Preface	6
	Contents	8
	List of Figures	10
	List of Tables	12
	Chapter 1: Introduction	13
	References	15
	Part I: Nature of Science View	17
	Chapter 2: Exploring Nature of Science and Argumentation in Science Education	18
	2.1 Introduction	18
	2.1.1 Nature of Science	19
	2.1.2 Argumentation	21
	2.2 Review of Studies	25
	2.2.1 Methods	25
	2.2.2 Socioscientific and Scientific Contexts	26
	2.2.3 Socioscientific Contexts	34
	2.2.4 Scientific Contexts	41
	2.3 Discussion and Recommendations	46
	References	50
	Chapter 3: The Relationship Between Science and Religion: A Contentious and Complex Issue Facing Science Education	55
	3.1 Introduction	55
	3.2 Symptoms of a Problem in Science Education	56
	3.3 ‘The’ Relationship(s) Between Science and Religion	58
	3.3.1 Different General Stances to the Relationship Between Science and Religion	58
	3.4 The Significance of Metaphysical Commitments	59
	3.4.1 The Adoption of a Worldview	60
	3.5 Metaphysical Commitments in Religious Worldviews	61
	3.5.1 Examples of Ontological Commitments in Religious Worldviews	62
	3.5.2 Examples of Epistemological Commitments in Religious Worldviews	65
	3.5.3 Examples of Axiological Commitments in Religious Worldviews	66
	3.6 Metaphysical Commitments of the Scientific Perspective	66
	3.6.1 Worldviews Consistent with Scientific Metaphysics: Theism	67
	3.6.2 Worldviews Consistent with Scientific Metaphysics: Natural Theology	68
	3.6.3 Worldviews Consistent with Scientific Metaphysics: Agnosticism	68
	3.6.4 Worldviews Consistent with Scientific Metaphysics: Methodological Naturalism	69
	3.6.5 Worldviews Consistent with Scientific Metaphysics: Atheism	70
	3.6.6 Worldviews Consistent with Scientific Metaphysics: Philosophical Materialism and Scientism	70
	3.7 Implications of Worldview on Understanding Scientific Knowledge	71
	3.7.1 The Prominence of Debates Around Evolution	72
	3.7.2 Implications for Education	76
	References	77
	Chapter 4: Representing Evolution in Science Education: The Challenge of Teaching About Natural Selection	80
	4.1 Introduction	80
	4.2 The Importance of Evolution in Biology	81
	4.2.1 How Do We Know What Scientists Think?	81
	4.2.2 The Status of Scientific Literature	82
	4.2.3 Evolution Is Fundamental to Modern Biology	84
	4.3 The Importance of Evolution in Science Education	86
	4.4 Impediments to Learning About Evolution	87
	4.4.1 The Challenging Nature of Natural Selection as Target Learning	87
	4.4.2 Teaching Evolution and Conceptual Change	90
	4.5 Worldview Commitments and Learning About Evolution	92
	4.5.1 The Creation of Living Things	93
	4.5.2 The Dateline	93
	4.5.3 The Special Relationship	94
	4.5.4 The Fall	94
	4.5.5 The Flood	95
	4.5.6 The Heavens	95
	4.6 Young-Earth Creationism	96
	4.7 Moral Objections to Evolution	97
	4.7.1 Ideological Positions Associated with Evolutionary Ideas	98
	4.8 Creation Science	99
	4.8.1 Intelligent Design	100
	4.8.2 Responding to Creationism in the Classroom	101
	4.9 Conclusion	102
	References	102
	Chapter 5: History and Philosophy of Acidity: Engaging with Learners by a Different Route	106
	5.1 Introduction	106
	5.2 The Case Study	109
	5.3 History of Acidity	110
	5.4 Pedagogy	111
	5.5 Research Evidence	111
	5.6 Reflections	112
	5.7 Conclusion	113
	5.8 Website	113
	Part II: Science and National Development	114
	Chapter 6: Science Education for National Development: Indian Perspective	115
	6.1 Introduction	115
	6.2 Scientific Policies	115
	6.2.1 Scientific Policy Resolution, 1958	116
	6.2.2 Technology Policy Statement, 1983	116
	6.2.3 Scientific Policy Resolution, 2003	116
	6.2.4 Science Technology Innovation Policy, 2013	116
	6.3 Science Education in Schools	117
	6.3.1 Curriculum Development	117
	6.3.2 Instructional Material	118
	6.3.3 Teacher Preparation	119
	6.4 Identification and Nurture of Science Talent	120
	6.4.1 National Talent Search Scheme	120
	6.4.2 KVPY	121
	6.4.3 Inspire Award	121
	6.4.4 Ignite Scheme	121
	6.4.5 International Olympiads	122
	6.4.6 Science Exhibitions	122
	6.5 R&D Institutions	123
	6.5.1 IITs/IISERs	123
	6.5.2 Council of Scientific and Industrial Research (CSIR)	124
	6.5.3 Department of Atomic Energy (DAE)	124
	6.5.4 Indian Space Research Organisation (ISRO)	124
	6.5.5 Indian Council of Agricultural Research (ICAR)	125
	6.5.6 Indian Medical Council (IMC)	125
	6.6 Industrial Growth	125
	6.6.1 Automobiles	126
	6.6.2 Health Care and Pharmaceuticals	126
	6.6.3 IT Services	126
	6.7 Scientific Literacy	127
	6.7.1 NCSTC	127
	6.7.2 NCSM	127
	6.7.3 Voluntary Efforts	128
	6.8 Challenges	128
	6.8.1 Equity	128
	6.8.2 Teacher Training	129
	6.8.3 R&D in Science Education	130
	6.8.4 Collaborations	131
	6.9 Conclusion	131
	References	132
	Chapter 7: Improving Basic Science and Mathematics Education in Southeast Asia: The Role of SEAMEO RECSAM	133
	7.1 Introduction	133
	7.2 SEAMEO RECSAM as a Regional Centre	134
	7.3 SEAMEO RECSAM’s Scope of Activities	136
	7.3.1 Research and Development	136
	7.3.2 Capacity Building Programmes	137
	7.3.3 Convener of Regional Conferences, Seminars and Workshops	140
	7.3.4 Networking Among Experts and Institutions	141
	7.3.5 Engagement in Consultancy Services	141
	7.3.6 Serve as Clearing House for Information	141
	7.4 Cooperation Efforts	142
	7.5 Challenges and Future Directions	144
	7.5.1 Financial Sustainability	144
	7.5.2 Hiring and Retaining of Able Academics	146
	7.5.3 Addressing Differences Among Member Countries	147
	7.5.4 Accounting for RECSAM’s Role in Improving Science and Mathematics in the Region	147
	7.6 Conclusions	149
	References	149
	Chapter 8: Science and Technology Education Initiatives in Nigeria: The Case of STEP-B	152
	8.1 Introduction	152
	8.2 Background of STEP-B	153
	8.3 The Project Development Objective (PDO)	153
	8.4 Project Structure	154
	8.5 Brief Description of Tasks Under the Project	155
	8.6 Institutional Arrangements	156
	8.7 Key Focus of the STEP-B Project	156
	8.8 Innovative Aspects of the STEP-B Project	157
	8.9 Distinct Aspects of STEP-B	158
	8.10 Progress Made by Components and Subsectors	158
	8.10.1 Components 1 and 3	158
	8.10.2 Innovators of Tomorrow	159
	8.10.3 Component 2: Support for the Emergence of Centres of Excellence	160
	8.11 NPSC Meetings	161
	8.12 Relationship with Stakeholders	161
	8.13 Capacity Building (Workshops/Conferences)	161
	8.13.1 End of Year 1 Review	161
	8.13.2 Midterm Review	162
	8.13.3 Approved Monitoring Framework	162
	8.13.4 Monitoring of Funds Released/Implementation Support	162
	8.13.5 Enrolment and Graduate Output Pattern by Sector	166
	8.13.5.1 Federal Universities (Figs. 8.2, 8.3, 8.4, 8.5, 8.6 and 8.7)	166
	8.13.5.2 Federal Colleges Of Education (Figs. 8.8, 8.9, 8.10 and 8.11)	169
	8.13.5.3 Graduate Output Trend Analysis: Summary Graph Showing Graduate Output for All STEP-B Institution Types (Figs. 8.12, 8.13, 8.14 and 8.15)	171
	8.13.6 Key Issues During Project Implementation	173
	8.14 Sensitisation/Grant Proposal Writing	174
	8.15 Communication Activities	174
	8.16 Future Prospect in Project Implementation	175
	8.17 Key Achievements and Results of IDA’s Support	175
	8.18 Directions for Future Projects in Nigeria	178
	8.19 Conclusion	179
	References	179
	Chapter 9: Harnessing Endogenous Research and Innovation in Nigeria for National Transformation	181
	9.1 Introduction	181
	9.1.1 National Transformation Agenda	182
	9.1.2 Asian Tigers	183
	9.1.3 Research and Innovation	184
	9.1.3.1 Endogenous Research	185
	9.1.4 The R&D Journey in Nigeria So Far	186
	9.1.5 Arguments by the Indigenous Firms Against ER&D	187
	9.1.6 High-Technology Manufacturing Exports	187
	9.1.7 Patterns of R&D Practice in Advanced Countries	188
	9.2 Conclusion and Recommendations	191
	References	192
	Part III: Curriculum and Pedagogical Considerations in Science Education	193
	Chapter 10: Motivational Science Teaching Using a Context-Based Approach	194
	10.1 Introduction	194
	10.1.1 The Why?	196
	10.1.2 What Is the Change?	196
	10.1.3 The How?	198
	10.1.4 Preparing for the Change of Paradigm	198
	10.1.4.1 Reconsidering the Role of the Textbook	198
	10.1.4.2 A Change of Approach	199
	10.1.4.3 Operationalising the STL Approach in the Classroom	199
	10.1.4.4 Contextualised Teaching and Learning	200
	10.1.4.5 Beyond Initial Motivation	201
	10.1.4.6 Decontextualisation of the Learning	201
	10.1.4.7 Recontextualised Teaching and Learning	203
	10.1.5 A Philosophical Look at Science Education	204
	10.2 Conclusion	204
	Appendices	205
	Example of a Module Following This STL Approach	205
	Part 1: Student Activities (To Be Seen by Students)	206
	Scenario	206
	Part 2: Teacher’s Guide (For the Teacher)	208
	Learning Outcomes by Lesson	208
	Suggested Teaching Strategy (For the Teacher)	209
	Part 3: Suggested Assessment of Student Learning (For the Teacher)	211
	Assessment Based on Skills	212
	Assessment by Lesson	213
	Assessment by Teacher’s Strategy	216
	Part 4: Additional Notes for the Teacher	217
	Experimental Details for the Saponification of Fats	218
	What Is Soap?	219
	Ingredients	219
	How Does Soap Clean?	219
	A Scientific Explanation	219
	Living Cells and Polar/Non-polar Substances	220
	Saponification	221
	References	221
	Chapter 11: In The New Zealand Curriculum: Is It Science Education or Education Through Science? One Educator’s Argument	223
	11.1 Introduction	223
	11.2 Science in Primary Education	225
	11.3 Science and the Nature of Science	227
	11.4 Education Through a Science Context	228
	11.5 Conclusions	234
	Appendix 11A	236
	Monster Foam	236
	References	236
	Chapter 12: Towards a Socially Responsible Science Education	238
	12.1 Introduction	238
	12.2 Calling for a Shift	242
	12.3 Cultural Contexts and Science Education	244
	12.4 An Agenda for Action: Context-Based Approach for a Socially Responsible Science Education	248
	12.5 Conclusion	251
	References	252
	Chapter 13: Curriculum Conception, Implementation and Evaluation: An Experience	255
	13.1 Introduction	255
	13.2 The Portuguese Science Curriculum: Conception and Implementation	257
	13.2.1 Science Curriculum Characterisation	257
	13.2.2 Science Curriculum Implementation	258
	13.3 Interpretation and Implementation of the Science Curriculum: Teachers’ Perspective	260
	13.3.1 Methodology	260
	13.3.2 Results	262
	13.3.2.1 Flexible Management of Curriculum	263
	13.3.2.2 Learning Experiences for Developing Competences	265
	13.4 Final Considerations	270
	References	272
	Chapter 14: Indigenous Knowledge and Teachers’ Professional Development in a West Brazil Context	275
	14.1 Introduction	275
	14.2 The Context of the Study	276
	14.2.1 What Does ITTI Stand for?	276
	14.2.2 The Pantanal Wetland Biome in South Mato Grosso: Area Where the Teacher Professional Development Program Was Implemented	277
	14.2.3 Indigenous Ethnicity of Terena: Collaborators on This Study	281
	14.3 Teachers’ Professional Development Program	283
	14.3.1 Theoretical Framework	283
	14.3.2 The Program	284
	14.3.2.1 Understanding Teachers’ Needs and Requirements	284
	14.3.2.2 Tackle Immediate Needs	285
	Discourse Analyses	289
	14.3.2.3 Empowering and Developing Teacher Autonomy	291
	14.4 Some Considerations	292
	References	293
	Part IV: Development and Future Studies in Science Education	295
	Chapter 15: International Perspectives and Recommendations on Equity and Gender: Development Studies in Science Education	297
	15.1 Background	297
	15.2 Promoting Gender Equity in the Classroom	299
	15.3 Structuring Successful and Equitable Educational Environments	302
	15.4 Increasing Gender Enrollment to Gender Retention in Science Education	304
	15.5 Gender and Science Enrollment Rates and Achievement	306
	15.6 Gender Differences in Selecting and Completing a STEM Baccalaureate	307
	15.7 Recommendations	308
	15.8 Conclusion	309
	References	310
	Chapter 16: The Promise of Science Education Research	314
	16.1 Introduction	314
	16.1.1 From Knowing, Doing, and Being to Integration Approaches in Science Education	315
	16.1.2 Systems Evaluation	318
	16.1.3 Research on Aspects of Learning Science	319
	16.1.4 Integrating Aspects of the Nature of Science (NoS)	321
	16.1.5 Teaching Science and Teacher Development	323
	16.1.6 Multimodal Approaches to Teaching and Learning	324
	16.1.7 The Promise of Science Education Research	326
	References	327
	Chapter 17: Science Education in a Future World	332
	17.1 Introduction	332
	17.2 Futurology	333
	17.3 Science Education in 2065	334
	17.4 Emerging Themes	342
	17.5 Implications and Conclusion	345
	References	346
	About the Authors	348
	Index	354