Overview
Brings together leading international researchers in the field
Presents a cohesive volume of cutting-edge ideas within the field
Incorporates ideas and perspectives from a wide range of cultural contexts and traditions
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Table of contents (13 chapters)
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Front Matter
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Back Matter
Keywords
- Aim of Science Education
- Bildung
- Changing Valves in Science Education
- Environmental Educators
- Nature of Science
- Outcome-Based Education
- Operationalisation of Values in Science Education
- Revision of Science Teaching
- School Science
- Science Education Thinking
- Science Education Provided by Schools
- School Science Curriculum
- Science Through Classroom Practice
- STEM-Related Careers
- STEM Education
- Values in Science Education
- Workers with STEM Qualifications
- learning and instruction
About this book
In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes have been rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.
Editors and Affiliations
About the editors
Cathy Buntting is a Senior Research Fellow at the University of Waikato. She has a background in biochemistry and science education research and is director of the New Zealand Science Learning Hub, a large online portal linking the science and education sectors. Recent research projects have focused on students’ futures thinking and the use of digital technologies in education.
Angela Fitzgerald is an Associate Professor in Primary Science Education at University of Southern Queensland and has been involved in science education in primary and secondary settings as a teacher and teacher educator for 15 years, many of those at Monash University. Her research focuses mainly on supporting primary pre- and in-service teachers in developing their confidence and competence in science learning and teaching.
Alister Jones is a Research Professor and Senior Deputy Vice-Chancellor of the University of Waikato, New Zealand. He is a Strategic Advisor for the New Zealand Science Learning Hub, and Director of a number of education-related companies. He has been consulted on educational development in New Zealand, Australia, the UK, USA, Hong Kong, Chile and Thailand.
Bibliographic Information
Book Title: Values in Science Education
Book Subtitle: The Shifting Sands
Editors: Deborah Corrigan, Cathy Buntting, Angela Fitzgerald, Alister Jones
DOI: https://doi.org/10.1007/978-3-030-42172-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-42171-7Published: 19 May 2020
Softcover ISBN: 978-3-030-42174-8Published: 19 May 2021
eBook ISBN: 978-3-030-42172-4Published: 18 May 2020
Edition Number: 1
Number of Pages: XIV, 229
Number of Illustrations: 11 b/w illustrations
Topics: Science Education, Teaching and Teacher Education, Learning & Instruction, History of Education, Curriculum Studies