Innovative Approaches to Socioscientific Issues and Sustainability Education
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This book explores innovative approaches to teacher professional learning, examples of teaching enacted in classrooms, and factors affecting the promotion of quality teaching in socio-scientific issues and sustainability contexts. Since educational settings and cultures influence teaching, the different approaches and perspectives in various cross-national contexts enable us to appreciate the diversity of different countries' practices and provide insight into seminal approaches to socio-scientific issues-based teaching internationally. The book consists of three parts: innovative professional…mehr

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Produktbeschreibung
This book explores innovative approaches to teacher professional learning, examples of teaching enacted in classrooms, and factors affecting the promotion of quality teaching in socio-scientific issues and sustainability contexts. Since educational settings and cultures influence teaching, the different approaches and perspectives in various cross-national contexts enable us to appreciate the diversity of different countries' practices and provide insight into seminal approaches to socio-scientific issues-based teaching internationally. The book consists of three parts: innovative professional development programs, innovative teaching approaches, and issues relating to student engagement with socio-scientific issues and sustainability education. The book targets those who can be expected to develop curriculum, enact teaching practices, and facilitate teachers' professional development in socio-scientific issues and sustainability education.
Autorenporträt
Ying-Shao Hsu is Professor of Graduate Institute of Science Education and the Department of Earth Sciences, as well as Vice President for Research and Development at the National Taiwan Normal University (NTNU). She received her Ph.D. degree in 1997 from the department of curriculum and instruction at the Iowa State University. Her research focuses on inquiry learning, science curriculum design, metacognition, social-scientific issue education, and STEM education. Professor Hsu's research work has been recognized with Outstanding Research Awards by the Minister of Science Technology in Taiwan (2011 & 2015), National Science Council Reward Special Talents (2010 & 2011), National Taiwan Normal University Research Awards (2005, 2006, 2007, 2008, & 2012), and Wu Da-Yu Memorial Award (2005). She held the position of Research Chair Professor at NTNU for the periods January 2016-December 2018 and October 2012-January 2015. Currently, she is Chair Professor of NTNU.   Russell Tytler is Alfred Deakin Professor and Chair of Science Education at Deakin University, Australia. He received his Ph.D. degree from Monash University in 1995. He has researched and written extensively on student learning and the role of representation as a multimodal language for reasoning in science, on teacher learning, socio-scientific reasoning and interdisciplinarity, school-community partnerships, and STEM curriculum policy and practice. He is Fellow of the Academy of Social Sciences in Australia. He has written a number of influential government reports, been active in curriculum development, has been Member of the Science Expert Group for PISA 2015 and 2024, and Member of the advisory group for the European PARRISE project focused on socio-scientific issues.   Peta White is Senior Lecturer of Science and Environmental Education, School of Education, Deakin University. Peta has worked in classrooms, as Curriculum Consultant and Manager, andas Teacher Educator in several jurisdictions across Canada and Australia. Peta gained her Ph.D. in Saskatchewan, Canada, where she focussed on learning to live sustainably which became a platform from which to educate future teachers. Peta's current research interests follow three directions including science and biology education, sustainability, climate change, and environmental education, and collaborative/activist research.