International perspectives on the contextualization of science education.

Sonst. Personen	Sánchez Tapia, Ingrid (Hrsg.)
Titel	International perspectives on the contextualization of science education.
Quelle	Cham: Springer (2020), vi, 183 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-27981-3; 978-3-030-27982-0; 978-3-030-27983-7; 978-3-030-27984-4
DOI	10.1007/978-3-030-27982-0
Schlagwörter	Bewusstsein; Vorstellung (Psy); Alltag; Bewusstsein; Curriculum; Lebenswelt; Mexiko; Natur; Naturwissenschaftlicher Unterricht; Panama; Türkei; Lernmotivation; Praxisbezug; Internationaler Vergleich; Ecuador; Naturwissenschaftliche Bildung; Mathematisch-naturwissenschaftlicher Unterricht; Lernmotivation; Lernumgebung; Curriculum; Natur; Mathematisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Internationaler Vergleich; Alltag; Lebenswelt; Praxisbezug; Ecuador; Mexiko; Panama; Türkei
Abstract	This book explores how science learning can be more relevant and interesting for students and teachers by using a contextualized approach to science education. The contributors explore the contextualization of science education from multiple angles, such as teacher education, curriculum design, assessment and educational policy, and from multiple national perspectives. The aim of this exploration is to provide and inspire new practical approaches to bring science education closer to the lives of students to accelerate progress towards global scientific literacy. The book presents real life examples of how to make science relevant for children and adolescents of diverse ethnic and language backgrounds, socioeconomic status and nationalities, providing tools and guidance for teacher educators and researchers to improve the contextualization and cultural relevance of their practice. The book includes rigorous studies demonstrating that the contextualization of science learning environments is essential for student engagement in learning science and practitioners' reflections on how to apply this knowledge in the classroom and at national scale. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/4