Science Teaching and Learning: Practices, Implementation and Challenges


Paul J. Hendricks (Editor)

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

This compilation aims to analyse students’ learning during STEM activities in the following categories: real-world problem solving and knowledge about the topic under discussion. This study is part of a larger project that comprises five school clusters and involves students from several grades.

Next, the authors develop, validate and apply an attitude and learning environment questionnaire for gifted female students to evaluate technology-based science instruction by comparing regular and technology-based science classrooms.

Additionally, Science Teaching and Learning: Practices, Implementation and Challenges reports the methods and outcomes of a study that explored the impact of a six-month school-scientist partnership involving a New Zealand science research institute and a group of 164 9-10 year olds.

The authors investigate the effects of learning boxes on 5th grade students’ academic achievement and retention in science classes. In order to realize this goal, a quantitative research method including an experimental design was used.

The concluding study considers Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of the nature of science, and explores the interrelationships within the individual elements or tenets of the nature of science.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. Stem Integration: Evidences of Students’ Learning
(Mónica Baptista, Iva Martins and Teresa Conceição, Instituto de Educação da Universidade de Lisboa, Lisboa, Portugal)

Chapter 2. Technology-Based Science Teaching among Gifted Females in Singapore: Attitudes and Learning Environment
(G. Sundari Pramathevan and Barry J. Fraser, Curtin University, Perth, Australia)

Chapter 3. The Problem of Perception: Challenging Students’ Views of Science and Scientists through School-Scientist Partnerships
(Garry Falloon, The School of Education, Faculty of Arts, Macquarie University, North Ryde, Sydney, Australia)

Chapter 4. The Effects of Discovery Learning Supported with Learning Boxes on Students’ Academic Achievement, Competences for Learning Science and Science Attitude
(Hulya Aslan Efe, Nazan Bakir, and Rifat Efe, Department of Science Education, Dicle University, Ziya Gökalp Education Faculty, Diyarbakır, Turkey, and others)

Chapter 5. An Integrated NOS Map on Nature of Science Based on the Philosophy of Science, and the Dimensions of Learning in Science
(Jun-Young Oh, Professor, Hanyang University, Seoul, Korea)



“The organizations, corporations, and countries that can acquire human talent in various science disciplines may attain competitive advantages over others. They may contribute to the solving of hard problems. They may create monetizable products and services related to innovations. They may cobble capabilities that others may not. Science is a superpower that may be deployed to solve mass-scale challenges and meet the needs of society (and humanity). How to develop science knowledge and skills becomes an important question. Science, technology, engineering and mathematics (STEM) education, in combination with other academic learning, is critical to societal advancement and the well-being of citizenry. Paul J. Hendricks, editor of Science Teaching and Learning: Practices, Implementation and Challenges, focuses on some effective practices for science teaching and learning from K12 through higher education. This book contributes some strong cues for improvement of science teaching and didactics in its five chapters. The respective researchers who contributed to this collection maintained high standards in their work and documented their ideas closely…READ MORE-Shalin Hai-Jew for C2C Digital Magazine (Fall 2020/Winter 2021), Instructional Designer/Researcher, Kansas State University


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