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Palgrave Macmillan

Challenges in Science Education

Global Perspectives for the Future

  • Book
  • © 2023

Overview

Editors:
  1. Gregory P. Thomas

    1. The University of Alberta, Edmonton, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Helen J. Boon

    1. James Cook University, Townsville, Australia

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    You can also search for this editor in PubMed   Google Scholar

  • Blends theory and practice to deliver insights for STEs (science teacher educators) and policymakers

  • Features a diverse group of emerging and established scholars in science education

  • Includes lessons from the Covid-19 pandemic and teaching for uncertainty

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-xviii
    Download chapter PDF

  2. Introduction: So Many Challenges—So Many Choices (In Science Education)

    • Gregory P. Thomas, Helen J. Boon
    Pages 1-14

  3. The Drive for Impact: Science Education in the Quantum Age

    • Tanya Doyle
    Pages 15-37

  4. Teaching Science That Is Inquiry-Based: Practices and Principles

    • Robyn M. Gillies
    Pages 39-58

  5. Educating About Mass Vaccinations in a Post-Truth Era

    • Subhashni Taylor, Neil Taylor, Penelope Baker
    Pages 59-81

  6. A Perspective on Drivers Impacting Science Teacher Preparation in Developing Countries

    • William R. Veal, Patricia D. Morrell, Meredith A. Park Rogers, Gillian Roehrig, Eric J. Pyle
    Pages 83-108

  7. Everyday Science for Building Schoolchildren’s Informed Agency for Action

    • Helen J. Boon, Donna Rigano
    Pages 109-132

  8. Pre-service Elementary Teachers as Game Designers: Emotional Experiences from the Field

    • Laura Martín-Ferrer, Elizabeth Hufnagel, Arnau Amat, Mariona Espinet, Alberto Bellocchi
    Pages 133-153

  9. The Nature of Teacher Educators’ Professional Learning: Reflections of Two Science Teacher Educators

    • Karen Goodnough, Saiqa Azam
    Pages 155-175

  10. Breaking the Vicious Circle of Secondary Science Education with Twenty-First-Century Technology: Smartphone Physics Labs

    • Marina Milner-Bolotin, Valery Milner
    Pages 177-199

  11. Science and Technology Studies Informing STEM Education: Possibilities and Dilemmas

    • Majd Zouda, Sarah El Halwany, Larry Bencze
    Pages 201-227

  12. Using Animals in Education as a Means of Discovering Meaningful Contexts to Enhance Learning and Motivate Learners: Challenges and Opportunities to Integrate and Broaden STEM Education

    • John Cavalieri
    Pages 229-249

  13. Instruction for Metacognition in Science Classrooms: Harsh Realities and a Way Forward?

    • Gregory P. Thomas
    Pages 251-277

  14. Identifying and Challenging the Narrow Cognitive Demands of Science Textbooks

    • Claudia E. Johnson, Helen J. Boon
    Pages 279-303

  15. Back Matter

    Pages 305-311
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Keywords

About this book

This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education.

Reviews

“This book will be very useful for science teachers to improve the quality of their science teaching and learning experiences. Through this book, science teachers will get a clear picture of how science should be taught and future challenges that will be faced so that teachers can take appropriate action in teaching science to their students.” (Utari Akhir Gusti and Mia Komariah, Smart Learning Environments, Vol. 10 (1), 2023)

Editors and Affiliations

  • The University of Alberta, Edmonton, Canada

    Gregory P. Thomas

  • James Cook University, Townsville, Australia

    Helen J. Boon

About the editors

Gregory P. Thomas is Professor of Science Education at the University of Alberta, Canada. His scholarly interests include developing and exploring the intersections of metacognition, learning environments, and science education to enhance classroom practices.

Helen J. Boon is Associate Professor at James Cook University, Australia. Boon teaches educational psychology and research methods, while her research focuses on climate change education, resilience to disasters, culturally responsive pedagogy and ethics.

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