Science education in context : : an international examination of the influence of context on science curricula development and implementation / / edited by Richard K. Coll and Neil Taylor.

• VerfasserIn: Taylor, Neil, 1957-
• TeilnehmendeR: Taylor, Neil, 1957-; Coll, Richard K.,
• Place / Publishing House: Rotterdam ;, Taipei : : Sense Publishers,, [2008]; 2008
• Year of Publication: 2008
• Language: English
• Physical Description: 1 online resource.
• Other title: Preliminary Material --; Science Education in Context: An Overview, and Some Observations /; Capacity Building as a Collaborative Model in International Development Projects: Lessons for the Philippines /; Science Education and Curriculum Reform in Papua New Guinea /; Education for Sustainable Agriculture and Natural Resource Management on Bougainville /; Technology Education Development in the Solomon Islands /; Improving Primary Science Education in Fiji by Using a Multifaceted Approach /; Towards the Development of a Science Education Policy: An Analysis of the Curriculum Interventions and Reforms of Secondary Science Education in Post-Colonial Jamaica /; The Science Curriculum in Omani Schools: Past, Present and Future /; Science Education in India /; Curriculum Reform in Science Education in Pakistan /; School-based Assessment in Sri Lanka: Ensuring Valid Processes for Assessment-for-Learning in Physics /; The Rivalry Among the Separate Science Subjects for Dominance in Secondary Education: The Case of Greece and Beyond /; A Critical Review of the Development of the Turkish Science Curriculum /; Handling School Science Curriculum in Botswana: Local Context Realities and Experiences /; Science Teaching in Context of Botswana /; Improving Science and Mathematics Teachers? Subject Knowledge in Namibia /; Science and Mathematics Education in Ethiopia: Policy, Curriculum and Implementation /; Technical Education Reforms in Malawi /; Science Education in Tanzania: The Changing Content and Form of Science Teaching and Teacher Education /; A Glimpse into Mathematics Curriculum Development and Implementation in Nigeria Primary and Secondary Schools /; Inclusive Science Education for the Rainbow Nation: Reflections on Science Teaching and the Development and Implementation of the National Curriculum Statement in South Africa /; A Critical Sense of Location: Analyzing the Impacts of Student Discourse Contexts in Science Education /; Science Education in Singapore: Meeting The Challenges Ahead /; Science Education in Thailand: Science Curriculum Reform in Transition /; Teacher Training of Secondary School Physics Teachers in Malaysia: Critical Issues and a New Direction /; Primary Science Curriculum in Bhutan: Development and Challenges /; Assessment Reform in Science in Hong Kong: Policy, Teacher Beliefs and Practice /; Leaming from Other Countries: A Critical Examination of the Current Primary Science Curriculum Reforms in Mainland China /; The Influence of Context on Science Curricula: Observations, Conclusions and Some Recommendations for Curriculum Development and Implementation /; Other Books/Book Series by Sense Publishers.
• Bibliography: Includes bibliographical references.
• ISBN: 9087902492
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Richard K. Coll and Neil Taylor.

This book presents an international perspective of the influence of educational context on science education. The focus is on the interactions between curriculum development and implementation, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, et cetera ). An important and distinguishing feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (26 countries in total). The book addresses topics such as: curriculum development; research or evaluation of an implemented curriculum; discussion of pressures driving curriculum reform or implementation of new curricula (e. g., technology or environmental education); the influence of political, cultural, societal or religious mores on education; governmental or ministerial drives for curriculum reform; economic or other pressures driving curriculum reform; the influence of external assessment regimes on curriculum; and so on.