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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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A History of Western Science : The Basics
A History of Western Science: The Basics offers a short introduction to the history of Western science that is accessible to all through avoiding technical language and mathematical intricacies.A coherent narrative of how science developed in interaction with society over time is also provided in this comprehensive guide. The first part discusses the period up to 1700, with a focus on the conceptual shift and new ideas about nature that occurred in early modern Europe.Part two focusses on the practical and institutional aspects of the scientific enterprise and discusses how science established itself in Western society post 1700s, while part three discusses how during the same period modern science has impacted our general view of the world, and reviews some of the major discoveries and debates. Key topics discussed in the book include:Natural philosophy, medicine, and mathematics in the ancient and medieval worldsThe key figures in the history of science—Galileo, Descartes, Isaac Newton, Darwin and Einstein—as well as lesser-known men and women who have developed the fieldThe development of scientific instruments, the transformation of alchemy into chemistry, weights and measures, the emergence of the modern hospital and its effects on medicine, and the systematic collection of data on meteorology, volcanism, and terrestrial magnetismThe big questions – the origins of humans, the nature of reality and the impact of science. As a jargon-free and comprehensive study of the history of Western science, this book is an essential introductory guide for academics and researchers of the history of science, as well as general readers interested in learning more about the field.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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A Global Enlightenment : Western Progress and Chinese Science
A revisionist history of the idea of progress reveals an unknown story about European engagement with Chinese science. The Enlightenment gave rise not only to new ideas of progress but consequential debates about them.Did distant times and places have anything to teach the here and now?Voltaire could believe that they did; Hegel was convinced that they did not.Early philosophes praised Chinese philosophy as an enduring model of reason.Later philosophes rejected it as stuck in the past. Seeking to vindicate ancient knowledge, a group of French statesmen and savants began a conversation with the last great scholar of the Jesuit mission to China.Together, they drew from Chinese learning to challenge the emerging concept of Western advancement. A Global Enlightenment traces this overlooked exchange between China and the West to make compelling claims about the history of progress, notions of European exceptionalism, and European engagement with Chinese science.To tell this story, Alexander Statman focuses on a group of thinkers he terms “orphans of the Enlightenment,” intellectuals who embraced many of their contemporaries’ ideals but valued ancient wisdom.They studied astronomical records, gas balloons, electrical machines, yin-yang cosmology, animal magnetism, and Daoist medicine. And their inquiries helped establish a new approach to the global history of science. Rich with new archival research and fascinating anecdotes, A Global Enlightenment deconstructs two common assumptions about the early to late modern period.Though historians have held that the idea of a mysterious and inscrutable East was inherent in Enlightenment progress theory, Statman argues that it was the orphans of the Enlightenment who put it there: by identifying China as a source of ancient wisdom, they turned it into a foil for scientific development.But while historical consensus supposes that non-Western ideas were banished from European thought over the course of the Enlightenment, Statman finds that Europeans became more interested in Chinese science—as a precursor, then as an antithesis, and finally as an alternative to modernity.
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A History of Western Philosophy of Education in Antiquity
This volume traces the history of Western philosophy of education in Antiquity.Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education.Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today. About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history.Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy.It expands our educational possibilities by reinvigorating philosophy’s vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction.It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
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