Angielski
This volume considers the future of science learning - what is being learned and how it is being learned, in formal and informal contexts for science education. An important focus is on the representation and valuing of the learner voice. The book considers major contemporary shifts in the forms of science that could or should be learned in the next 20 years, what forms of learning of that science should occur, and how that learning happens, including from the perspective of learners. The authors in this volume specifically address shifts in the forms of science that are researched and taught post-school emerging sciences, new sciences that are new integrations, futures science , an increase in the complexity and multidisciplinarity of the science, including a multidisciplinarity that embraces ways of knowing beyond science. A central aspect of this in terms of The Future of Learning Science is the urgent need to engage students, the non-cognitive, affective, motivation, passion and desire to learn science, both for an educated citizenry and for a productive response to the ubiquitous concerns with future numbers of science based professionals. Another central issue could be characterised as the real impact of ICT on science learning and teaching , including shifts in how students use mobile technology to learn science.
