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Topics and Trends in Current Science Education

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Table of Contents

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    Book Overview
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    Chapter 1 Introduction
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    Chapter 2 The Need for a Public Understanding of Sciences
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    Chapter 3 Questions Socialement Vives and Socio-scientific Issues: New Trends of Research to Meet the Training Needs of Postmodern Society
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    Chapter 4 Teachers’ Beliefs, Classroom Practices and Professional Development Towards Socio-scientific Issues
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    Chapter 5 Which Perspectives Are Referred in Students’ Arguments About a Socio-scientific Issue? The Case of Bears’ Reintroduction in the Pyrenees
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    Chapter 6 Learning About the Role and Function of Science in Public Debate as an Essential Component of Scientific Literacy
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    Chapter 7 Exploring Secondary Students’ Arguments in the Context of Socio-scientific Issues
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    Chapter 8 Teachers’ Beliefs on Science-Technology-Society (STS) and Nature of Science (NOS): Strengths, Weaknesses, and Teaching Practice
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    Chapter 9 Professional Learning of Science Teachers
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    Chapter 10 Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology
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    Chapter 11 Education for Sustainable Development: An International Survey on Teachers’ Conceptions
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    Chapter 12 Learning to Teach Science as Inquiry: Developing an Evidence-Based Framework for Effective Teacher Professional Development
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    Chapter 13 Weaving Relationships in a Teaching Sequence Using ICT: A Case Study in Optics at Lower Secondary School
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    Chapter 14 Inquiry-Based Mathematics and Science Education Across Europe: A Synopsis of Various Approaches and Their Potentials
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    Chapter 15 Measuring Chemistry Teachers’ Content Knowledge: Is It Correlated to Pedagogical Content Knowledge?
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    Chapter 16 Boys in Physics Lessons: Focus on Masculinity in an Analysis of Learning Opportunities
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    Chapter 17 Which Effective Competencies Do Students Use in PISA Assessment of Scientific Literacy?
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    Chapter 18 Development of Understanding in Chemistry
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    Chapter 19 Learning Affordances: Understanding Visitors’ Learning in Science Museum Environment
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    Chapter 20 Modelling and Assessing Experimental Competencies in Physics
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    Chapter 21 Understanding Students’ Conceptions of Electromagnetic Induction: A Semiotic Analysis
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    Chapter 22 Analyzing Classroom Activities: Theoretical and Methodological Considerations
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    Chapter 23 The Impact of a Context-Led Curriculum on Different Students’ Experiences of School Science
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    Chapter 24 Students’ Experienced Coherence Between Chemistry and Biology in Context-Based Secondary Science Education
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    Chapter 25 The Relationship Between Teaching and Learning of Chemical Bonding and Structures
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    Chapter 26 Blending Physical and Virtual Manipulatives in Physics Laboratory Experimentation
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    Chapter 27 Becoming a Health-Promoting School: Effects of a 3-Year Intervention on School Development and Pupils
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    Chapter 28 Disagreement in “Ordinary” Teaching Interactions: A Study of Argumentation in a Science Classroom
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    Chapter 29 Analysis of Teaching and Learning Practices in Physics and Chemistry Education: Theoretical and Methodological Issues
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    Chapter 30 Designing a Learning Progression for Teaching and Learning About Matter in Early School Years
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    Chapter 31 ‘Realistic-Fiction Storybooks’ as a Resource for Problematic Questioning of Living Being with Pupils in Primary School
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    Chapter 32 Nature of Science as Portrayed in the Physics Official Curricula and Textbooks in Hong Kong and on the Mainland of the People’s Republic of China
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    Chapter 33 On the Transfer of Teaching-Learning Materials from One Educational Setting to Another
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    Chapter 34 CoReflect: Web-Based Inquiry Learning Environments on Socio-scientific Issues
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    Chapter 35 Adapting Web-Based Inquiry Learning Environments from One Country to Another: The CoReflect Experience
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Title
Topics and Trends in Current Science Education
Published by
Springer Netherlands, January 2014
DOI 10.1007/978-94-007-7281-6
ISBNs
978-9-40-077280-9, 978-9-40-077281-6
Editors

Catherine Bruguière, Andrée Tiberghien, Pierre Clément

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X Demographics

The data shown below were collected from the profiles of 7 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 133 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 4 3%
Finland 1 <1%
Brazil 1 <1%
Unknown 127 95%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 31 23%
Researcher 18 14%
Student > Master 16 12%
Student > Doctoral Student 11 8%
Lecturer 8 6%
Other 28 21%
Unknown 21 16%
Readers by discipline Count As %
Social Sciences 49 37%
Chemistry 17 13%
Agricultural and Biological Sciences 9 7%
Psychology 6 5%
Physics and Astronomy 5 4%
Other 23 17%
Unknown 24 18%