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Table of Contents
Intro
Introduction
From the ESERA Conference 2021 to the Book
An Overview of This Volume
Highlights of the Chapters
Contents
Chapter 1: Unpredictability and Uncertainty ... How Can Science Education Inspire Young People to Act for Citizenship?
1.1 Introduction
1.1.1 A Starting Point
1.1.2 Some Examples to Promote Scientific Understanding
The Portuguese Roadmap Discoveries
The PhD in Sustainability Sciences
The COST Action on Citizen Science
1.1.3 What Can We Conclude from These Three Examples?
References
Chapter 2: Learning and Becoming in Movement: A Conceptual Lens to Research in Science Education, Committed to Fostering Scientific Citizenship in an Uncertain World
2.1 Introduction
2.2 Social Practice Theory, Intersectionality, and Mobility
2.3 Methods to Capture Learning and Becoming in Movement
2.4 Discussion: Implications of Case Studies for Science Education
References
Chapter 3: Looking Toward the Future: Learning from Investigations with Newly Hired Science Teachers
3.1 Looking Toward the Future: Learning from Investigations with Newly Hired Science Teachers
3.2 Decision Making
3.3 Dimensionality
3.4 Durability
3.5 Moving Forward
3.6 Longitudinal and Transnational Studies
3.7 Theoretical and Conceptual Frameworks
3.8 In Closing
References
Chapter 4: Teaching Nature of Science Through Stories Based on the History of the Balance of Nature Idea: Insights from the First Cycle of a Developmental Study
4.1 Introduction
4.2 Methods
4.2.1 Study Overview
4.2.2 The Participants
4.2.3 The Learning Environment
Learning Objectives
An Overview of the Sessions
An Overview of the Design and Content of the Stories
4.2.4 Data Collection and Analysis
4.3 Results
4.3.1 Students' Pre/Post Understanding of the Socio-Cultural Embeddedness of Science
4.3.2 Students' Pre/Post Understanding of Creativity/Imagination in Doing Science
4.3.3 Students' Pre/Post Understanding About the Tentativeness of Scientific Knowledge
4.3.4 Students' Pre/Post Understanding of Observation Vs Inference in Science
4.4 Discussion
References
Chapter 5: A Content Analysis of the Representation of the Nature of Science in a Turkish Science Textbook
5.1 Introduction
5.1.1 A Recent Framework Describing the Nature of Science
5.1.2 The Representation of NOS in Science Textbooks
5.2 Methodology
5.2.1 Eight Grade Science Textbook as a Data Tool
5.2.2 Content Analysis Process
5.3 Results
5.3.1 The Representation of Epistemic and Cognitive Aspects of Science
5.3.2 The Representation of Social-Institutional Aspects of Science
5.4 Conclusion and Implications
References
Chapter 6: Structure and Measurement of System Competence: Promoting Systems Thinking Using Analogue and Digital Models
6.1 Introduction
6.2 System Competence
Introduction
From the ESERA Conference 2021 to the Book
An Overview of This Volume
Highlights of the Chapters
Contents
Chapter 1: Unpredictability and Uncertainty ... How Can Science Education Inspire Young People to Act for Citizenship?
1.1 Introduction
1.1.1 A Starting Point
1.1.2 Some Examples to Promote Scientific Understanding
The Portuguese Roadmap Discoveries
The PhD in Sustainability Sciences
The COST Action on Citizen Science
1.1.3 What Can We Conclude from These Three Examples?
References
Chapter 2: Learning and Becoming in Movement: A Conceptual Lens to Research in Science Education, Committed to Fostering Scientific Citizenship in an Uncertain World
2.1 Introduction
2.2 Social Practice Theory, Intersectionality, and Mobility
2.3 Methods to Capture Learning and Becoming in Movement
2.4 Discussion: Implications of Case Studies for Science Education
References
Chapter 3: Looking Toward the Future: Learning from Investigations with Newly Hired Science Teachers
3.1 Looking Toward the Future: Learning from Investigations with Newly Hired Science Teachers
3.2 Decision Making
3.3 Dimensionality
3.4 Durability
3.5 Moving Forward
3.6 Longitudinal and Transnational Studies
3.7 Theoretical and Conceptual Frameworks
3.8 In Closing
References
Chapter 4: Teaching Nature of Science Through Stories Based on the History of the Balance of Nature Idea: Insights from the First Cycle of a Developmental Study
4.1 Introduction
4.2 Methods
4.2.1 Study Overview
4.2.2 The Participants
4.2.3 The Learning Environment
Learning Objectives
An Overview of the Sessions
An Overview of the Design and Content of the Stories
4.2.4 Data Collection and Analysis
4.3 Results
4.3.1 Students' Pre/Post Understanding of the Socio-Cultural Embeddedness of Science
4.3.2 Students' Pre/Post Understanding of Creativity/Imagination in Doing Science
4.3.3 Students' Pre/Post Understanding About the Tentativeness of Scientific Knowledge
4.3.4 Students' Pre/Post Understanding of Observation Vs Inference in Science
4.4 Discussion
References
Chapter 5: A Content Analysis of the Representation of the Nature of Science in a Turkish Science Textbook
5.1 Introduction
5.1.1 A Recent Framework Describing the Nature of Science
5.1.2 The Representation of NOS in Science Textbooks
5.2 Methodology
5.2.1 Eight Grade Science Textbook as a Data Tool
5.2.2 Content Analysis Process
5.3 Results
5.3.1 The Representation of Epistemic and Cognitive Aspects of Science
5.3.2 The Representation of Social-Institutional Aspects of Science
5.4 Conclusion and Implications
References
Chapter 6: Structure and Measurement of System Competence: Promoting Systems Thinking Using Analogue and Digital Models
6.1 Introduction
6.2 System Competence