Intro -- Foreword -- Contents -- Part I: Overview of the Book -- Chapter 1: Introduction -- 1 Socio-scientific Issues (SSIs) and the Nature of Science (NOS) -- 2 Teachers' Practices and Teachers' Professional Development -- 3 The Students: Multiple Perspectives -- 4 Relationship Between Teaching and Learning -- 5 Part VI Teaching Resources, Curriculum -- Part II: Socio-scientific Issues -- Chapter 2: The Need for a Public Understanding of Sciences -- References -- Chapter 3: Questions Socialement Vives and Socio-­scientific Issues: New Trends of Research to Meet the Training Needs of Postmodern Society -- 1 Introduction -- 2 Socially Acute Questions and Socio-scientific Issues -- 2.1 Definition of Socially Acute Questions -- 2.2 The Underpinning Links of Socially Acute Questions -- 2.3 The Socio-epistemological Approach -- 2.4 The Psychosocial Approach -- 3 Curriculum Orientations: To 'Cool Down' or to 'Heat Up' the Questions -- 3.1 Diversity of Educational Stakes and Pedagogies -- 3.2 Epistemological Stances -- 3.3 Didactic Strategies -- 4 Challenges for Future Post-normal Education -- References -- Chapter 4: Teachers' Beliefs, Classroom Practices and Professional Development Towards Socio-­scientific Issues -- 1 Introduction -- 2 Rationale: Teachers' Commitments to SSI Activities -- 3 Methodology -- 3.1 Documenting Teachers' Contribution to a Citizenship Education and SSI Classroom Discussions and Activism -- 3.2 An Action-Research Project Based on IBST as the Way and as the Goal to Deal with the Complexity of SSIs -- 4 Results -- 4.1 Teachers' Contribution to Citizenship Education -- 4.2 Factors Influencing Implementation of Classroom Discussions About SSIs -- 4.3 Complex Student Teachers' Research and Activism Choices -- 4.4 Several Types of IBST and Possibilities for SSI Teaching.

4.5 Inquiry-Based Teaching to Handle Complex Environmental Issues -- 4.5.1 The First Cycle -- 4.5.2 The Second Cycle -- 5 Conclusions and Implications -- References -- Chapter 5: Which Perspectives Are Referred in Students' Arguments About a Socio-scientific Issue? The Case of Bears' Reintroduction in the Pyrenees -- 1 Introduction -- 1.1 Background and Rationale -- 1.1.1 Socio-scientific Issues (SSI) in Science Education -- 1.1.2 Making Decisions on an SSI -- 1.2 Objective of the Research -- 2 Methodology -- 2.1 Data Collection -- 2.1.1 Research Population -- 2.1.2 SSI Classroom Activity Design -- 2.1.3 The SSI Classroom Activity Designed -- 2.2 Data Analysis -- 3 Results and Discussion -- 4 Conclusions and Implications -- References -- Chapter 6: Learning About the Role and Function of Science in Public Debate as an Essential Component of Scientific Literacy -- 1 Introduction -- 2 Suitable Topics for Learning About Science-Based Communications in Societal Debate -- 3 Understanding the Individual's Use of Scientific Information in Societal Debates -- 4 Modeling the Society's Use of Scientific Information in Societal Debates -- 5 Pedagogies to Learn About Individual's and Society's Handling of Scientific Information -- 6 Conclusions -- References -- Chapter 7: Exploring Secondary Students' Arguments in the Context of Socio-scientific Issues -- 1 Introduction -- 2 Methods -- 3 Findings -- 3.1 Action -- 3.2 Agents of Action -- 3.3 Types of Action -- 3.4 Means of Action -- 3.4.1 Incentives -- 3.4.2 Penalties -- 3.4.3 Awareness -- 3.5 Reasons for Action or No Action -- 3.6 Tone or Attitude Towards Action -- 4 Discussion -- Appendix: The Dilemmas for the Writing Task -- Dilemma 1: Energy Crisis -- Dilemma 2: Global Warming -- Dilemma 3: Water Taxation -- References.

Chapter 8: Teachers' Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice -- 1 Introduction -- 2 Method -- 2.1 Sample -- 2.2 Instrument -- 2.3 Procedures -- 3 Results -- 3.1 Teachers' Strengths and Weaknesses -- 3.2 Qualitative Analysis of Teacher Thinking -- 3.3 Differences Between Preservice and In-Service Teachers -- 4 Conclusions and Implications -- References -- Part III: Teachers' Practices and Teachers Professional Development -- Chapter 9: Professional Learning of Science Teachers -- 1 Introduction -- 2 Models for Teacher Professional Learning -- 3 Pre-service Science Teachers' Learning -- 3.1 The Curriculum for Science Teacher Education -- 3.2 An Empirical Study on Pre-service Teachers' Learning -- 3.2.1 Method -- 3.2.2 Results -- 3.2.3 Conclusion and Discussion -- 4 In-Service Science Teachers' Learning and Curriculum Reform -- 4.1 An Empirical Study of In-Service Teachers' Learning -- 4.1.1 Method -- 4.1.2 Results -- 4.1.3 Conclusion and Discussion -- 5 Final Remarks -- References -- Chapter 10: Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology -- 1 Introduction and Literature Review -- 2 Further Exploration of the Field: Four Approaches to Investigate and to Teach Nanoscience to (Future) Teachers -- 2.1 Analysing and Including Future Teachers and Experts' Knowledge and Expectations in Professional Development Programmes -- 2.2 An Alternative Method for Incorporating Nanoscience in Science Teachers' (Pre- and In-Service) Training -- 2.3 How to Address Societal Issues in Science Teachers' (Pre- and In-Service) Training -- 2.4 The Use of a Simple Teaching Model in a Professional Development Programme in Nanotechnology -- 3 Conclusions and Discussion -- References.

Chapter 11: Education for Sustainable Development: An International Survey on Teachers' Conceptions -- 1 Implementation of ESD Around the World -- 1.1 A General State of Implementation -- 1.2 Multidisciplinary Approach and Teachers' Postures -- 1.3 Values in ESD -- 2 Teachers' Conceptions of Environment and Human Rights -- 2.1 Introduction and Questions of Research -- 2.2 Methodology -- 2.3 Results and Discussion -- 3 Conclusion -- References -- Chapter 12: Learning to Teach Science as Inquiry: Developing an Evidence-Based Framework for Effective Teacher Professional Development -- 1 Need for Empirical Evidence of Effective Professional Development for Inquiry -- 1.1 Building Sustainable Capacity for Inquiry-Oriented Instruction -- 1.1.1 Data Sources -- 1.1.2 Conclusions and Implications -- 1.2 Exposure to Authentic Science Inquiry in Shaping Teachers' Ideas About Science -- 1.2.1 Recontextualising Science Teacher Education -- 1.2.2 Results -- 1.3 How Does a Science-Specific Induction Programme Impact a Teacher's Use of Inquiry? -- 1.3.1 Methods Participants and Programmes -- 1.3.2 Data Collection and Analysis -- 1.3.3 Findings -- 1.4 Whole-School Approach to Developing Scientific Literacy -- 1.4.1 Multidomain Approach -- 1.4.2 Evidence -- 1.5 An Authentic Investigation of Fossils to Explore Foundational Concepts of Evolution -- 1.5.1 Views and Framework -- 1.5.2 Evidence for Effective Strategies -- 1.6 Insights into Essential Elements -- 1.6.1 Comments and Summary -- 1.6.2 Final Summary -- References -- Chapter 13: Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School -- 1 Introduction -- 2 Theoretical Framework -- 2.1 Modelling Processes -- 2.2 Semiotic Registers -- 2.3 Affordance Versus Learning Opportunity -- 2.4 Links Between the Theoretical Tools -- 3 Research Question.

4 Methodology and Context -- 5 Analysis -- 5.1 Case 1: First Use of Cabri-Géomètre on May 11 -- 5.1.1 Analysis in Terms of Modelling Processes -- 5.1.2 Analysis in Terms of Semiotic Representations -- 5.1.3 Analysis in Terms of Learning Opportunities -- 5.1.4 Analysis in Terms of Constructed Relationships -- 5.2 Case 2: Second Use of Cabri-Géomètre on May 25 -- 5.2.1 Analysis in Terms of Modelling Processes -- 5.2.2 Analysis in Terms of Semiotic Registers -- 5.2.3 Analysis in Terms of Learning Opportunities -- 5.2.4 Analysis in Terms of Constructed Relationships -- 6 Conclusion -- References -- Chapter 14: Inquiry-Based Mathematics and Science Education Across Europe: A Synopsis of Various Approaches and Their Potentials -- 1 Renewing Mathematics and Science Pedagogy on a European Level -- 2 Views of Inquiry-Based Teaching and Learning -- 3 Teachers' and Students' Views on Classroom Practices -- 4 Roles of Materials to Develop Teachers' Practices Relating to Inquiry-Based Learning -- 5 Conclusion -- References -- Chapter 15: Measuring Chemistry Teachers' Content Knowledge: Is It Correlated to Pedagogical Content Knowledge? -- 1 Introduction -- 2 Theoretical Background -- 3 Content Knowledge -- 4 Correlation Between Content Knowledge and Pedagogical Content Knowledge -- 5 Rationale -- 6 Methods -- 7 Results -- 8 Conclusions and Implications -- References -- Part IV: The Students: Multiple Perspectives -- Chapter 16: Boys in Physics Lessons: Focus on Masculinity in an Analysis of Learning Opportunities -- 1 Introduction -- 2 Underpinning Concepts -- 2.1 Masculinity -- 2.2 Learning Opportunity -- 2.3 Doubly Favourable Condition -- 3 Methods -- 3.1 Diegesis -- 3.2 Description of Interactions in the Lessons -- 4 First Lesson -- 5 Second and Third Lessons -- 6 Fourth Lesson -- 7 Analysis -- 8 Conclusion -- References.

Chapter 17: Which Effective Competencies Do Students Use in PISA Assessment of Scientific Literacy?.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

Licensed e-book