A new model for understanding the growth of science teacher professional knowledge

Grangeat, Michael and Hudson, Brian (2015) A new model for understanding the growth of science teacher professional knowledge. In: Grangeat, Michel (ed.) Understanding Science Teachers' Professional Knowledge Growth. Sense Publishers, Rotterdam, The Netherlands, pp. 205-228. ISBN 9789463003117

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Abstract

The world around us is changing at high speed. New technological devices or processes are being continuously proposed by companies or organisations for improving our ways to interact with the physical or social environment. They all necessitate new competencies or new adaptations of already mastered competencies. The world is facing huge challenges. Reducing climate change will require new ways to use energy to be discovered, while preserving the planet’s resources and reducing carbon dioxide emissions. Overcoming these challenges will require all citizens to have a better understanding of science if they are to participate actively, responsively and responsibly in knowledge-based innovation and science-informed decision-making. To achieve these purposes, mathematics, science, and technology education have a crucial role to play (EC, 2015).

Item Type: Book Section
Schools and Departments: School of Education and Social Work > Education
Subjects: L Education
Related URLs:
Depositing User: Claire Prater
Date Deposited: 16 Nov 2015 10:00
Last Modified: 13 Jan 2016 10:36
URI: http://sro.sussex.ac.uk/id/eprint/57990

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