Fostering Scientific Habits of Mind: Pedagogical Knowledge and Best Practices in Science Education (Contemporary Approaches to Research in Learning Innovations)

Science education imparts a method of inquiry and a systematic way of processing knowledge about the physical world. For this reason, science education provides part of the foundation for any knowledge based effort to improve health, nutrition, family planning, environment, agriculture, and industry. Countries around the world recognize the fact that science and technology contribute to the economic prosperity and social advancement and help sustainable development of their nations. Science education has always been a priority in their education planning. Different approaches have been used to address the popularization of science and to encourage curiosity and imagination of scientific phenomena in schools and out of the school environments. However despite all these efforts school systems fail to attract enough students who could take up their career. This book brings together prominent science educators and researchers from around the world to share their contemporary knowledge about research and trends in improvement of science education and curricula. The chapters provide information on recent trends and developments, effective teaching of science in schools, innovative approaches, advanced curriculum materials and the use of learning technologies. The book will be a critical and specialized source that describes how we can foster scientific habits of mind among young students and what pedagogical knowledge can lead to best practices in science education. We need more efforts like this one, from a widening circle of contributors addressing the question of what it means to be educated scientifically and to develop scientific habits of mind. The 21st century promises to present a continuing stream of new problems demanding minds capable of addressing them. Deanna Kuhn Professor of Psychology and Education Columbia University Teachers College, USA This volume does much to advance the intellectual debate regarding scientific literacy within our global society. Collectively, the authors acknowledge that a full understanding of science education requires simultaneous attention to the cognitive, pedagogical, and technological dimensions of teaching and learning, as well as a focus on appropriate science content knowledge. The discussion is informed by inclusion of original research studies as well as the provision of the research bases for exemplary practices espoused by the authors. Larry G. Daniel Dean, College of Education and Human Services University of North Florida, USA