Table of Contents
Table of Contents
Foreword
Acknowledgements
Introduction
PART 1. The relevance of science and geography knowledge for citizenship
Chapter 1. The Relevance of Biological Knowledge for Citizenship: A Singapore Perspective
Norman Lim, Aik-Ling Tan, Shirley Lim and Paul Teng (National Institute of Education – Nanyang Technological University, Singapore)
Chapter 2. Context-Based Chemistry Learning: The Relevance of Chemistry for Citizenship and Responsible Research and Innovation
Ilka Parchmann, Ron Blonder and Karolina Broman (Leibniz Institute for Science and Mathematics Education, IPN, Kiel, Germany, and others)
Chapter 3. The Relevance of Earth Science for Informed Citizenship: Its Potential and Fulfillment
Nir Orion (Weizmann Institute of Science, Rehovot, Israel)
Chapter 4. The Relevance of Geography for Citizenship Education
David Lambert (UCL/Institute of Education, University of London, London, UK)
Chapter 5. The Relevance of Physics Knowledge for Citizenship and the Incoherence of Physics Teaching
Marco Antonio Moreira (Institute of Physics – Federal University of Rio Grande do Sul, Porto Alegre, Brazil)
PART 2. Approaches to improving contextualized science and geography learning
Chapter 6. Promoting Experiences in Outdoor Environments as a Way of Enhancing Interest and Engaging Learning
Marc Behrendt and Krisanna Machtmes (Ohio University, Athens, Ohio, USA)
Chapter 7. Making the Most of the News: Approaches to Using Media-Based Learning Contexts
Billy McClune (School of Social Sciences, Education and Social Work, Queen’s University Belfast, Belfast, UK)
Chapter 8. Promotion of System Competence Based on the Syndrome Approach in Pre-Service Biology Teacher Education
Doris Elster, Nicklas Müller and Sebastian Drachenberg (University of Bremen, Bremen, Germany)
Chapter 9. Context-Based Science Education and Four Variations of Problem-Based Learning
Laurinda Leite, Luís Dourado, Ana S. Afonso and Sofia Morgado (Institute of Education/CIEd, University of Minho, Braga, Portugal)
Chapter 10. Contextualized Science Teaching and the STS Approach
Isabel P. Martins and Alcina Mendes (CIDTFF, University of Aveiro, Aveiro, Portugal, and others)
Chapter 11. Contextualizing Science Teaching in Southern Africa Using Indigenous Knowledge
Mariana G. Hewson (Independent author, USA)
PART 3. Curriculum materials and context-based learning
Chapter 12. International Science Education Projects for Context-Based Learning
Cecília Galvão, Mónica Baptista and Teresa Conceição (Institute of Education, University of Lisbon, Lisbon, Portugal)
Chapter 13. Promoting Learning and Teaching with Geospatial Technologies Using the Spatial Citizenship Approach
Jana Pokraka, Inga Gryl, Uwe Schulze, Detlef Kanwischer and Thomas Jekel (University of Duisburg-Essen, Essen, Germany, and others)
Chapter 14. Case-Based Curricula Materials for Contextualized and Interdisciplinary Biology and Geology Learning
Clara Vasconcelos and Joana Faria (University of Porto, Oporto, Portugal)
Chapter 15. Context-Based Teaching Material and Learning Chemistry
Iztok Devetak (Faculty of Education, University of Ljubljana, Ljubljana, Slovenia)
Chapter 16. Evaluating Context-Based Teaching Materials
Neslihan Ültay and Eser Ültay (Faculty of Education ,Giresun University, Giresun, Turkey)
About the Editors
Index
Reviews
“Laurinda Leite, Luís Dourado, Ana S. Afonso, and Sofia Morgado’s Contextualizing Teaching to Improve Learning: The Case of Science and Geography makes the case for people integrating science knowledge, skills, and abilities into their daily lives as citizens and individuals. In the Foreword, Derek Hodson points to large-scale hard problems being faced by humanity: “deforestation and increasing desertification, acid rain, pollution of waterways, ozone depletion, climate change, soil loss, loss of biodiversity, exhaustion of many natural resources, explosive population growth” and societal disparities “in terms of income, access to proper housing, food and water security, educational opportunity, health care, freedom, justice and safety” (2017, p. vii). Together, these issues are referred to as Socio-Scientific Issues (SSI), and the idea is that area issues in one cannot be solved without the other. This edited collection makes a solid case for contextualizing science learning in a way that learners can see the relevance in their own daily lives and can apply the learning to their citizenship behaviors…READ MORE” -Shalin Hai-Jew for C2C Digital Magazine (Fall 2020/Winter 2021), Instructional Designer/Researcher, Kansas State University
