Science Education Research and Practice in Europe Retrosspective and

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. Th

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CULTURAL PERPECTIVES IN SCIENCE EDUCATION Volume 5 DISTINGUISHED CONTRIBUTORS Series Editors Kenneth Tobin The Graduate Center, City University of New York Catherine Milne New York University Cultural Perspectives in Science Education consists of handbooks and books that employ sociocultural theory and related methods to explicate key issues in science education. The series embraces diverse perspectives, endeavoring to learn from difference, polysemia and polyphonia, and resisting a tendency to emphasize one preferred form of scholarship. The series presents cutting edge theory and research, historical perspectives, biographies and syntheses of research that are germane to different geographical regions. The strength deriving from differences in science education is evident in the works of scholars from the expanding international community in which science education is practiced. Through research in science education, each volume in the series seeks to make a difference to critical issues that face humanity, examining scientific literacies and their role in sustaining life in a diverse, dynamic ecosystem.

Sciencce Educattion Resea arch and P Practice in n Europe Retrosspective an nd Prospecctive

Edited by b Doris Jo orde Universiity of Oslo, Norway Justin Dillon D King’s College C London n, UK

A C.I.P. record for this book is available from the Library of Congress.

ISBN: 978-94-6091-898-8 (paperback) ISBN: 978-94-6091-899-5 (hardback) ISBN: 978-94-6091-900-8 (e-book)

Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/

Printed on acid-free paper

All Rights Reserved © 2012 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

ACKNOWLEDGEMENTS

We would like to thank colleagues at Sense Publishers, in particular Michel Lokhorst, for their support throughout the production of this volume. We are also grateful to our series editors, Ken Tobin and Catherine Milne who provided the necessary stimulus, patience and motivation throughout what turned out to be a long process. We would especially like to thank all the authors who so generously gave of their time in contributing their chapters in a spirit of collegiality and scholarly excellence. Our friend and colleague, Phil Scott from the University of Leeds, who together with Asma Almahrouqi, contributed Chapter 12 on classroom discourse and science learning, sadly and suddenly passed away in July 2011. His contribution to science education in Europe and beyond is immeasurable as is our sense of loss.

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CONTENTS

1. Science Education Research and Practice in Europe: Retrospective and Prospective Doris Jorde and Justin Dillon 2. T

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