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One of the most important voices in eliciting reform in science education has been Peter Fensham. In this unique volume, the world's foremost science educators extend and modify Fensham's ideas, providing a vision of the future of science education.
One of the most important voices in eliciting reform in science education has been Peter Fensham. In this unique volume, the world's foremost science educators extend and modify Fensham's ideas, providing a vision of the future of science education.
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Part 1 Peter James Fensham (1927-) Chapter 1 Living the dream, Roger Cross Part 2 Science for all Chapter 2 Science for all, Cliff Malcolm Chapter 3 Making science matter, Jonathan Osborne Chapter 4 'Science for All', Tarsisius Sarkim Part 3 Science, technology, and society Chapter 5 STS education, Glen Aikenhead Chapter 6 The UK and the movement for science, technology, and society (STS) education, Joan Solomon Part 4 Gender in science teaching Chapter 7 Science for all? Science for girls? Which girls?, Nancy Brickhouse Chapter 8 Understanding gender differences in science education, Léonie Rennie Part 5 The theory and practice of science teaching Chapter 9 Fensham's lodestar criterion, James Wandersee Part 6 Politics of the science curriculum Chapter 10 Part ners or opponents, Harrie Eijkelhof Chapter 11 Perspectives and possibilities in the politics of science curriculum, Jim Gaskell Part 7 Peter Fensham's reform agenda Chapter 12 Visions, research, and school practice, Reinders Duit Chapter 13 Changing the script for science teaching, Richard White Part 8 Peter Fensham's impact on science education in Australia and science education research around the world Chapter 14 Impact of science education now and in the future, Cristina Padolina Chapter 15 The importance of being able to see 'the big picture', David Treagust
Part 1 Peter James Fensham (1927-) Chapter 1 Living the dream, Roger Cross Part 2 Science for all Chapter 2 Science for all, Cliff Malcolm Chapter 3 Making science matter, Jonathan Osborne Chapter 4 'Science for All', Tarsisius Sarkim Part 3 Science, technology, and society Chapter 5 STS education, Glen Aikenhead Chapter 6 The UK and the movement for science, technology, and society (STS) education, Joan Solomon Part 4 Gender in science teaching Chapter 7 Science for all? Science for girls? Which girls?, Nancy Brickhouse Chapter 8 Understanding gender differences in science education, Léonie Rennie Part 5 The theory and practice of science teaching Chapter 9 Fensham's lodestar criterion, James Wandersee Part 6 Politics of the science curriculum Chapter 10 Part ners or opponents, Harrie Eijkelhof Chapter 11 Perspectives and possibilities in the politics of science curriculum, Jim Gaskell Part 7 Peter Fensham's reform agenda Chapter 12 Visions, research, and school practice, Reinders Duit Chapter 13 Changing the script for science teaching, Richard White Part 8 Peter Fensham's impact on science education in Australia and science education research around the world Chapter 14 Impact of science education now and in the future, Cristina Padolina Chapter 15 The importance of being able to see 'the big picture', David Treagust
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