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The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities. "Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students’ socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis." Tina A. Grotzer Harvard University, Cambridge, Massachusetts, USA The present book provides a much needed survey of the current state of research into science textbooks, and offers a wide range of perspectives to inform the 'science' of writing better science textbooks. Keith S Taber University of Cambridge, Cambridge, United Kingdom
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.
This book provides undergraduate students in media programmes with the essential background knowledge to start developing critical analytical skills. It instructs media professionals to realise the key role of the media in the social construction of reality and to understand the many ways in which individuals and groups compete for the influence associated with this role. Based on the teaching experience of the authors, this book strikes a balance between the complexities of media phenomena, and the students' need for uncomplicated and accessible readings. Critical Media Analysis introduces students to the basics of media work, theory and history, and discusses how media professionals can engage with the postmodern challenges. This textbook makes the case for the relevance of critical knowledge and skills, next to technical and business training, in the education of competent and responsible media professionals.
Phelan and Reynolds' book is for anyone who needs to evaluate arguments and interpret evidence. It deals with the most fundamental aspects of academic study: * the ability to reason with ideas and evidence * to formulate arguments effectively * to appreciate the interplay between ideas and evidence in academic and media debate Argument and Evidence presents aspects of informal logic and statistical theory in a comprehensible way, enabling students to acquire skills in critical thinking which will outlast their undergraduate studies. Ideal as a companion for courses on methodology or study skills, Argument and Evidence will also be useful for other disciplines in the social sciences and humanities.
This collection examines science discourse from a number of perspectives, drawing on new rhetoric, functional linguistics and critical theory. The renowned contributors include M.A.K. Halliday, Charles Bazerman and Jay Lemke.
Now a National Bestseller! Climate change is real but it’s not the end of the world. It is not even our most serious environmental problem. Michael Shellenberger has been fighting for a greener planet for decades. He helped save the world’s last unprotected redwoods. He co-created the predecessor to today’s Green New Deal. And he led a successful effort by climate scientists and activists to keep nuclear plants operating, preventing a spike of emissions. But in 2019, as some claimed “billions of people are going to die,” contributing to rising anxiety, including among adolescents, Shellenberger decided that, as a lifelong environmental activist, leading energy expert, and father of a teenage daughter, he needed to speak out to separate science from fiction. Despite decades of news media attention, many remain ignorant of basic facts. Carbon emissions peaked and have been declining in most developed nations for over a decade. Deaths from extreme weather, even in poor nations, declined 80 percent over the last four decades. And the risk of Earth warming to very high temperatures is increasingly unlikely thanks to slowing population growth and abundant natural gas. Curiously, the people who are the most alarmist about the problems also tend to oppose the obvious solutions. What’s really behind the rise of apocalyptic environmentalism? There are powerful financial interests. There are desires for status and power. But most of all there is a desire among supposedly secular people for transcendence. This spiritual impulse can be natural and healthy. But in preaching fear without love, and guilt without redemption, the new religion is failing to satisfy our deepest psychological and existential needs.
Focused on the dual aspects of access and quality, this publication discusses the role of textbooks in facilitating quality education for all. The book consists of reviews of the international perspectives as well as case studies on Brazil, Russian Federation, and Rwanda. It also documents strategies that could help to optimise procedures of textbook development, production, and evaluation; enhance textbooks' pedagogical impact; improve teachers' selection of textbooks; and raise textbook supply efficiently.
Two books have been particularly influential in contemporary philosophy of science: Karl R. Popper's Logic of Scientific Discovery, and Thomas S. Kuhn's Structure of Scientific Revolutions. Both agree upon the importance of revolutions in science, but differ about the role of criticism in science's revolutionary growth. This volume arose out of a symposium on Kuhn's work, with Popper in the chair, at an international colloquium held in London in 1965. The book begins with Kuhn's statement of his position followed by seven essays offering criticism and analysis, and finally by Kuhn's reply. The book will interest senior undergraduates and graduate students of the philosophy and history of science, as well as professional philosophers, philosophically inclined scientists, and some psychologists and sociologists.
Practicing scientists know that the quality of their livelihood is strongly connected to the quality of their writing, and critical thinking is the most necessary and valuable tool for effectively generating and communicating scientific information. Writing in the Life Sciences is an innovative, process-based text that gives beginning writers the tools to write about science skillfully by taking a critical thinking approach. Laurence Greene emphasizes "writing as thinking" as he takes beginning writers through the important stages of planning, drafting, and revising their work. Throughout, he uses focused and systematic critical reading and thinking activities to help scientific writers develop the skills to effectively communicate. Each chapter addresses a particular writing task rather than a specific type of document. The book makes clear which tasks are important for all writing projects (i.e., audience analysis, attending to instructions) and which are unique to a specific writing project (rhetorical goals for each type of document). Ideal for Scientific Writing courses and writing-intensive courses in various science departments (e.g., Biology, Environmental Studies, etc.), this innovative, process-based text goes beyond explaining what scientific writing is and gives students the tools to do it skillfully.