Issues in Upper Secondary Science Education - Comparative Perspectives

This book provides a comparative look at key issues that characterize and contextualize upper secondary science education in sixteen countries in Oceania, South America, Asia, Europe, North America, Africa, and the Middle East, incluing links with elementary and early science, final assessment, and the secondary/tertiary education interface.

Sommario

Foreword; Simon McGrath 1. Introduction: The Upper Secondary Tier and the Place of Science Therein; Barend Vlaardingerbroek, Neil Taylor and Terry Lyons 2. Australia; Terry Lyons 3. Brazil; Luis Carlos de Menezes and Regina Cândida Ellero Gualtieri 4. Canada - British Columbia; Todd M. Milford 5. China - Hong Kong SAR; Benny Hin Wai Yung and Kennedy Kam Ho Chan 6. Finland; Jari Lavonen and Pasi Reinikainen 7. Hungary; András Buda 8. Malaysia; Noraini Binti Idris 9. New Zealand; Peter Rawlins, Carrol Walkley and Lone Jorgensen 10. Nigeria; Omaze Anthony Afemikhe and Sylvanus Yakubu Imobekhai 11. Pakistan; Irshad Hussain 12. Scotland; Nicky Souter 13. Sri Lanka; Marie Perera 14. Turkey; Muammer Çalik 15. The Middle East - Egypt, Lebanon, and Saudi Arabia; Saouma BouJaoude and Ghada Gholam 16. Reflections on Upper Secondary Science for the Twenty-First Century; Barend Vlaardingerbroek and Neil Taylor

Info autore

Simon McGrath, University of Nottingham, UK
Terry Lyons, University of New England, Australia
Luis Carlos de Menezes, University of São Paulo, Brazil
Regina Cândida Ellero Gualtieri, Federal University of São Paulo, Brazil
Todd M. Milford, Griffith University, Australia
Benny Hin Wai Yung, University of Hong Kong, Hong Kong
Kennedy Kam Ho Chan, University of Hong Kong, Hong Kong
Jari Lavonen, University of Helsinki, Finland
Pasi Reinikainen, Finnish Education Evaluation Council, Finland
András Buda, University of Debrecen, Hungary
Noraini Binti Idris, Sultan Idris Education University, Malaysia
Peter Rawlins, Massey University, New Zealand
Lone Morris Jorgensen, Massey University, New Zealand
Carrol Walkley, Massey University, New Zealand
Omaze Anthony Afemikhe, University of Benin, Nigeria
Sylvanus Yakubu Imobekhai, University of Benin, Nigeria
Irshad Hussain, Islamia University of Bahawalpur, Pakistan
Nicholas Souter, University of Strathclyde, UK
Marie Perera, University of Colombo, Sri Lanka
Muammer Çalik, Karadeniz Technical University, Turkey
Saouma BouJaoude, American University of Beirut, Lebanon
Ghada Gholam, UNESCO (Cairo Office), Egypt

Riassunto

This book provides a comparative look at key issues that characterize and contextualize upper secondary science education in sixteen countries in Oceania, South America, Asia, Europe, North America, Africa, and the Middle East, incluing links with elementary and early science, final assessment, and the secondary/tertiary education interface.

Testo aggiuntivo

"A variety of authors from countries across the world, and including those from both 'developed' and 'developing' countries, have provided comparative descriptions of upper secondary science education issues, and the context of the whole school systems. For those wishing to review exemplary information from well-informed writers, this book provides a wealth of global data not easily available otherwise. The writers are frank and open about the strengths and challenges in their systems, a welcome approach in these days where competition between nations might have led to 'papering over the cracks'. I strongly recommend that those interested in international comparisons include this book in their reading." - John Oversby, Science Specialist Interest Group Convenor, British Educational Research Association; Chair, Research Specialist Group, Association for Science Education, UK

"At a time of increasing globalisation, international comparisons between education systems have become ever more important. This volume brings together contributions from 13 countries and one region (the Middle East) to provide a valuable perspective on key issues in upper secondary science. The result is both informative and, in places, quite surprising. This is a book that should be of value to anyone looking to improve their country's secondary science education or to understand how it compares in its organisation to other countries." - Michael J Reiss, Professor, Institute of Education, University of London, UK

"I highly recommend this book to secondary science teachers and educational policy personnel, no matter what country they come from, as the book is a fascinating, accurate and up to date account of the issues facing secondary teachers around the world. The book fills in the gap in educational writing on science teaching. As a secondary teacher in Australia who teachers mainly senior secondary classes I found myself in agreement with many of the explanations and opinions put forward by the outstanding group of contributing authors in this well written book based on current research on policy and its application." Stephen Zander, President of the Australian Science Teachers Association

"Barend Vlaardingerbroek and Neil Taylor provide a fresh and concise summary of the progress of science teaching. The complementary chapter structure allows the reader to easily compare the motives and strategies employed in teaching modern science, both junior and senior, in a variety of jurisdictions around the world. This book is an excellent starting point and reference for anyone looking to compare how and why science is being taught around the globe." - Ross Hudson, Research Fellow, Australian Council for Educational Research

Relazione

"A variety of authors from countries across the world, and including those from both 'developed' and 'developing' countries, have provided comparative descriptions of upper secondary science education issues, and the context of the whole school systems. For those wishing to review exemplary information from well-informed writers, this book provides a wealth of global data not easily available otherwise. The writers are frank and open about the strengths and challenges in their systems, a welcome approach in these days where competition between nations might have led to 'papering over the cracks'. I strongly recommend that those interested in international comparisons include this book in their reading." - John Oversby, Science Specialist Interest Group Convenor, British Educational Research Association; Chair, Research Specialist Group, Association for Science Education, UK
"At a time of increasing globalisation, international comparisons between education systems have become ever more important. This volume brings together contributions from 13 countries and one region (the Middle East) to provide a valuable perspective on key issues in upper secondary science. The result is both informative and, in places, quite surprising. This is a book that should be of value to anyone looking to improve their country's secondary science education or to understand how it compares in its organisation to other countries." - Michael J Reiss, Professor, Institute of Education, University of London, UK
"I highly recommend this book to secondary science teachers and educational policy personnel, no matter what country they come from, as the book is a fascinating, accurate and up to date account of the issues facing secondary teachers around the world. The book fills in the gap in educational writing on science teaching. As a secondary teacher in Australia who teachers mainly senior secondary classes I found myself in agreement with many of the explanations and opinions put forward by the outstanding group of contributing authors in this well written book based on current research on policy and its application." Stephen Zander, President of the Australian Science Teachers Association
"Barend Vlaardingerbroek and Neil Taylor provide a fresh and concise summary of the progress of science teaching. The complementary chapter structure allows the reader to easily compare the motives and strategies employed in teaching modern science, both junior and senior, in a variety of jurisdictions around the world. This book is an excellent starting point and reference for anyone looking to compare how and why science is being taught around the globe." - Ross Hudson, Research Fellow, Australian Council for Educational Research

Dettagli sul prodotto

• Autori: Neil Taylor, Barend Taylor Vlaardingerbroek
• Con la collaborazione di: N. Taylor (Editore), Neil Taylor (Editore), Vlaardingerbroek (Editore), B Vlaardingerbroek (Editore), B. Vlaardingerbroek (Editore), Barend Vlaardingerbroek (Editore)
• Editore: Palgrave UK
• Lingue: Inglese
• Formato: Tascabile
• Pubblicazione: 06.03.2014
• EAN: 9781349446452
• ISBN: 978-1-349-44645-2
• Pagine: 280
• Categoria: Scienze umane, arte, musica > Pedagogia > Istruzione