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This volume considers the future of science learning - what is being learned and how it is being learned - in formal and informal contexts for science education. To do this, the book explores major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. In particular, this volume addresses shifts in the forms of science that are researched and taught post-school emerging sciences, new sciences that are new integrations,...

Over the past twenty years much has been written about the knowledge bases claimed to be needed for teaching science. Aspects of this knowledge have changed over the last 20 years because of shifts in curriculum thinking. There is sharply increasing significance for the knowledge bases for science teaching in current trends in school science education. With the development of a standards-based approach to the quality of science teaching becoming increasingly common in the Western world, and phrases such as evidence-based practice becoming the catch-cry of attempts to "measure" such...

Over the past twenty years much has been written about the knowledge bases claimed to be needed for teaching science. Aspects of this knowledge have changed over the last 20 years because of shifts in curriculum thinking. There is sharply increasing significance for the knowledge bases for science teaching in current trends in school science education. With the development of a standards-based approach to the quality of science teaching becoming increasingly common in the Western world, and phrases such as evidence-based practice becoming the catch-cry of attempts to "measure" such...