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000932934 019__ $$a1155486869$$a1157246318
000932934 020__ $$a9783030421724$$q(electronic book)
000932934 020__ $$a3030421724$$q(electronic book)
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000932934 020__ $$z9783030421717
000932934 0247_ $$a10.1007/978-3-030-42172-4$$2doi
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000932934 035__ $$aSP(OCoLC)1155328123$$z(OCoLC)1155486869$$z(OCoLC)1157246318
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000932934 049__ $$aISEA
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000932934 24500 $$aValues in science education :$$bthe shifting sands /$$cDeborah Corrigan, Cathy Buntting, Angela Fitzgerald, Alister Jones, editors.
000932934 260__ $$aCham :$$bSpringer,$$c2020.
000932934 300__ $$a1 online resource (233 pages)
000932934 336__ $$atext$$btxt$$2rdacontent
000932934 337__ $$acomputer$$bc$$2rdamedia
000932934 338__ $$aonline resource$$bcr$$2rdacarrier
000932934 347__ $$atext file$$bPDF$$2rda
000932934 500__ $$aIncludes index.
000932934 506__ $$aAccess limited to authorized users.
000932934 520__ $$aIn 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes have been rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.
000932934 588__ $$aDescription based on print version record.
000932934 650_0 $$aScience$$xStudy and teaching.
000932934 650_0 $$aTeaching.
000932934 650_0 $$aEducation$$xHistory.
000932934 650_0 $$aEducation$$xCurricula.
000932934 7001_ $$aCorrigan, Deborah.
000932934 7001_ $$aBuntting, Cathy.
000932934 7001_ $$aFitzgerald, Angela.
000932934 7001_ $$aJones, Alister.
000932934 77608 $$iPrint version:$$aCorrigan, Deborah$$tValues in Science Education : The Shifting Sands$$dCham : Springer,c2020$$z9783030421717
000932934 852__ $$bebk
000932934 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-42172-4$$zOnline Access$$91397441.1
000932934 909CO $$ooai:library.usi.edu:932934$$pGLOBAL_SET
000932934 980__ $$aEBOOK
000932934 980__ $$aBIB
000932934 982__ $$aEbook
000932934 983__ $$aOnline
000932934 994__ $$a92$$bISE