculum for school science was being developed. In this chapter, we use the Murray-Darling controversy as a context to investigate how this science curriculum might facilitate teaching and learning of socio-scientific issues (SSIs) by considering this SSI. We ad

GRILL

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,“Meet the Scientist”: How Pre-service Teachers Constructed Knowledge and Identities,ovide a solution to the challenge. Pre-service teachers must not simply engage in a single setting at any one time, they must engage in multi-tasking within a single context, but also in multiple communities of practice simultaneously (Tsui, 2003). By integrating elements in multiple contexts, to so