This informative book looks at science learning in a wide range of
contexts. It is divided into three parts. Part one deals with the
arguments put forward for studying science, and includes a
discussion on what science learners need to know about the nature
of science and how decisions about what forms science curricula are
made. Part two includes articles on the processes by which science
is learned and part three deals with inclusivity and diversity in
science learning and what widening participation means for science
This is a companion book to Mediating Science Learning through ICT
also published by RoutledgeFalmer.
Reconsidering Science Learning will be of particular interest to
teachers on masters courses in science education and academics with
an interest in science education.
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