Synopsis
Many topics included in Science, Technology and Society Education (STSE) are acknowledged as controversial issues, e.g. evolution and cloning. These pose problems for science teachers, especially in a religiously-based culture. Other issues may not formally conflict with religion, but teachers' interpretations of the religious views of these issues can create a false contradiction. The book discusses five themes: the mixed beliefs of science teachers; the degree of consistency or inconsistency between their beliefs and practices; how personal religious beliefs were highly influential in shaping and reshaping teacher beliefs and practices; teachers' social-cultural contexts; and mediating factors acting as a gap between their beliefs and practices. From these themes, three models emerge, the PRB model; social-cultural contexts model; and constraints model. The book identified a variety of significant implications for parties interested in science education including science teachers, researchers, educators, science curriculum developers, and decision makers.
About the Author
Nasser Mansour is a research Fellow at School of Education and Lifelong Learning, University of Exeter, UK. Also, he is a Lecturer in Science Education at the Faculty of Education, Tanta University, Egypt. His PhD in Science Education is from the School of Education and Lifelong Learning, University of Exeter, UK.
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