Full Description
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.
Contents
Chapter 1 Overview of Socio-Scientific Issues and Sustainability Education.- Part I Innovative Approaches to Teacher Professional Learning.- Chapter 2 Pre-Service Teachers Representing Socio-Scientific Aspects of Scientists' Work.- Chapter 3 Learning to Teach Socio-Scientific Issues: Emotional Experiences of Pre-Service Science Teachers.- Chapter 4 Pre-Service Secondary Science Teachers' Views on Teaching Socio-Scientific Issues.- Chapter 5 Teaching SSI: Implications with Respect to Teachers' Professional Identity.- Chapter 6 Towards a Sustainable Future through Novel Climate Change Teacher Education.- Chapter 7 Responsible Research, Innovation and Socio-Scientific Inquiry Approaches in a European Teacher Education Project.- Chapter 8 In-Service Teachers' Professional Development of SSI-Based Teaching and Learning.- Chapter 9 Supporting Science Teachers' Professional Development and Teaching Practices: A Case Study of SSI-Based Instruction.- Chapter 10 Preparing Science Teachers to Teach Socio-Scientific Decision Making and to Overcome Their Difficulties.- Chapter 11 Teachers' Professional Learning Community for Sustainability.- Part II Innovative Approaches to Teaching.- Chapter 12 Sustainability Issues in Lower Secondary Science Education: A Socio-Scientific, Inquiry-Based Approach.- Chapter 13 Education for Environmental Citizenship Pedagogical Approach: Innovative Teaching and Learning for a Sustainable Future.- Chapter 14 Educational Potentialities of Student-Curated Exhibitions on Socioscientific Issues: The Students' Perspective.- Chapter 15 SSI for Scientific Literacy and Citizenship: Assembling the Puzzle Pieces.- Chapter 16 Design and Implementation of a Socio-Scientific Board Game in a General Education Course.- Chapter 17 Futures-Focused Teaching and Learning of Climate Change: An Exploration into Students' Perceptions of the Climate Future.- Chapter 18 Students' Prior Knowledge, Perceptions of Climate Change, Conceptual Understanding, and Scientific Explanation of Global Warming: A Partial Least Squares Analysis.- Chapter 19 The Influence of Reasoning Context on Undergraduate Students' Reading Process and Reasoning Quality of a Socio-Scientific Issue.- Chapter 20 Using the Socio-Scientific Issue (SSI) of Climate Change as a Context to Develop Year 10 Science Students' Decision-Making Skills.- Part III Reflections and Epilogue.- Chapter 21 Politicized Socio-Scientific Issues Education Promoting Social Justice & Environmental Vitality.- Chapter 22 Teaching SSIs - An Epistemology Based on Social Justice through the Metatheory of Critical Realism.- Chapter 23 Epilogue.
