Vlaardingerbroek / Taylor Issues in Upper Secondary Science Education

Comparative Perspectives
1. Auflage 2014
ISBN: 978-1-137-27596-7
Verlag: Palgrave Macmillan US
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 272 Seiten

Reihe: Palgrave Education Collection

This book provides a comparative look at key issues that characterize and contextualize upper secondary science education in sixteen countries in Oceania, South America, Asia, Europe, North America, Africa, and the Middle East, incluing links with elementary and early science, final assessment, and the secondary/tertiary education interface.

Zielgruppe

Research

Autoren/Hrsg.

Taylor, Neil

Vlaardingerbroek, B.

Inhaltsverzeichnis

Foreword; Simon McGrath 1. Introduction: The Upper Secondary Tier and the Place of Science Therein; Barend Vlaardingerbroek, Neil Taylor and Terry Lyons 2. Australia; Terry Lyons 3. Brazil; Luis Carlos de Menezes and Regina Cândida Ellero Gualtieri 4. Canada - British Columbia; Todd M. Milford 5. China - Hong Kong SAR; Benny Hin Wai Yung and Kennedy Kam Ho Chan 6. Finland; Jari Lavonen and Pasi Reinikainen 7. Hungary; András Buda 8. Malaysia; Noraini Binti Idris 9. New Zealand; Peter Rawlins, Carrol Walkley and Lone Jorgensen 10. Nigeria; Omaze Anthony Afemikhe and Sylvanus Yakubu Imobekhai 11. Pakistan; Irshad Hussain 12. Scotland; Nicky Souter 13. Sri Lanka; Marie Perera 14. Turkey; Muammer Çalik 15. The Middle East - Egypt, Lebanon, and Saudi Arabia; Saouma BouJaoude and Ghada Gholam 16. Reflections on Upper Secondary Science for the Twenty-First Century; Barend Vlaardingerbroek and Neil Taylor

Über Autor(innen)

Simon McGrath, University of Nottingham, UK
Terry Lyons, University of New England, Australia
Luis Carlos de Menezes, University of São Paulo, Brazil
Regina Cândida Ellero Gualtieri, Federal University of São Paulo, Brazil
Todd M. Milford, Griffith University, Australia
Benny Hin Wai Yung, University of Hong Kong, Hong Kong
Kennedy Kam Ho Chan, University of Hong Kong, Hong Kong
Jari Lavonen, University of Helsinki, Finland
Pasi Reinikainen, Finnish Education Evaluation Council, Finland
András Buda, University of Debrecen, Hungary
Noraini Binti Idris, Sultan Idris Education University, Malaysia
Peter Rawlins, Massey University, New Zealand
Lone Morris Jorgensen, Massey University, New Zealand
Carrol Walkley, Massey University, New Zealand
Omaze Anthony Afemikhe, University of Benin, Nigeria
Sylvanus Yakubu Imobekhai, University of Benin, Nigeria
Irshad Hussain, Islamia University of Bahawalpur, Pakistan
Nicholas Souter, University of Strathclyde, UK
Marie Perera, University of Colombo, Sri Lanka
Muammer Çalik, Karadeniz Technical University, Turkey

Saouma BouJaoude, American University of Beirut, Lebanon

Ghada Gholam, UNESCO (Cairo Office), Egypt