04122nam 2200553 450 991065948650332120231201142209.03-031-18092-510.1007/978-3-031-18092-7(MiAaPQ)EBC7193352(Au-PeEL)EBL7193352(CKB)26105389200041(DE-He213)978-3-031-18092-7(EXLCZ)992610538920004120230511d2023 uy 0engurcn#||||||||txtrdacontentcrdamediacrrdacarrierChallenges in science education global perspectives for the future /edited by Gregory P. Thomas and Helen J. Boon1st ed. 2023.Cham, Switzerland :Palgrave Macmillan,[2023]©20231 online resource (319 pages)Includes index.Print version: Thomas, Gregory P. Challenges in Science Education Cham : Springer International Publishing AG, c2023 9783031180910 Includes bibliographical references and index.Introduction: So Many Challenges—So Many Choices (In Science Education) -- The Drive for Impact: Science Education in the Quantum Age -- Teaching Science That Is Inquiry-Based: Practices and Principles -- Educating About Mass Vaccinations in a Post-Truth Era -- A Perspective on Drivers Impacting Science Teacher Preparation in Developing Countries -- Everyday Science for Building Schoolchildren’s Informed Agency for Action -- Pre-service Elementary Teachers as Game Designers: Emotional Experiences from the Field -- The Nature of Teacher Educators’ Professional Learning: Reflections of Two Science Teacher Educators -- Breaking the Vicious Circle of Secondary Science Education with Twenty-First-Century Technology: Smartphone Physics Labs -- Science and Technology Studies Informing STEM Education: Possibilities and Dilemmas -- Using Animals in Education as a Means of Discovering Meaningful Contexts to Enhance Learning and Motivate Learners: Challenges and Opportunities to Integrate and Broaden STEM Education -- Instruction for Metacognition in Science Classrooms: Harsh Realities and a Way Forward? -- Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks.This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education. Gregory P. Thomas is Professor of Science Education at the University of Alberta, Canada. His scholarly interests include developing and exploring the intersections of metacognition, learning environments, and science education to enhance classroom practices. Helen J. Boon is Associate Professor at James Cook University, Australia. Boon teaches educational psychology and research methods, while her research focuses on climate change education, resilience to disasters, culturally responsive pedagogy and ethics.ScienceStudy and teachingEducationCurriculaEnsenyament científicthubCurrículums (Ensenyament)thubLlibres electrònicsthubScienceStudy and teaching.EducationCurricula.Ensenyament científicCurrículums (Ensenyament)810.9356Thomas Gregory P.Boon Helen J.MiAaPQMiAaPQMiAaPQBOOK9910659486503321Challenges in Science Education3032470UNINA