Overview

This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.

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9789004408548

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Charbel N. El-Hani, Ph.D. (2000), Universidade de São Paulo, is Professor of History and Philosophy of Science at Universidade Federal da Bahia and Researcher at CNPq, Brazil. He coordinates the National Institute of Science and Technology in Interdisciplinary and Transdisciplinary Studies in Ecology and Evolution (INCT IN-TREE). His research interests are in science education research, history, philosophy and science teaching, philosophy of biology, ecology and conservation. Mauricio Pietrocola, Ph.D. (1992), University of Paris VII, began his teaching career as a high school physics teacher (1984-1988). In 2013 he was a distinguished visiting fellow in ARC and Urban Education Program, Graduate Center at the City University of York. Since 2002 he is a full professor of the Faculty of Education, at the University of São Paulo where he develops research on development of innovative strategies in science education and teachers training. Eduardo F Mortimer, Ph.D. (1994), Universidade de São Paulo, is Professor of Science Education at the Universidade Federal de Minas Gerais and Researcher at CNPq, Brazil. His publications include Meaning Making in Secondary Science Classroom (Open University Press, 2003), with Phil Scott, and Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts (Springer, 2014), with Charbel N. El-Hani. Maria Rita Otero, Ph.D. (2003), University of Burgos, Spain, is Professor at UNICEN and Principal Research Scientist of the CONICET (National Scientific and Technical Research Council) Argentina. She has experience in Science (physics and mathematics) education, learning theories, science teacher education; educational research.

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