Science Education in the 21st Century

1. Front Matter

   Pages i-xviii

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2. Re-searching Science Curriculum and Teaching

   1. Front Matter

      Pages 1-1

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   2. Conceptualizing Multiplicities of Scientific Literacy from Five Theoretical Perspectives

      • Sophia Jeong, Gretchen King, David Pauli, Cary Sell, David Steele

      Pages 3-17

   3. Representations of Nature of Science in New Korean Science Textbooks: The Case of ‘Scientific Inquiry and Experimentation’

      • Seungran Yang, Wonyong Park, Jinwoong Song

      Pages 19-35

   4. Pedagogical and Content Expertise in Team-Based Learning: Re-aligning Two Teaching Perspectives in an Undergraduate Medical School

      • Lishan Yang, Emmanuel Tan Chee Peng, Preman Rajalingam

      Pages 37-49

   5. A Classics Reading Approach to Nurture Epistemic Insight in a Multidisciplinary and Higher Education Context

      • Kai Ming Kiang, Klaus Colanero

      Pages 51-65

   6. Opportunistic Science Teaching and Learning ‘Outside’ the Classroom

      • Miguel Ison, Sharon Bramwell-Lalor

      Pages 67-77

3. Re-searching Science Learners and Learning

   1. Front Matter

      Pages 79-79

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   2. Scientific Argumentation as an Epistemic Practice: Secondary Students’ Critique of Science Research Posters

      • Yann Shiou Ong, Richard A. Duschl, Julia D. Plummer

      Pages 81-93

   3. Effects of Concept Mapping Technique on Nigerian Junior Secondary School Students’ Cognitive Development and Achievement in Basic Science and Technology (Integrated Science)

      • Bernadette Ebele Ozoji

      Pages 95-111

   4. Embedding Multiple Modes of Representations in Open-Ended Tests on Learning Transition Elements

      • Nilavathi Balasundram, Mageswary Karpudewan

      Pages 113-136

   5. Trustworthiness Challenge in Children’s Environmental Problem Solving in the Digital Era

      • Mijung Kim, Suzanna So Har Wong

      Pages 137-152

   6. Assessing Conceptual Understanding in Primary Science Through Students’ Multimodal Representations in Science Notebooks

      • Caroline Ho, Fei Victor Lim

      Pages 153-167

   7. An Analysis of Power Play in the Subculture of Lower Track Science Classrooms

      • Tang Wee Teo

      Pages 169-179

   8. Facilitating the Use of Research in Practice: Teaching Students to Plan Experiments

      • Kim Chwee Daniel Tan

      Pages 181-190

   9. Working Memory Capacity and Teaching and Learning of Stoichiometry

      • Fui Seng Chang, Mageswary Karpudewan

      Pages 191-206

4. Re-searching Science Teachers and Teacher Education

   1. Front Matter

      Pages 207-207

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   2. Pre-service Science Teachers’ Reflections on the Field Experience: Does Context Matter?

      • Sharon Bramwell-Lalor, Marcia Rainford, Miguel Ison

      Pages 209-224

   3. Teachers’ View on Replacing Traditional Chemistry Experiments with Green Chemistry (GC) Experiments

      • Yvonne Kulandaisamy, Mageswary Karpudewan

      Pages 225-239

   4. Preliminary Results on the Value of Investing in Training for Practicing Chilean Life Science Teachers

      • Marjee Chmiel, Rodrigo Tapia Seaman

      Pages 241-252

This book reflects on science education in the first 20 years of the 21st century in order to promote academic dialogue on science education from various standpoints, and highlights emergent new issues, such as education in science education research.  It also defines new research agendas that should be “moved forward” and inform new trajectories through the rest of the century. Featuring 21 thematically grouped chapters, it includes award-winning papers and other significant papers that address the theme of the 2018 International Science Education Conference.

• Science education in Asia
• science teaching
• science learning
• science assessment
• scientific discourse
• science teacher education
• STEM education
• learning and instruction

• National Institute of Education, Nanyang Technological University, Singapore, Singapore

  Tang Wee Teo, Aik-Ling Tan, Yann Shiou Ong

Tang Wee Teo is an Associate Professor in the Natural Sciences and Science Education Academic Group, National Institute of Education (NIE), Nanyang Technological University, Singapore. She is an equity scholar in STEM (science, technology, engineering, and mathematics) education. Her research interests include STEM education, critical studies, cultural studies, and gender studies. Currently, she is the Co-head of the Multi-centric Education, Research and Industry STEM Centre at NIE.


Aik-Ling Tan is an Associate Professor at the Natural Sciences and Science Education Academic Group at the National Institute of Education (NIE), Nanyang Technological University, Singapore. She is also the Deputy Head for Teaching and Curriculum Matters. Her current research interests include teacher-student interaction in science classrooms, professional development needs of science teachers and STEM education. Aik Ling enjoys working with science teachers in schools to better understand the practical issues and tensions of teaching and learning science.


Yann Shiou Ong is a Postdoctoral Fellow at the National Institute of Education, Nanyang Technological University, Singapore. Her current research focuses on secondary students’ epistemic practices in scientific inquiry, specifically how students engage in group critique and construction practices. She adopts the productive disciplinary engagement framework and its guiding principles to analyse classroom/group discourses and the corresponding instructional designs. While she takes a pragmatic approach to data analysis, her research questions have mostly lent themselves to qualitative methods such as discourse analysis. Her other research interests include scientific models and modelling, social metacognition, and learning progressions.

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