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Full Description
This book showcases current science education research in Canada, from Grade 8 to university. It provides a rich portrait of science teaching and learning at the secondary and tertiary levels across content areas and research methodologies. Research contexts include chemistry, oceanography, physics, and STEM; research approaches include action research, case study, mixed methods, and document analysis. Chapters build upon themes that emerged from our previous Springer book Science Education in Canada (2019) including environmental education (e.g., ocean literacy, place-conscious pedagogy), Indigenous perspectives (e.g., water stewardship), and assessment (e.g., formative assessment practices), and represent a cross section of the current mosaic of science education research in Canada in high school settings (and beyond). This book, when taken in conjunction with its companion volume Exploring Elementary Science Teaching and Learning in Canada (2023), enables readers to develop an in-depth understanding of current science education research across the country. Although this book reflects a Canadian perspective, its themes are of interest to both domestic and international audiences.
Contents
Recognizing and reframing secondary and tertiary science education trends in Canada.- Curriculum concerns hearing the voices of saskatchewan teachers regarding the new grade 12 physics curriculum document.- The vital links among science pedagogical awareness emergency preparedness and creativity in crisis when the rulebook is constantly under revision.- Teaching science to english language learners in an urban canadian context secondary teachers' perspectives.- An action research exploration of teacher pck grade 10 ocean education activities.- Providing feedback on student laboratory reports issues in the formative assessment practices of preservice science teachers.- News media and its depiction of science a case in a canadian secondary biology classroom.- Reflections on the role of procedural knowledge in the teaching of chemistry.- Cognitive presence indicators in undergraduate science asynchronous problem based learning discussions.- Science teachers in an immersive museum education program a social theory of learning perspective.
