Rethinking Science Education in Latin-America / Contemporary Trends and Issues in Science Education Bd.59 (PDF)
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This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education.
It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers.
This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifying reform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
Cristian Merino is a Science Education professor in the PontificiaUniversidad Católica de Valparaíso (Chile). He has a PhD in Science Education, received from the Universitat Autónoma de Barcelona. His research interests focus on the characterization of chemical school activity for the development and analysis of innovation activities that favor the construction of school scientific explanations, with emphasis on the transit between the phenomenon and the theory under a modelling approach through experimental activities through technological and cognitive mediations, for the training of science teachers (especially in chemistry).
- 2024, 2024, 370 Seiten, Englisch
- Herausgegeben: Ainoa Marzabal, Cristian Merino
- Verlag: Springer Nature Switzerland
- ISBN-10: 3031528301
- ISBN-13: 9783031528309
- Erscheinungsdatum: 16.04.2024
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