Science and Technology Education: Perspectives, Opportunities and Challenges


Steffen Pabst (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU029030

In this book, the authors examine a series of key science identity-based research models with the goal of discussing the interplay between individual agency and social interaction through the lens of transformative learning. Current identity-based models are critiqued based on the importance given to either social structures and/or agency separately. Following this, a synthesis report on the development strategies of technology education carried out at basic schools in Slovakia (lower secondary education – ISCED 2) is presented.

Additionally, the authors discuss the results of a survey done with the goal of finding out the reality of technology teaching at these schools. As the research results show, despite the good intentions of the different strategies, programs and reforms, the technology education at basic schools is on the decline. The next article discusses gender-based segregation and falling recruitment for scientific and technological studies in Nordic countries. This study traced and interviewed students who achieved the best results in the measurement of technological competence twenty years ago in order to examine their progress. In the final study, the book proposes a new vision for science education in the era of sustainable development. The authors discuss how sustainable development goals (SDGs) identify new roles for science and technology to address global and local challenges such as climate change, energy innovation, and biodiversity. These areas of sustainability reveal new horizons for science education by enabling us to approach science learning as a more community-based practice and collaborative way of thinking, beyond classroom-based learning.



Table of Contents


Chapter 1. Models of Scientific Identity
(Saima Salehjee and Mike Watts, School of Education, Strathclyde Univeristy, Glasgow, Scotland, UK, and others)

Chapter 2. Strategy versus Reality in Technology Education at Basic Schools in Slovakia
(Alena Hašková, PhD and Silvia Mandu¾áková, PhD, Faculty of Education, Constantine the Philosopher University, Nitra, Slovakia, and others)

Chapter 3. Male and Female Technological Talents and Their Motivated Behavioral Choices during the Last Twenty Years
(Ossi Autio, PhD, Department of Teacher Education, University of Helsinki, Finland)

Chapter 4. Learning Science in the SDGs Era: Opportunities for Building Youth Competency
(Seyoung Hwang, National Youth Policy Institute, Sejong, South Korea)


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