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Recoge: 1. Background analysis - 2. Mandate-work carried out - 3. Findings - 4. Recommendations - 5. Conclusion - 6. Appendices.
A range of topical issues and concerns at the forefront of research in science education in Europe are examined in this text. The contributors are science educators and researchers from throughout Europe.
This volume presents a "photograph" of the state of the art in Science Education Research in Europe as it has emerged from the first ESERA Conference held in Rome in September 1997. The Conference saw the participation of more than 280 researchers from European and some extra European countries distributed as follows U. K. 46 The Netherlands 10 Germany 35 Finland 9 Italy 28 Switzerland 6 Spain 26 Portugal 6 France 18 Israel 5 Sweden Argentina 15 3 Denmark 14 Australia 3 Greece 14 USA 3 Brasil 11 Others 18 Norway TOTAL 11 281 As it can be seen from the table, although the group from U. K. where research in science education has a well established tradition is the most consistent one, quite a large number of researchers has come from Germany and the Scandinavian countries, sign of the increasing attention these countries pay to scientific education at all levels. The presence of researchers from extraeuropean countries has allowed a comparison of experience over a wider basisthan the national one. The themes of research, identified a priori by the organizers as important, were: of the Art in Science Education Research (Biology, - The State Chemistry, Physics and Earth Science) - Science Teaching and Learning - Science, Science Teaching and Society - Teachers' Education and its Cultural Components The Scientific Committee of the Conference decided to publish a selection of the papers presented and we accepted the task of the editing.
" . . . scholarship of the highest order. . . . Kendall Bailes's book is destined to become a most valuable contribution to our knowledge of Russian and Soviet culture. It is insightful and eloquent." —Douglas R. Weiner " . . . an insightful, richly researched portrait of Vernadsky's life and times . . . " —American Scientist "This biography . . . not only tells a story full of human drama but also one rich with insights into Russia's higher-education and scientific-research establishments." —Washington Post Book World "[This] concise book, with references that stop short of the Gorbachev era, will be the foundation for all future scholarship in English on Vernadsky." —Nature "In this insightful exploration of Vernadsky's legacy, Kendall Bailes unveils a creative scholar-activist whose life and work speak more clearly about his time than our own." —Science "The Bailes book . . . is fascinating . . . Read it!" —World Affairs Report "Kendall Bailes has left us with a vivid portrayal of the life and times of Vladimir Vernadsky." —The Russian Review "It offers a penetrating analysis of social realities in twentieth-century Russia, which helped create an intellectual culture dominated by ideological extremes." —American Historical Review This first full-length English-language biography of Vladimir Vernadsky (1863–1945), one of the leading Russian intellectual figures of the twentieth century, focuses on the interaction between science and politics during Russia's revolutionary age.
In this controversial essay, Carlos Elías addresses the worldwide phenomenon that is threatening the scientific and economic progress of Western countries. The rise and influence of magic and irrationality in the media, in social networks and at universities is a disturbing phenomenon: many Western students no longer want to pursue STEM (Science, Technologies, Engineering, and Math) careers. This lucid and well-written book addresses one of the key issues of public debate: the deteriorating state of science in Western countries and their governments, and its rise in Asian countries. The author compares two distinct models: the Spanish or Latin model, which closed the door on science with the Counter-Reformation, and that employed by a second group of countries where science was encouraged. Elías suggests that a similar development could now be taking place between Western countries (where the press, television and social science academics are becoming increasingly critical towards science) and Asia, where most prime ministers (and other politicians) are scientists or engineers. This book is intended for STEM educators (both at secondary schools and universities), scientists and academics interested in scientific culture in the era of fake news.
First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
Presenting contemporary science and technology provides science museums and science centres with some of their greatest challenges. This book explores questions central to the thinking of every museum and science centre attempting to meet such challenges: What are the implications of the information technology revolution? How can objects be more effectively displayed? And what are the key issues involved in developing exhibitions and events that address contemporary material?
There are fewer grounds today than in the past to deplore a North‑South divide in research and innovation. This is one of the key findings of the UNESCO Science Report: towards 2030. A large number of countries are now incorporating science, technology and innovation in their national development agenda, in order to make their economies less reliant on raw materials and more rooted in knowledge. Most research and development (R&D) is taking place in high-income countries, but innovation of some kind is now occurring across the full spectrum of income levels according to the first survey of manufacturing companies in 65 countries conducted by the UNESCO Institute for Statistics and summarized in this report. For many lower-income countries, sustainable development has become an integral part of their national development plans for the next 10–20 years. Among higher-income countries, a firm commitment to sustainable development is often coupled with the desire to maintain competitiveness in global markets that are increasingly leaning towards ‘green’ technologies. The quest for clean energy and greater energy efficiency now figures among the research priorities of numerous countries. Written by more than 50 experts who are each covering the country or region from which they hail, the UNESCO Science Report: towards 2030 provides more country-level information than ever before. The trends and developments in science, technology and innovation policy and governance between 2009 and mid-2015 described here provide essential baseline information on the concerns and priorities of countries that could orient the implementation and drive the assessment of the 2030 Agenda for Sustainable Development in the years to come.
'This is a welcome book. The issues of public understanding of science open many questions. What does "understanding" mean? How does understanding translate into attitudes towards science and trust in scientists? What is the role of the mass media? The essays in this book shed light on such questions bringing insights from several disciplines. They help to define a meaningful research agenda for the future. - Professor Dorothy Nelkin, New York University
Modern information and communication technologies, together with a cultural upheaval within the research community, have profoundly changed research in nearly every aspect. Ranging from sharing and discussing ideas in social networks for scientists to new collaborative environments and novel publication formats, knowledge creation and dissemination as we know it is experiencing a vigorous shift towards increased transparency, collaboration and accessibility. Many assume that research workflows will change more in the next 20 years than they have in the last 200. This book provides researchers, decision makers, and other scientific stakeholders with a snapshot of the basics, the tools, and the underlying visions that drive the current scientific (r)evolution, often called ‘Open Science.’