New Developments in Science and Technology Education
This book explores the beneficial impact of pedagogically updated practices and approaches in the teaching of science concepts as well as elaborates on future challenges and emerging issues that address Science and Technology Education. By pointing out ne
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Martin Riopel Zacharoula Smyrnaiou Editors
New Developments in Science and Technology Education
Innovations in Science Education and Technology Volume 23
Series editor Cohen, Karen C. Weston, MA, USA
As technology rapidly matures and impacts on our ability to understand science as well as on the process of science education, this series focuses on in-depth treatment of topics related to our common goal: global improvement in science education. Each research-based book is written by and for researchers, faculty, teachers, students, and educational technologists. Diverse in content and scope, they reflect the increasingly interdisciplinary and multidisciplinary approaches required to effect change and improvement in teaching, policy, and practice and provide an understanding of the use and role of the technologies in bringing benefit globally to all.
More information about this series at http://www.springer.com/series/6150
Martin Riopel • Zacharoula Smyrnaiou Editors
New Developments in Science and Technology Education
Editors Martin Riopel Département de didactique Université du Québec à Montréal Montréal, QC, Canada
Zacharoula Smyrnaiou University of Athens National and Kapodistrian Zografou, Greece
ISSN 1873-1058 ISSN 2213-2236 (electronic) Innovations in Science Education and Technology ISBN 978-3-319-22932-4 ISBN 978-3-319-22933-1 (eBook) DOI 10.1007/978-3-319-22933-1 Library of Congress Control Number: 2016932307 © Springer International Publishing Switzerland 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by SpringerNature The registered company is Springer International Publishing AG Switzerland.
Preface
Science and technology education research, influenced by inquiry-based thinking, not only concentrates on the teaching of science concepts and addressing misconceptions that learners may hold, but also emphasizes how students learn and tries to find out ways to achieve better learning
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