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© 2020

Science Teacher Education for Responsible Citizenship

Towards a Pedagogy for Relevance through Socioscientific Issues

  • Maria Evagorou
  • Jan Alexis Nielsen
  • Justin Dillon

Benefits

  • Brings together Studies from Across the World in Order to discuss Responsible Citizenship, Relevance of Science and Socio-Scientific Issues

  • Describes the Pedagogies that Researchers use in their Studies

  • Discusses recent Policy Reforms in Various Regions

Book

Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 52)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Jessica S. C. Leung, Ka Lok Wong, Kennedy K. H. Chan
    Pages 21-39
  3. Ruth Amos, Marie-Christine Knippels, Ralph Levinson
    Pages 41-61
  4. Patricia J. Friedrichsen, Troy D. Sadler, Laura Zangori
    Pages 85-99
  5. Melina Furman, Inés Taylor, Mariana Luzuriaga, María Eugenia Podestá
    Pages 133-151
  6. Jan Alexis Nielsen, Maria Evagorou, Justin Dillon
    Pages 193-199

About this book

Introduction

This edited book aims to provide a global perspective on socioscientific issues (SSI), responsible citizenship and the relevance of science, with an emphasis on science teacher education. The volume, with more than twenty-five contributors from Africa, North and South America, Asia, Australasia and Europe, focuses on examples from in- and pre-service teacher training. The contributors expand on issues related to teachers’ beliefs about teaching SSI, teachers’ challenges when designing and implementing SSI-related activities, the role of professional development, both in pre- and in-service teacher training, in promoting SSI, the role of the nature of science when teaching SSI, promoting scientific practices through SSI in pre-service teaching, and the role of indigenous knowledge in SSI teaching. Finally, the book discusses new perspectives for addressing SSI in teacher education through the lens of relevance and responsible citizenship.

Keywords

Science Teacher Education Responsible citizenship Socio-scientific issues (SSI) science and society how people use science relevance of science teaching Critical rationality in teaching science Secondary Preservice Science teachers teaching Socio-scientific issues

Editors and affiliations

  • Maria Evagorou
    • 1
  • Jan Alexis Nielsen
    • 2
  • Justin Dillon
    • 3
  1. 1.Department of EducationUniversity of NicosiaNicosiaCyprus
  2. 2.Department of Science EducationUniversity of CopenhagenCopenhagenDenmark
  3. 3.University of ExeterExeterUK

About the editors

Maria Evagorou is an Associate Professor at the University of Nicosia, Cyprus. Her scholarly activity focuses on exploring and enhancing young students’ and pre-service teachers’ argumentation skills within socioscientific issues. More specifically, the emphasis of her work is on students’ and teachers’ talk when they engage in the discussion of SSI and aims to explore ways in which teachers can be supported in their effort to include SSI in their teaching s. She has worked as a principal investigator and senior researcher on various EU and local research projects, served as a member on the JRST editorial board, and as a strand coordinator for ESERA, and has published widely. 

Jan Alexis Nielsen is Associate Professor at the Department of Science Education at the University of Copenhagen, Denmark. His research focuses on the understanding and assessment of generic competences. He has investigated students’ socioscientific argumentation and teachers’ beliefs about teaching socioscientific issues. He has also worked closely with teachers to build assessment frameworks for inquiry, modelling and innovation competence. Over the past 12 years, he has participated in a range of international and national projects related to inquiry and/or socioscientific issues. 

Justin Dillon is professor of science and environmental education at the University of Exeter. After studying for a degree in chemistry, he trained as a science teacher at Chelsea College and taught in six inner London schools. Justin joined King’s College London in 1989 and was promoted to professor in 2009. He is editor-in-chief of Studies in Science Education and co-edits the International Journal of Science Education. In 2007, Justin was elected President of the European Science Education Research Association. He has co-edited 18 books including Becoming a Teacher, Bad Education and the International Handbook of Research on Environmental Education. Justin has published around 100 papers in peer-reviewed journals and almost the same number of book chapters.

Bibliographic information

  • Book Title Science Teacher Education for Responsible Citizenship
  • Book Subtitle Towards a Pedagogy for Relevance through Socioscientific Issues
  • Editors Maria Evagorou
    Jan Alexis Nielsen
    Justin Dillon
  • Series Title Contemporary Trends and Issues in Science Education
  • Series Abbreviated Title Cont.Trends,Iss.Sci.Educ.
  • DOI https://doi.org/10.1007/978-3-030-40229-7
  • Copyright Information Springer Nature Switzerland AG 2020
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-3-030-40228-0
  • Softcover ISBN 978-3-030-40231-0
  • eBook ISBN 978-3-030-40229-7
  • Series ISSN 1878-0482
  • Series E-ISSN 1878-0784
  • Edition Number 1
  • Number of Pages XV, 199
  • Number of Illustrations 19 b/w illustrations, 0 illustrations in colour
  • Topics Science Education
    Teaching and Teacher Education
    Study and Learning Skills
  • Buy this book on publisher's site