Overview
- Includes examples of research on science education to guide research
- Gives theoretical and methodological solutions
- Provides a critical review of science education research in Latin America
Part of the book series: Contemporary Trends and Issues in Science Education (CTISE, volume 59)
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Table of contents (18 chapters)
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Front Matter
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Current Challenges in Science Education in Latin America
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Front Matter
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Foundations for New Science Education in Latin America
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Front Matter
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Rethinking Science Teaching and Learning in Latin America
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Front Matter
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Keywords
- Science Teacher Education
- Science curriculum contextualization
- School Science curriculum
- Science Education for diversity in Latin America
- Science Education for equity in Latin America
- Research on Science teaching and learning
- Education diversity in Latin America
- Innovative Science teaching
- Strengthening Science teacher education
- Perspectives of research in Science Education
- Science Education in Latin America
- Science Education Research
- Public Policies in Science Education
- Learning outcomes of Science students
- School Science Learning in Latin America
- Learning communities of science teachers
About this book
This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education.
It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers.
This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifyingreform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
Editors and Affiliations
About the editors
Ainoa Marzabal is a Science Education professor in the Pontificia Universidad Católica de Chile (Chile). She has a PhD in Science Education, received from the Universitat Autónoma de Barcelona. Her current line of research is modelling-based school science education, considering both teaching and learning, as well as science teacher education. She has published several book chapters and papers about that subjects, both in Spanish and English. Her concern is mainly about how to address the science school curriculum, overloaded and fragmented, through the identification of its structuring nuclei, understood as school science models. Her current research focuses on identifying the learning progression of school chemical models, contributing to the understanding of the learning processes through which the multimodal representations of students are transformed by modelling processes in the science class.
Cristian Merino is a Science Education professor in the PontificiaUniversidad Católica de Valparaíso (Chile). He has a PhD in Science Education, received from the Universitat Autónoma de Barcelona. His research interests focus on the characterization of chemical school activity for the development and analysis of innovation activities that favor the construction of school scientific explanations, with emphasis on the transit between the phenomenon and the theory under a modelling approach through experimental activities through technological and cognitive mediations, for the training of science teachers (especially in chemistry).
Bibliographic Information
Book Title: Rethinking Science Education in Latin-America
Book Subtitle: Diversity and Equity for Latin American Students in Science Education
Editors: Ainoa Marzabal, Cristian Merino
Series Title: Contemporary Trends and Issues in Science Education
DOI: https://doi.org/10.1007/978-3-031-52830-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Hardcover ISBN: 978-3-031-52829-3Published: 17 April 2024
Softcover ISBN: 978-3-031-52832-3Due: 21 May 2024
eBook ISBN: 978-3-031-52830-9Published: 16 April 2024
Series ISSN: 1878-0482
Series E-ISSN: 1878-0784
Edition Number: 1
Number of Pages: X, 370
Number of Illustrations: 1 b/w illustrations
Topics: Science Education, Study and Learning Skills, International and Comparative Education