Debates in Science Education

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary school Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master’s level study.

1. Debates in science education Justin Dillon (University College London, UK) & Mike Watts (Brunel University London, UK) Section 1. Debates about the nature and purpose of science education in contemporary society 2. The STEM, STEAM, STEAME debate: what does each term mean and what theoretical frameworks underpin their development? Laura Colucci-Gray (The University of Edinburgh, UK) 3. To be debated: teachers should mobilize science students to help replace capitalism Larry Bencze (OISE, Toronto, Canada) 4. Debates, intimacies, affects and agencies: science education in the ‘hard’ climate change era Steve Alsop (York University, Toronto, Canada) 5. Climate change education Justin Dillon (University College London, UK) 6. Science education for citizenship: contributions from knowledge of and about science in the context of the COVID-19 pandemic Rosária Justi (Universidade Federal de Minas Gerais, Brazil), Poliana Maia (Universidade Federal de Viçosa, Campus Florestal, Brazil) & Monique Santos (Universidade Federal de Minas Gerais, Brazil) 7. Science and anti-science Mike Watts (Brunel University London) Section 2. Debates about the relationship between science and science pedagogy 8. Challenges in teaching using inquiry-based science Robyn Gillies (University of Queensland, Australia) 9. Science as practice? Jonathan Osborne (Stanford University, USA) 10. Learning and assessment Erin Furtak (University of Colorado Boulder, USA) 11. Science pedagogies from an international and comparative perspective Ann Childs (University of Oxford, UK) Section 3. Debates about whole-school issues which have a science dimension 12. Inclusion and equity in science education Saima Salehjee (University of Strathclyde, UK) 13. Faith, science and classrooms Michael Reiss (University College London, UK) 14. Sensitive issues in science: the case of relationships and sex education Jenny Byrne (University of Southampton, UK) 15. Transition from primary to secondary Sarah Earle (Bath Spa University, UK) 16. Creativity in school science Justin Dillon (University College London, UK) & Lindsay Hetherington (University of Exeter, UK) 17. Science and mathematics - the mathematical demands of science Vicky Wong (Wallingford School Academy, UK)

Justin Dillon is Professor of Science and Environmental Education at UCL. He was President of the European Science Education Research Association from 2007-11 and is currently President of the UK National Association for Environmental Education. Mike Watts is Professor of Education at Brunel University London. He was awarded a National Teaching Fellowship in 2005, is a Fellow of the Institute of Physics and is a council member of the National Conference of University Professors.