Akpan Science Education: A Global Perspective

1. Auflage 2017
ISBN: 978-3-319-32351-0
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 358 Seiten

Science Education: A Global Perspective is 'global' both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years' time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery.

Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education.
Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India      This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education.

Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria

Dr Ben AkpanExecutive Director, Science Teachers Association of Nigeria           President, International Council of Associations for Science Education (January 2011- March, 2014)   

Autoren/Hrsg.

Akpan, Ben

Inhaltsverzeichnis

1;Preface;6
2;Contents;8
3;List of Figures;10
4;List of Tables;12
5;Chapter 1: Introduction;13
5.1;References;15
6;Part I: Nature of Science View;17
6.1;Chapter 2: Exploring Nature of Science and Argumentation in Science Education;18
6.1.1;2.1 Introduction;18
6.1.1.1;2.1.1 Nature of Science;19
6.1.1.2;2.1.2 Argumentation;21
6.1.2;2.2 Review of Studies;25
6.1.2.1;2.2.1 Methods;25
6.1.2.2;2.2.2 Socioscientific and Scientific Contexts;26
6.1.2.3;2.2.3 Socioscientific Contexts;34
6.1.2.4;2.2.4 Scientific Contexts;41
6.1.3;2.3 Discussion and Recommendations;46
6.1.4;References;50
6.2;Chapter 3: The Relationship Between Science and Religion: A Contentious and Complex Issue Facing Science Education;55
6.2.1;3.1 Introduction;55
6.2.2;3.2 Symptoms of a Problem in Science Education;56
6.2.3;3.3 ‘The’ Relationship(s) Between Science and Religion;58
6.2.3.1;3.3.1 Different General Stances to the Relationship Between Science and Religion;58
6.2.4;3.4 The Significance of Metaphysical Commitments;59
6.2.4.1;3.4.1 The Adoption of a Worldview;60
6.2.5;3.5 Metaphysical Commitments in Religious Worldviews;61
6.2.5.1;3.5.1 Examples of Ontological Commitments in Religious Worldviews;62
6.2.5.2;3.5.2 Examples of Epistemological Commitments in Religious Worldviews;65
6.2.5.3;3.5.3 Examples of Axiological Commitments in Religious Worldviews;66
6.2.6;3.6 Metaphysical Commitments of the Scientific Perspective;66
6.2.6.1;3.6.1 Worldviews Consistent with Scientific Metaphysics: Theism;67
6.2.6.2;3.6.2 Worldviews Consistent with Scientific Metaphysics: Natural Theology;68
6.2.6.3;3.6.3 Worldviews Consistent with Scientific Metaphysics: Agnosticism;68
6.2.6.4;3.6.4 Worldviews Consistent with Scientific Metaphysics: Methodological Naturalism;69
6.2.6.5;3.6.5 Worldviews Consistent with Scientific Metaphysics: Atheism;70
6.2.6.6;3.6.6 Worldviews Consistent with Scientific Metaphysics: Philosophical Materialism and Scientism;70
6.2.7;3.7 Implications of Worldview on Understanding Scientific Knowledge;71
6.2.7.1;3.7.1 The Prominence of Debates Around Evolution;72
6.2.7.2;3.7.2 Implications for Education;76
6.2.8;References;77
6.3;Chapter 4: Representing Evolution in Science Education: The Challenge of Teaching About Natural Selection;80
6.3.1;4.1 Introduction;80
6.3.2;4.2 The Importance of Evolution in Biology;81
6.3.2.1;4.2.1 How Do We Know What Scientists Think?;81
6.3.2.2;4.2.2 The Status of Scientific Literature;82
6.3.2.3;4.2.3 Evolution Is Fundamental to Modern Biology;84
6.3.3;4.3 The Importance of Evolution in Science Education;86
6.3.4;4.4 Impediments to Learning About Evolution;87
6.3.4.1;4.4.1 The Challenging Nature of Natural Selection as Target Learning;87
6.3.4.2;4.4.2 Teaching Evolution and Conceptual Change;90
6.3.5;4.5 Worldview Commitments and Learning About Evolution;92
6.3.5.1;4.5.1 The Creation of Living Things;93
6.3.5.2;4.5.2 The Dateline;93
6.3.5.3;4.5.3 The Special Relationship;94
6.3.5.4;4.5.4 The Fall;94
6.3.5.5;4.5.5 The Flood;95
6.3.5.6;4.5.6 The Heavens;95
6.3.6;4.6 Young-Earth Creationism;96
6.3.7;4.7 Moral Objections to Evolution;97
6.3.7.1;4.7.1 Ideological Positions Associated with Evolutionary Ideas;98
6.3.8;4.8 Creation Science;99
6.3.8.1;4.8.1 Intelligent Design;100
6.3.8.2;4.8.2 Responding to Creationism in the Classroom;101
6.3.9;4.9 Conclusion;102
6.3.10;References;102
6.4;Chapter 5: History and Philosophy of Acidity: Engaging with Learners by a Different Route;106
6.4.1;5.1 Introduction;106
6.4.2;5.2 The Case Study;109
6.4.3;5.3 History of Acidity;110
6.4.4;5.4 Pedagogy;111
6.4.5;5.5 Research Evidence;111
6.4.6;5.6 Reflections;112
6.4.7;5.7 Conclusion;113
6.4.8;5.8 Website;113
7;Part II: Science and National Development;114
7.1;Chapter 6: Science Education for National Development: Indian Perspective;115
7.1.1;6.1 Introduction;115
7.1.2;6.2 Scientific Policies;115
7.1.2.1;6.2.1 Scientific Policy Resolution, 1958;116
7.1.2.2;6.2.2 Technology Policy Statement, 1983;116
7.1.2.3;6.2.3 Scientific Policy Resolution, 2003;116
7.1.2.4;6.2.4 Science Technology Innovation Policy, 2013;116
7.1.3;6.3 Science Education in Schools;117
7.1.3.1;6.3.1 Curriculum Development;117
7.1.3.2;6.3.2 Instructional Material;118
7.1.3.3;6.3.3 Teacher Preparation;119
7.1.4;6.4 Identification and Nurture of Science Talent;120
7.1.4.1;6.4.1 National Talent Search Scheme;120
7.1.4.2;6.4.2 KVPY;121
7.1.4.3;6.4.3 Inspire Award;121
7.1.4.4;6.4.4 Ignite Scheme;121
7.1.4.5;6.4.5 International Olympiads;122
7.1.4.6;6.4.6 Science Exhibitions;122
7.1.5;6.5 R&D Institutions;123
7.1.5.1;6.5.1 IITs/IISERs;123
7.1.5.2;6.5.2 Council of Scientific and Industrial Research (CSIR);124
7.1.5.3;6.5.3 Department of Atomic Energy (DAE);124
7.1.5.4;6.5.4 Indian Space Research Organisation (ISRO);124
7.1.5.5;6.5.5 Indian Council of Agricultural Research (ICAR);125
7.1.5.6;6.5.6 Indian Medical Council (IMC);125
7.1.6;6.6 Industrial Growth;125
7.1.6.1;6.6.1 Automobiles;126
7.1.6.2;6.6.2 Health Care and Pharmaceuticals;126
7.1.6.3;6.6.3 IT Services;126
7.1.7;6.7 Scientific Literacy;127
7.1.7.1;6.7.1 NCSTC;127
7.1.7.2;6.7.2 NCSM;127
7.1.7.3;6.7.3 Voluntary Efforts;128
7.1.8;6.8 Challenges;128
7.1.8.1;6.8.1 Equity;128
7.1.8.2;6.8.2 Teacher Training;129
7.1.8.3;6.8.3 R&D in Science Education;130
7.1.8.4;6.8.4 Collaborations;131
7.1.9;6.9 Conclusion;131
7.1.10;References;132
7.2;Chapter 7: Improving Basic Science and Mathematics Education in Southeast Asia: The Role of SEAMEO RECSAM;133
7.2.1;7.1 Introduction;133
7.2.2;7.2 SEAMEO RECSAM as a Regional Centre;134
7.2.3;7.3 SEAMEO RECSAM’s Scope of Activities;136
7.2.3.1;7.3.1 Research and Development;136
7.2.3.2;7.3.2 Capacity Building Programmes;137
7.2.3.3;7.3.3 Convener of Regional Conferences, Seminars and Workshops;140
7.2.3.4;7.3.4 Networking Among Experts and Institutions;141
7.2.3.5;7.3.5 Engagement in Consultancy Services;141
7.2.3.6;7.3.6 Serve as Clearing House for Information;141
7.2.4;7.4 Cooperation Efforts;142
7.2.5;7.5 Challenges and Future Directions;144
7.2.5.1;7.5.1 Financial Sustainability;144
7.2.5.2;7.5.2 Hiring and Retaining of Able Academics;146
7.2.5.3;7.5.3 Addressing Differences Among Member Countries;147
7.2.5.4;7.5.4 Accounting for RECSAM’s Role in Improving Science and Mathematics in the Region;147
7.2.6;7.6 Conclusions;149
7.2.7;References;149
7.3;Chapter 8: Science and Technology Education Initiatives in Nigeria: The Case of STEP-B;152
7.3.1;8.1 Introduction;152
7.3.2;8.2 Background of STEP-B;153
7.3.3;8.3 The Project Development Objective (PDO);153
7.3.4;8.4 Project Structure;154
7.3.5;8.5 Brief Description of Tasks Under the Project;155
7.3.6;8.6 Institutional Arrangements;156
7.3.7;8.7 Key Focus of the STEP-B Project;156
7.3.8;8.8 Innovative Aspects of the STEP-B Project;157
7.3.9;8.9 Distinct Aspects of STEP-B;158
7.3.10;8.10 Progress Made by Components and Subsectors;158
7.3.10.1;8.10.1 Components 1 and 3;158
7.3.10.2;8.10.2 Innovators of Tomorrow;159
7.3.10.3;8.10.3 Component 2: Support for the Emergence of Centres of Excellence;160
7.3.11;8.11 NPSC Meetings;161
7.3.12;8.12 Relationship with Stakeholders;161
7.3.13;8.13 Capacity Building (Workshops/Conferences);161
7.3.13.1;8.13.1 End of Year 1 Review;161
7.3.13.2;8.13.2 Midterm Review;162
7.3.13.3;8.13.3 Approved Monitoring Framework;162
7.3.13.4;8.13.4 Monitoring of Funds Released/Implementation Support;162
7.3.13.5;8.13.5 Enrolment and Graduate Output Pattern by Sector;166
7.3.13.5.1;8.13.5.1 Federal Universities (Figs. 8.2, 8.3, 8.4, 8.5, 8.6 and 8.7);166
7.3.13.5.2;8.13.5.2 Federal Colleges Of Education (Figs. 8.8, 8.9, 8.10 and 8.11);169
7.3.13.5.3;8.13.5.3 Graduate Output Trend Analysis: Summary Graph Showing Graduate Output for All STEP-B Institution Types (Figs. 8.12, 8.13, 8.14 and 8.15);171
7.3.13.6;8.13.6 Key Issues During Project Implementation;173
7.3.14;8.14 Sensitisation/Grant Proposal Writing;174
7.3.15;8.15 Communication Activities;174
7.3.16;8.16 Future Prospect in Project Implementation;175
7.3.17;8.17 Key Achievements and Results of IDA’s Support;175
7.3.18;8.18 Directions for Future Projects in Nigeria;178
7.3.19;8.19 Conclusion;179
7.3.20;References;179
7.4;Chapter 9: Harnessing Endogenous Research and Innovation in Nigeria for National Transformation;181
7.4.1;9.1 Introduction;181
7.4.1.1;9.1.1 National Transformation Agenda;182
7.4.1.2;9.1.2 Asian Tigers;183
7.4.1.3;9.1.3 Research and Innovation;184
7.4.1.3.1;9.1.3.1 Endogenous Research;185
7.4.1.4;9.1.4 The R&D Journey in Nigeria So Far;186
7.4.1.5;9.1.5 Arguments by the Indigenous Firms Against ER&D;187
7.4.1.6;9.1.6 High-Technology Manufacturing Exports;187
7.4.1.7;9.1.7 Patterns of R&D Practice in Advanced Countries;188
7.4.2;9.2 Conclusion and Recommendations;191
7.4.3;References;192
8;Part III: Curriculum and Pedagogical Considerations in Science Education;193
8.1;Chapter 10: Motivational Science Teaching Using a Context-Based Approach;194
8.1.1;10.1 Introduction;194
8.1.1.1;10.1.1 The Why?;196
8.1.1.2;10.1.2 What Is the Change?;196
8.1.1.3;10.1.3 The How?;198
8.1.1.4;10.1.4 Preparing for the Change of Paradigm;198
8.1.1.4.1;10.1.4.1 Reconsidering the Role of the Textbook;198
8.1.1.4.2;10.1.4.2 A Change of Approach;199
8.1.1.4.3;10.1.4.3 Operationalising the STL Approach in the Classroom;199
8.1.1.4.4;10.1.4.4 Contextualised Teaching and Learning;200
8.1.1.4.5;10.1.4.5 Beyond Initial Motivation;201
8.1.1.4.6;10.1.4.6 Decontextualisation of the Learning;201
8.1.1.4.7;10.1.4.7 Recontextualised Teaching and Learning;203
8.1.1.5;10.1.5 A Philosophical Look at Science Education;204
8.1.2;10.2 Conclusion;204
8.1.3; Appendices;205
8.1.3.1; Example of a Module Following This STL Approach;205
8.1.3.1.1; Part 1: Student Activities (To Be Seen by Students);206
8.1.3.1.1.1;Scenario;206
8.1.3.1.2; Part 2: Teacher’s Guide (For the Teacher);208
8.1.3.1.2.1;Learning Outcomes by Lesson;208
8.1.3.1.2.2;Suggested Teaching Strategy (For the Teacher);209
8.1.3.1.3; Part 3: Suggested Assessment of Student Learning (For the Teacher);211
8.1.3.1.3.1;Assessment Based on Skills;212
8.1.3.2; Assessment by Lesson;213
8.1.3.3; Assessment by Teacher’s Strategy;216
8.1.3.3.1; Part 4: Additional Notes for the Teacher;217
8.1.3.3.1.1;Experimental Details for the Saponification of Fats;218
8.1.3.3.1.2;What Is Soap?;219
8.1.3.3.1.3;Ingredients;219
8.1.3.3.1.4;How Does Soap Clean?;219
8.1.3.3.1.5;A Scientific Explanation;219
8.1.3.3.1.6;Living Cells and Polar/Non-polar Substances;220
8.1.3.3.1.7;Saponification;221
8.1.4;References;221
8.2;Chapter 11: In The New Zealand Curriculum: Is It Science Education or Education Through Science? One Educator’s Argument;223
8.2.1;11.1 Introduction;223
8.2.2;11.2 Science in Primary Education;225
8.2.3;11.3 Science and the Nature of Science;227
8.2.4;11.4 Education Through a Science Context;228
8.2.5;11.5 Conclusions;234
8.2.6; Appendix 11A;236
8.2.6.1; Monster Foam;236
8.2.7;References;236
8.3;Chapter 12: Towards a Socially Responsible Science Education;238
8.3.1;12.1 Introduction;238
8.3.2;12.2 Calling for a Shift;242
8.3.3;12.3 Cultural Contexts and Science Education;244
8.3.4;12.4 An Agenda for Action: Context-Based Approach for a Socially Responsible Science Education;248
8.3.5;12.5 Conclusion;251
8.3.6;References;252
8.4;Chapter 13: Curriculum Conception, Implementation and Evaluation: An Experience;255
8.4.1;13.1 Introduction;255
8.4.2;13.2 The Portuguese Science Curriculum: Conception and Implementation;257
8.4.2.1;13.2.1 Science Curriculum Characterisation;257
8.4.2.2;13.2.2 Science Curriculum Implementation;258
8.4.3;13.3 Interpretation and Implementation of the Science Curriculum: Teachers’ Perspective;260
8.4.3.1;13.3.1 Methodology;260
8.4.3.2;13.3.2 Results;262
8.4.3.2.1;13.3.2.1 Flexible Management of Curriculum;263
8.4.3.2.2;13.3.2.2 Learning Experiences for Developing Competences;265
8.4.4;13.4 Final Considerations;270
8.4.5;References;272
8.5;Chapter 14: Indigenous Knowledge and Teachers’ Professional Development in a West Brazil Context;275
8.5.1;14.1 Introduction;275
8.5.2;14.2 The Context of the Study;276
8.5.2.1;14.2.1 What Does ITTI Stand for?;276
8.5.2.2;14.2.2 The Pantanal Wetland Biome in South Mato Grosso: Area Where the Teacher Professional Development Program Was Implemented;277
8.5.2.3;14.2.3 Indigenous Ethnicity of Terena: Collaborators on This Study;281
8.5.3;14.3 Teachers’ Professional Development Program;283
8.5.3.1;14.3.1 Theoretical Framework;283
8.5.3.2;14.3.2 The Program;284
8.5.3.2.1;14.3.2.1 Understanding Teachers’ Needs and Requirements;284
8.5.3.2.2;14.3.2.2 Tackle Immediate Needs;285
8.5.3.2.2.1;Discourse Analyses;289
8.5.3.2.3;14.3.2.3 Empowering and Developing Teacher Autonomy;291
8.5.4;14.4 Some Considerations;292
8.5.5;References;293
9;Part IV: Development and Future Studies in Science Education;295
9.1;Chapter 15: International Perspectives and Recommendations on Equity and Gender: Development Studies in Science Education;297
9.1.1;15.1 Background;297
9.1.2;15.2 Promoting Gender Equity in the Classroom;299
9.1.3;15.3 Structuring Successful and Equitable Educational Environments;302
9.1.4;15.4 Increasing Gender Enrollment to Gender Retention in Science Education;304
9.1.5;15.5 Gender and Science Enrollment Rates and Achievement;306
9.1.6;15.6 Gender Differences in Selecting and Completing a STEM Baccalaureate;307
9.1.7;15.7 Recommendations;308
9.1.8;15.8 Conclusion;309
9.1.9;References;310
9.2;Chapter 16: The Promise of Science Education Research;314
9.2.1;16.1 Introduction;314
9.2.1.1;16.1.1 From Knowing, Doing, and Being to Integration Approaches in Science Education;315
9.2.1.2;16.1.2 Systems Evaluation;318
9.2.1.3;16.1.3 Research on Aspects of Learning Science;319
9.2.1.4;16.1.4 Integrating Aspects of the Nature of Science (NoS);321
9.2.1.5;16.1.5 Teaching Science and Teacher Development;323
9.2.1.6;16.1.6 Multimodal Approaches to Teaching and Learning;324
9.2.1.7;16.1.7 The Promise of Science Education Research;326
9.2.2;References;327
9.3;Chapter 17: Science Education in a Future World;332
9.3.1;17.1 Introduction;332
9.3.2;17.2 Futurology;333
9.3.3;17.3 Science Education in 2065;334
9.3.4;17.4 Emerging Themes;342
9.3.5;17.5 Implications and Conclusion;345
9.3.6;References;346
10;About the Authors;348
11;Index;354