Christopher Emdin is an assistant professor of science education and director of secondary school initiatives at the Urban Science Education Center at Teachers College, Columbia University. He holds a Ph.D. in urban education with a concentration in mathematics, science and technology; a master's degree in natural sciences; and a bachelor's degree in physical anthropology, biology, and chemistry. His book, Urban Science Education for the Hip-Hop Generation is rooted in his experiences as student, teacher, administrator, and researcher in urban schools and the deep relationship between hip-hop culture and science that he discovered at every stage of his academic and professional journey. The book utilizes autobiography, outcomes of research studies, theoretical explorations, and accounts of students' experiences in schools to shed light on the causes for the lack of educational achievement of urban youth from the hip-hop generation.

Currents such as epistemological and social constructivism, postmodernism, and certain forms of multiculturalism that had become fashionable within science education circles in the last decades lost sight of critical inquiry as the core aim of education. In this book we develop an account of education that places critical inquiry at the core of education in general and science education in particular. Since science constitutes the paradigm example of critical inquiry, we explain the nature of science, paying particular attention to scientific methodology and scientific modeling and at the same time showing their relevance in the science classroom. We defend a universalist, rationalist, and objectivist account of science against epistemological and social constructivist views, postmodernist approaches and epistemic multiculturalist accounts.

Tackles the question of whose interests are being served by the current science education practices and policies, and offers perspectives from culture, economics, epistemology, equity, gender, language, and religion. Promotes a reflective science education that takes place within people's cultural lives rather than taking it over. Among the topics are situating school science in a climate of critical cultural reform, the influence of language on teaching and learning science in a second language, a cultural history of science education in Japan, and the philosophy of science and radical intellectual Islam in Turkey. Of interest to students, researchers, and practitioners of education. Annotation copyrighted by Book News, Inc., Portland, OR

This book provides a comprehensive overview of humanistic approaches to science. Approaches that connect students to broader human concerns in their everyday life and culture. Glen Aikenhead, an expert in the field of culturally sensitive science education, summarizes major worldwide historical findings; focuses on present thinking; and offers evidence in support of classroom practice. This highly accessible text covers curriculum policy, teaching materials, teacher orientations, teacher education, student learning, culture studies, and future research.

Teaching Science to Every Child proposes a fresh perspective for teaching school science and draws upon an extensive body of classroom research to meaningfully address the achievement gap in science education. Settlage and Southerland begin from the point of view that science can be thought of as a culture, rather than as a fixed body of knowledge. Throughout this book, the idea of culture is used to illustrate how teachers can guide all students to be successful in science while still being respectful of students' ethnic heritages and cultural traditions. By combining a cultural view of science with instructional approaches shown to be effective in a variety of settings, the authors provide elementary and middle school teachers with a conceptual framework as well as pedagogical approaches which support the science learning of a diverse array of students.

Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Europe. In producing this volume the editors have invited a range of authors to describe their research in the context of developments in the continent and further afield. In reading this book you are invited to consider the historical, social and political contexts that have driven developments in science education research over the years. A unique feature of science education in Europe is the impact of the European Union on research and development over many years. A growing number of multi-national projects have contributed to the establishment of a community of researchers increasingly accepting of methodological diversity. That is not to say that Europe is moving towards homogeneity, as this volume clearly shows.

Education in science, technology, engineering and mathematics (STEM) is crucial for taking advantage of the prospects of new scientific discoveries initiating or promoting technological changes, and managing opportunities and risks associated with innovations. This book explores the emerging perspectives and methodologies of STEM education and its relationship to the cultural understanding of science and technology in an international context. The authors provide a unique perspective on the subject, presenting materials and experiences from non-European industrialized as well as industrializing countries, including China, Japan, South Korea, India, Egypt, Brazil and the USA. The chapters offer a wide scope of interpretations and comparative reviews of STEM education by including narrative elements about cultural developments, considering the influence of culture and social perceptions on technological and social change, and applying innovative tools of qualitative social research. The book represents a comprehensive and multidisciplinary review of the current status and future challenges facing STEM education across the world, including issues such as globalization, interdependencies of norms and values, effects on equity and social justice as well as resilience. Overall the volume provides valuable insights for a broad and comprehensive international comparison of STEM philosophies, approaches and experiences.

This open access book engages with the response-ability of science education to Indigenous ways-of-living-with-Nature. Higgins deconstructs the ways in which the structures of science education—its concepts, categories, policies, and practices—contribute to the exclusion (or problematic inclusion) of Indigenous science while also shaping its ability respond. Herein, he undertakes an unsettling homework to address the ways in which settler colonial logics linger and lurk within sedimented and stratified knowledge-practices, turning the gaze back onto science education. This homework critically inhabits culture, theory, ontology, and history as they relate to the multicultural science education debate, a central curricular location that acts as both a potential entry point and problematic gatekeeping device, in order to (re)open the space of responsiveness towards Indigenous ways-of-knowing-in-being.

2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.

The Culture of Science Education: Its History in Person features the auto/biographies of the professional lives of 22 science educators from 11 countries situated in different places along the career ladder within an ongoing narrative of the cultural history of the field. Many contributors began to identify as science educators at about the time Sputnik was launched but others were not yet born. Hence the book articulates the making of a field with its twists and turns that define a career as a scholar in science education. Through the eyes of the contributing scholars, the development of science education is seen in the United States and its spread to all parts of the world is tracked, leading to a current situation where some universities from overseas are exporting science education to the United States through graduate programs—especially doctoral degrees. Other key issues addressed are the conceptual personae, such as Jean Piaget and Lev Vygotsky, who have shaped the field of science education and how publishing in English in high-impact journals and obtaining external funds from private and governmental agencies have become driving forces in science education. The Culture of Science Education: Its History in Person was written for science educators with an interest in the history of science education as it is experienced as lived culture. The book is intended as a reference book for scholars and as a text for graduate students involved in science education.