Science Education in Theory and Practice

This book provides a collection of applicable learning theories and their applications to science teaching. It presents a synthesis of historical theories while also providing practical implications for improvement of pedagogical practices aimed at advancing the field into the future. The theoretical viewpoints included in this volume span cognitive and social human development, address theories of learning, and describe approaches to teaching and curriculum development. The book presents and discusses humanistic, behaviourist, cognitivist, and constructivist theories. In addition, it looks at other theories, such as multiple intelligences theory, systems thinking, gender/sexuality theory and indigenous knowledge systems. Each chapter follows a reader-motivated approach anchored on a narrative genre. The book serves as a guide for those aiming to create optional learning experiences to prepare the next generation STEM workforce. 

Chapter “The Bildung Theory—From von Humboldt to Klafki and Beyond” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

Ben Akpan, PhD, a professor of science education, is the Executive Director of the Science Teachers Association of Nigeria (STAN). He served as President of the International Council of Associations for Science Education (ICASE) from 2010 – 2013 and currently serves on the Executive Committee of ICASE as the Chair of World Conferences Standing Committee. Ben’s areas of interest include chemistry, science education, environmental education, and support for science teacher associations. He is the editor of Science Education: A Global Perspective published by Springer and co-editor (with Keith S. Taber) of Science Education: An International Course Companion published by Sense Publishers. Ben is a member of the Editorial Boards of the Australian Journal of Science and Technology (AJST),  Journal of Contemporary Educational Research (JCER), and Action Research and Innovation in Science Education (ARISE) Journal.

 

Teresa J. Kennedy, PhD, holds a joint appointment as Professor of International STEM and Bilingual/ELL Education in the College of Education and Psychology and in the College of Engineering at the University of Texas at Tyler, United States of America. She served as President of the International Council of Associations for Science Education (ICASE) from 2014 – 2017 and currently serves on the Executive Committee of ICASE as the Representative to UNESCO. Teresa is a two-time Fulbright Scholar, first in 1993 in Ecuador, and again during the 2014 – 15 academic year focusing on engineering education in Argentina.  Her research interests include STEM Education, international comparative studies, gender equity, and brain research in relation to second language acquisition and bilingualism. She is a member of the Editorial Boards of the Journal of Educational Research and Review (JERR), the open-access journal Education Sciences, and ISCI Publishing Arts, Humanities and Social Sciences.