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  • Science teacher learning for the 21st century and beyond
  • Petersen N, Ramnarain U, Mavuru L, Lubbe A, Kruger D
  • ISBN: 9780627040115
  • eISBN: N/A
  • ePub ISBN: 9780627040122
  • 292 Pages | Published: 2023

Science teacher learning for the 21st century and beyond is suitable for Science methodology courses in teacher education departments at tertiary institutions. It focuses on the Senior and Further Education and Training (FET) phases of the school curriculum and provides stimulating content for teaching Natural Science, Physical Science and Life Science.

Developed by a multi-institutional team of experts, this book follows an analysis-of-practice approach that supports learning-from-practice. This entails engaging students in dialogical discourse so that they may explore their own thinking by reflecting critically on the real issues at hand. The book offers comprehensive coverage of conceptual and pedagogical tools, as well as advanced and contemporary approaches to learning and teaching in Science. This book challenges pre-service student teachers and in-service Science teachers to think about the complexities of the 21st century classroom and provides them with tools to navigate these challenges.

Neal Petersen is the Deputy Director in the School of Mathematics, Science and Technology Education at the North-West University. An experienced high school teacher, he taught Life Sciences, Physical Sciences and Natural Sciences for many years. He has 15 years’ experience as a lecturer to student teachers at tertiary level and his research focuses on how engaging pedagogies can contexualise Science curriculum content to make Science learning more meaningful.

Umesh Ramnarain is a professor in science education, and head of department in science and technology education at the University of Johannesburg. His main research interest is inquiry-based science education, with a particular focus on its uptake in South African classrooms. He has published in top-tier journals such as International Journal of Science Education, Research in Science Education, Journal of Research in Science Teaching, Chemistry Education Research and Practice, and Teaching and Teacher Education. He is associate editor of Research in Science Education and has served on the editorial board of Journal of Research in Science Teaching. He is a B-rated scientist (NRF).

Donnavan Kruger is a senior lecturer in the Faculty of Education at the North-West University and a member of the Research Unit Self-directed Learning. His current research interests include how contextualised science education in an inquiry-based learning environment can enhance self-directed learning and how adaptive learning technology can aid in this setting. He has published at national and international level.

Anitia Lubbe is the Assessment to support Self-Directed learning subarea leader for the Research Unit Self-Directed learning at North-West University. Her research focus is self-directed learning through the implementation of assessment and co-operative learning. She co-edited a scholarly book on assessment and participates in various research projects on self-directed multi-model assessment and assessment literacies.

Lydia Mavuru is a senior lecturer in the Department of Science and Technology Education at the University of Johannesburg. Her research focus is socio-cultural perspectives in science education with a focus on social constructivist pedagogies and consideration of equity and diversity to make science content more comprehensible and relevant to learners.

Chapter 1: Science teacher readiness for the 21st century and beyond
Chapter 2: Teaching the nature of science
Chapter 3: Linking theory to practice: a socio-cultural perspective on science teaching and learning
Chapter 4: Responsible talk in science

Chapter 5: Lesson planning and microteaching
Chapter 6: Science teacher PCK: a focus on pedagogical representations and engaging pedagogies
Chapter 7: Assessment for 21st century science learning
Chapter 8: Learning progressions in science
Chapter 9: Talking, reading, and writing in the science classroom
Chapter 10: The affordances of indigenous knowledge in addressing diversity and inclusion in the science classroom

Chapter 11: Advanced learning technologies in science teaching
Chapter 12: Improvisation in classroom
Chapter 13: STEAM integrated practices: Infusing the Arts in STEM
Chapter 14: Integrating science education and environmental education through active learning
Chapter 15: The science teacher as a reflective practitioner and action researcher

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