Complexity and Simplicity in Science Education

Name: Complexity and Simplicity in Science Education
ISBN: 9783030790868

Language: English

Published by Springer, Berlin|Springer International Publishing|Springer, 2023

303079086X / 9783030790868

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Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This edited volume brings together a broad range of international science education studies, focusing on the interplay of teaching and learning science. It recognizes the complexity present in today s education, associated with major science related issu.

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Title: Complexity and Simplicity in Science Education
Publisher: Springer, Berlin|Springer International Publishing|Springer
Publication year: 2023
Condition: New
Binding: Kartoniert / Broschiert
Language: English
ISBN 10: 303079086X
ISBN 13: 9783030790868
Seller catalogs: Sozialwissenschaften/Recht/Wirtschaft

About the Author

David Geelan has taught secondary school science in several Australian states and been a science teacher educator in Papua New Guinea, Canada and Australia. He is President of the Australasian Science Education Research Association (ASERA) and a former Editor of Research In Science Education (RISE). David's research interests include qualitative research methods in education, educational technology and the ways in which teachers explain scientific concepts to students.

Kim Nichols is currently an Associate Professor of science education at the University of Queensland School of Education and co-editor of Research in Science Education. Drawing on her past experiences as a National Health and Medical Research Centre funded scientist at Flinders University Centre for Neurosciences and Adelaide University Medical School, her research focuses on making the complexities of science accessible to learners through inquiry-based representational practices and collaborative reasoning. Kim’s expertise has been commissioned by the Queensland Department of Education to develop online learning modules for teachers on inquiry and representational practices in science and to work with schools in their Advancing Science Technology Engineering and Mathematics (STEM) in Primary Schools initiative. Kim currently leads an Australian Research Council funded collaborative project in partnership with the Queensland Department of Education, Queensland Museum Network, Shell QGC and Queensland regional schools to develop a multi-systemically resilient model of community-based STEM professional learning for teachers.

Christine McDonald’s research primarily focuses on how the nature of science is conceptualised by teachers and students, and represented in science education curriculum materials. She has also recently led the Australian leg of a large-scale, international study investigating students’ views of scientific inquiry, and her commissioned review of best practice in Science, Technology, Engineering and Mathematics (STEM) education underpinned the development of the Queensland Department of Education STEM Strategy. She is a past Director of the Australasian Science Education Research Association, and is currently an Associate Editor of the Journal of Research in Science Teaching (USA).

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