Contemporary Issues in Science and Technology Education

Description

This edited volume discusses major issues in present-day science and technology education (STE). It is divided into three thematic sections: philosophical foundations and curriculum development; sustainable development, technology and society; and the learning sciences and 21st century skills. Section I examines the history and future of STE curriculum development, along with specific issues within this dynamic area. Section II explores sustainable development in three important aspects: economic development, social development, and environmental protection. Section III covers the 21st century skills that are of overarching importance to the success of learners in school and the world of work. Anchoring each chapter is an assemblage of veteran science and technology education specialists selected from across the world. The book’s target is a worldwide audience of undergraduate / post-graduate students and their teachers, as well as researchers. This book’s exploration of the ever-increasing advances in STE and its narrative writing style will be of interest to a broad range of readers. Foreword Contents List of Figures List of Tables Chapter 1: Introduction – A Reflection on Contemporary Issues in Science and Technology Education Introduction Philosophical Foundations and Curriculum Development Sustainable Development, Technology and Society The Learning Sciences and Twenty-First Century Skills Summary Recommended Resources References Part I: Philosophical Foundations and Curriculum Development Chapter 2: Nature of Science and Nature of Technology Introduction Nature of Science Nature of Technology The Relationship Between NOS and NOT in Education Issues and Concerns in NOS and NOT in Education OECD Knowledge and Skills 2030 Final Thoughts Summary Recommended Resources References Chapter 3: The Theory of Evolution Introduction Evidence for Evolution Timeline of Evolution Applications of Evolution Creationist Perspectives Concluding Remarks Summary Recommended Resources References Chapter 4: STEM Education as a Meta-discipline Introduction Historical and Theoretical Background S.T.E.M Education Versus STEM Education The Evolution of STEM Education Implementing STEM Education Conclusion Summary Recommended Resources References Chapter 5: Curriculum Design in Science and Technology Education at International Level Introduction Learning Outcomes – The Common Language for Curricula Aims and Objectives What Is a Learning Outcome? International Best Practice in Curriculum Design Constructive Alignment Teaching and Learning Within a Learning Outcomes Framework Success Criteria – What Does This Term Mean? What Are Learning Intentions? The Use of Competence and Competency in Curriculum Design Conclusions and Recommendations Summary Recommended Resources References Chapter 6: Assessment and Evaluation in Science and Technology Education Introduction What Is Assessment and Evaluation? Twenty-First Century Skills and the Meaning of Assessment Alternative Assessment Tools in Science and Technology Education Performance Assessment Rubrics Concept Maps Mind Maps Concept Cartoons The Use of Web 2.0 Technologies in Assessment and Evaluation Discussion and Recommendations Summary Disclosure Recommended Resources – Books and Journal Articles References Chapter 7: Mathematics in the Service of Science and Technology Education Introduction and Chapter Map Early Contributions of Mathematics to Science and Technology Twenty-First Century Mathematics in Service to Science and Technology School Mathematics Curriculum Rethinking the Twenty-First Century Mathematics School Curriculum Promoting STEM Education Project-Based Learning Summary Recommended Resources References Chapter 8: Language in Science and Technology Education Language Perspective of Vygotsky/Sociocultural Theory Language and Interaction in Science and Technology Classrooms The Role of Language in Assessment Practices in Science and Technology Education Teacher’s Classroom Interactional Competence in Science and Technology Classrooms CIC Facilitates Interactional Spaces CIC Shapes Learner Contributions CIC Makes Effective Use of Eliciting Instructional Idiolect Interactional Awareness Summary Recommended Resources References Chapter 9: The Real and Virtual Science Laboratories Introduction Real Lab-Based Practical Work in Science Role and Purpose of Lab-Based Practical Work in Science Types of Lab-Based Practical Work Learning Theories Supporting Lab-Based Practical Work Assessment of Lab-Based Practical Work Current Challenges of RLab-Based Practical Work The Shift from Real to Virtual Lab-Based Practical Work in Science What is a Virtual Lab? Types of Virtual Laboratories Advantages and Limitations of VLab Experiments Advantages of Using VLab Limitations of Using VLab Current Debates Around RLab and VLab Practical Work in the Future Conclusion Summary References Further Reading Part II: Sustainable Development, Technology and Society Chapter 10: Sustainable Development Goals and Science and Technology Education Introduction Historical and Theoretical Background Formal and Informal STEM education and Its Relation to Sustainable Development STEM and Education for Sustainable Development (ESD) Erasmus+ The GLOBE Program iEARN Partners of the Americas Regional and National STEM education Initiatives and Research Findings Regional and National STEM education Progress—Africa Regional and National STEM education Progress—Asia and the Indo-Pacific Regional and National STEM education Progress—Oceania Regional and National STEM education Progress—Europe and Eurasia Regional and National STEM education Progress—Latin America and the Caribbean Regional and National STEM education Progress—Near East and North Africa Regional and National STEM education Progress—North America Conclusion Summary Recommended Resources References Chapter 11: In the Beginning: Interpreting Everyday Science Introduction What Is science Learning? Formal and Informal: science Learning Opportunities In the Beginning A Child’s First Encounters with Science Play The STEM play Cycle, Free Choice and Progression Stages in a STEM Play Session Progression in STEM Interactions The Voice of the Child Summary References Further Reading Chapter 12: Indigenous Knowledge and Science and Technology Education What Is Indigenous Knowledge? Why Is IK Relevant to Science and Technology Education? How to Incorporate IK into Science and Technology Education? Tailored Teaching Culturally Responsive Teaching (CRT) Culturally Responsive Transformative Teaching (CRTT) Sustainability Education-Based Pedagogical Approaches What Do We Know About the Effects? Summary Recommended Resources References Chapter 13: Public Understanding of Science and Technology Concept of Public Understanding of Science and Technology Science Popularization Public Lecture and Science Talk Show Science Museums or Science Centers Scientific Tourism Institutional Tourism Eco Tourism Natural Tourism Natural Phenomena Tourism Health Tourism School Science Activities Science Clubs and science Corners in the School Science Projects Science Camp Summary Further Reading Part III: The Learning Sciences and Twenty-First Century Skills Chapter 14: Educational Psychology Psychology Applied to Education What Is Psychology? The Mental Register and Theory of Mind Perception Memory Cognitive Development Metacognition Intelligence Learning Styles Gifted Learners and Differentiation Affect and Learner Motivation Individual Differences Summary Recommended Resources References Chapter 15: Science and Technology Teaching Strategies Introduction Active Learning of Science and Technology The STEM Model of Teaching Problem-Solving and Interactive Computational Simulations The Laboratory as a Teaching Strategy History and Philosophy of Science in Teaching Summary References Further Reading Chapter 16: Pedagogical Content Knowledge in Science and Technology Education Introduction Pedagogical Content Knowledge (PCK): An Historic and Current Theoretical Construct Pedagogical Content Knowledge: Why Is It Important? Introducing Technological Pedagogical Content Knowledge (TPCK/TPACK) Examining How PCK and TPACK Relate to Science and Technology Teaching Teaching Strategies that Suggest Well-Developed PCK and TPACK Examining the Place of PCK and TPACK in Initial Teacher Education Author’s Reflection on Working in PCK Research Summary Thoughts Summary Recommended Resources References Chapter 17: Stimulating Students’ Mechanistic Reasoning in Science and Technology Education Through Emerging Technologies Introduction What Constitutes Mechanistic Reasoning in Science and Technology Education? How Can Emerging Technologies Stimulate Students’ Mechanistic Reasoning in Science and Technology Education? Immersive Features of Emerging Technologies Interactive Features of Emerging Technologies Emerging Technologies to Stimulate Students’ Mechanistic Reasoning in Science and Technology Education Conclusion Recommendations Summary Further Reading References Chapter 18: Problem-Solving in Science and Technology Education Introduction The Problem-Solving Process Identifying the Problem Analyzing the Problem Describing the Problem Developing Alternate Solutions Implementing the Solution Collecting and Analyzing the Data Sharing the Results Problem-Solving Examples in European Union Projects Achieving a New European Energy Awareness (AURORA) Creating School Seismology Labs for the Development of Students’ Competences (SEISMO-Lab) CitizensHack2022 Science That Makes Me Move (SMOVE) IANUS Peacelab Discussion and Recommendations Summary Recommended Resources – Books and Journal Articles References Chapter 19: Creativity and Innovation in Science and Technology Education Creativity: An Introduction Factors Impacting Creativity Context Curricular Focus Personal Characteristics Tools for Creativity Digital Skills for Creativity Processes That Facilitate Creative Problem-Solving Maker Movement Pedagogical Design Features of the Learning Contexts That Promote Creativity Creative Challenge Project-Based Learning Psychological Safety Conclusion and Implications Summary References Further Readings Chapter 20: Collaboration and Communication in Science and Technology Education Introduction Historical and Theoretical Background Communication and Collaboration in the Context of Twenty-First Century Skills Communication and Collaboration in the Science and Technology Classroom Integrating Communication and Collaboration Into Science and Technology Education Collaboration in the Science and Technology Classroom Examples from Primary, Secondary and Tertiary Education Discussion and Recommendations Summary Recommended Resources References Chapter 21: Afterword: Frameworks for Teaching Science and Technology Introduction Philosophy, Nature of Science and Technology as a Teaching Framework Teaching Science and Technology with the Curriculum as Focus Mathematics and Language in Science and Technology Teaching and Learning STEM as a Teaching Strategy The Real and Virtual Laboratories Teaching Science and Technology in the Context of the Society Teaching Science and Technology for Cross-Cutting Skills Concluding Remarks Summary Recommended Resources References Index