This edited volume presents an integrated vision around the processes of science teaching and learning in Latin American schools. Existing scientific literacy findings varies greatly between students, influenced by gender, ethnicity, and socio-economic status, as well as location. This book provides systematic and cohesive insights, grounded in the existing literature, to move towards equitable science education.
It critically analysis existing literature, from the field to guide future research. It discusses various research projects developed in Latin America as examples for researchers and educators. It provides guidelines to improve science teaching and learning processes at school level. By bringing together the main contributions of the region to this project, it allows findings to be accessible to non-Spanish speaking readers.
This book provides contextualized insight into the main topics in the field, rethinking science education in Latin-America and identifying reform efforts. It is of interest to teachers, teacher educators, researchers, and policy makers.
Part 1: Current Challenges For Science Education in Latin America.-
Chapter 1, An Overview of Science Education In Latin America; Vicente
Talanquer.
Chapter 2, Science Education for Students Critical Scientific
Literacy; Corina González, Leonardo Martínez, Gonzalo Guerrero, Lorena
Rojas.
Chapter 3, Science Education for Sustainable Development; Laisa
Freire, Felipe Kong, William Mora.
Chapter 4, Science Education for
Self-Care and Public Health Promotion; Vanessa Aparecida, Valéria Ghisloti,
Tiago Venturi, Andrea Revel, Claudia Probe.- Part 2: Foundations for a New
Science Education in Latin America.
Chapter 5, Sociocultural Perspectives in
Science Education; Jairo Robles, Adela Molina, Rafael Amador.
Chapter 6,
Gender Perspectives in Science Education, Carolina Martínez-Galaz, Pamela
Palomera.
Chapter 7, Intercultural Perspectives in Science Education; Alma
Adriana Gómez Galindo, Alejandra García Franco, Marina Koller Hernández.-
Chapter 8, Epistemological Foundations for Science Education; Yefrin Ariza,
Cibelle Celestino, Luigi Cuellar.
Chapter 9, Curricular Perspectives in
Science Education; Diana Rodríguez, Dulce María López, María del Carmen
Urzúa.- Part 3: Rethinking Science Teaching and Learning in Latin America.-
Chapter 10, Inquiry-Based Science Education; Sylvia Moraga, Cristina García,
Teresa Lupión, Ángel Blanco.
Chapter 11, Modelling-Based Science Education;
Cristian Merino, Ainoa Marzabal, Digna Couso.
Chapter 12, Classroom
Discursive Practices for Science Education; Isabel Martins.
Chapter 13,
Visual Representations for Science Teaching and Learning; Eduardo Ravanal,
Elías Amórtegui, Diego Retana.
Chapter 14, Metacognition and
Self-Regulation in Science Learning; Gastón Pérez, Leonardo Galli.
Chapter
15, Digital Resources and Emerging Technologies for Science Learning; Jorge
Rodríguez, Lizethly Cáceres, Johannes Pernaa, Maija Aksela, Álvaro
García-Martínez, Miriam Struchiner, Mario Quintanilla, Sandra Abella, Mario
Rodríguez.
Chapter 16, Science Learning in Informal and Non-Formal Settings;
Natalia Candido, Adriana Pugliese.
Chapter 17, Implications for Science
Education and Science Education Research; Agustín Adúriz-Bravo.
Ainoa Marzabal is a Science Education professor in the Pontificia Universidad Católica de Chile (Chile). She has a PhD in Science Education, received from the Universitat Autónoma de Barcelona. Her current line of research is modelling-based school science education, considering both teaching and learning, as well as science teacher education. She has published several book chapters and papers about that subjects, both in Spanish and English. Her concern is mainly about how to address the science school curriculum, overloaded and fragmented, through the identification of its structuring nuclei, understood as school science models. Her current research focuses on identifying the learning progression of school chemical models, contributing to the understanding of the learning processes through which the multimodal representations of students are transformed by modelling processes in the science class.
Cristian Merino is a Science Education professor in the PontificiaUniversidad Católica de Valparaíso (Chile). He has a PhD in Science Education, received from the Universitat Autónoma de Barcelona. His research interests focus on the characterization of chemical school activity for the development and analysis of innovation activities that favor the construction of school scientific explanations, with emphasis on the transit between the phenomenon and the theory under a modelling approach through experimental activities through technological and cognitive mediations, for the training of science teachers (especially in chemistry).
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