Science Education towards Inclusion

Silvija Markic (Editor)
IDN- Chemistry Education, University of Bremen, Bremen, Germany

Simone Abels, PhD (Editor)
University of Vienna, Austrian Educational Competence Centre Chemistry, Vienna, Austria

Series: Education in a Competitive and Globalizing World
BISAC: EDU048000

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This is the first book dedicated to inclusive science education from an international perspective. The topic is getting more and more important in science education and science education research. In many countries, different researchers are focusing on inclusion. However, sometimes it is not clear what is meant by the term “inclusion”; often, inclusion is reduced to the perspective of special needs education. Thus, the book presents not only the special needs perspective, but a broader view on inclusion and diversity, like ideas from second language learning or intercultural pedagogy that are combined with science education and science education research. Each chapter is written with the goal in mind to focus on at least one of the dimensions of the diversity wheel.

On one hand, this book is meant to give an overview concerning the research on inclusion and science education; on the other hand, it also suggests ideas to practitioners about dealing with inclusion in science classrooms. The focus of the book is inclusion and its relevance, its influence and inclusion-caused changes in science education, particularly in terms of science teaching.

Every chapter in the book provides a concise and easy-to-read overview about the essential theoretical evidence from science education research as well as to provide the reader with operationalized guidance for the development of effective teaching practices. It is not meant to write a classic handbook for science education. The target audience is not only researchers, but future and practicing science teachers as well. (Imprint: Nova)

Preface

Chapter 1. Science Education Meets Inclusion
Silvija Markic and Simone Abels (University of Bremen, Germany, and others)

Chapter 2. Inclusive Education, Pedagogy and Practice
Hafdís Guðjónsdóttir and Edda Óskarsdóttir (University of Iceland, Iceland)

Chapter 3. Language in Science Classrooms: Diagnosing Students' Linguistic Skills
Yannik Tolsdorf and Silvija Markic (University of Bremen, Germany)

Chapter 4. Strategies for Teaching the Language of Science
Peter E. Childs and Marie Ryan (University of Limerick, Ireland, and others)

Chapter 5. Cultural Inclusion in Science Education
Jane Essex (Brunel University London, England)

Chapter 6. Science Achievement among Economically Challenged Students in the United States: A Scoping Analysis
Beverly J. Irby, Nahed Abdelrahman, Shifang Tang, Pei-lin Yang, Tam Phuong, Fuhui Tong, and Rafael Lara-Alecio (Texas A&M University, TX, USA)

Chapter 7. Effective Science Instruction for Students with Cognitive Disabilities in Inclusive Settings
William J. Therrien and Sarah Watt (University of Virginia, VA, USA, and others)

Chapter 8. Lernwerkstatt: An Inclusive Approach in Science Education
Simone Abels and Elisabeth Minnerop-Haeler (University of Lüneburg, Germany, and others)

Chapter 9. Inclusive Science Education Opportunities for the Blind and Visually Impaired
Cary Supalo (Purdue University, IN, USA)

Chapter 10. Science Differentiation: Professional Development for Teachers
Seán O’Leary (Wexford Education Centre, Ireland)

Chapter 11. From Each according to her Capabilities; to Each according to her Needs: Fully Including the Gifted in School Science Education
Keith S. Taber and Fran Riga (University of Cambridge, England)

Chapter 12. Super Science High Schools – Japanese-Style Science Education Designed to Augment Talented Students’ Individuality and Skills
Manabu Sumida (Ehime University, Japan)

List of Contributors

Index

This book is for everybody being interested in inclusive science education. The target audience is not only researchers, but future and practicing science teachers as well. The book is not meant to be a classic handbook for science education.

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