LEADER 05571nam 22006975 450 001 9910410011903321 005 20240509025603.0 010 $a9783030421724 010 $a3030421724 024 7 $a10.1007/978-3-030-42172-4 035 $a(CKB)4100000011254536 035 $a(MiAaPQ)EBC6202733 035 $a(DE-He213)978-3-030-42172-4 035 $a(EXLCZ)994100000011254536 100 $a20200518d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aValues in Science Education $eThe Shifting Sands /$fedited by Deborah Corrigan, Cathy Buntting, Angela Fitzgerald, Alister Jones 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (233 pages) 311 08$a9783030421717 311 08$a3030421716 320 $aIncludes bibliographical references and index. 327 $a1 The Shifting Sands of Values in Science Education; Deborah Corrigan, Cathy Buntting, Alister Jones and Angela Fitzgerald -- Section 1: Values in Science -- 2 Communicating Certainty and Uncertainty in Science in Out-of-School Contexts; Leonie Rennie -- 3 Teachers? Perceptions of the Values that Underpin Science as a Way of Thinking and Acting; Kathy Smith and Deborah Corrigan -- 4 Exploring Values of Science through Classroom Practice; Rebecca Cooper and John Loughran -- Section 2: Values for Science Education -- 5 Science as ?Just Opinion? ? the Significance for Science Education of Emerging Social Media; Karen Marangio and Richard Gunstone -- 6 Changing Values in Science Education and the Emergence of Science Gallery; Joseph Roche and Colette Murphy -- 7 Using Biotechnology to Develop Values Discourse in School Science; Cathy Buntting and Alister Jones -- Section 3: Values of Science Education Practice -- 8 What do Science Teachers Value? How can Values Change During Professional Learning?; Shirley Simon and John Connolly -- 9 Exploring the Professional Learning Values Inherent in Japan?s Lesson Study; Tetsuo Isozaki -- 10 Changing Context, Shifting Values? Science, the Environment and Citizenship at Minstead Study Centre 12 Years on; Justin Dillon and Alan Reid -- Section 4: Values of Science Education Systems -- 11 Intended, Achieved and Unachieved Values of Science Education; Gillian Kidman and Peter Fensham -- 12 The Place of Values in the Aims of School Science Education; Jennifer Mansfield and Michael Reiss -- 13 Exploring Values Through Lived Experiences of the World Heritage Site of Petra: A Case Study; Angela Fitzgerald and Diana Abouali. 330 $aIn 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. . 606 $aScience$xStudy and teaching 606 $aTeachers$xTraining of 606 $aLearning, Psychology of 606 $aEducation$xHistory 606 $aEducation$xCurricula 606 $aScience Education 606 $aTeaching and Teacher Education 606 $aInstructional Psychology 606 $aHistory of Education 606 $aCurriculum Studies 615 0$aScience$xStudy and teaching. 615 0$aTeachers$xTraining of. 615 0$aLearning, Psychology of. 615 0$aEducation$xHistory. 615 0$aEducation$xCurricula. 615 14$aScience Education. 615 24$aTeaching and Teacher Education. 615 24$aInstructional Psychology. 615 24$aHistory of Education. 615 24$aCurriculum Studies. 676 $a507.1 702 $aCorrigan$b Deborah$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aBuntting$b Cathy$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aFitzgerald$b Angela$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aJones$b Alister$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410011903321 996 $aValues in Science Education$92266245 997 $aUNINA