Garima Bansal – författare

The chapters in this book represent a cross-section of research conducted in inquiry-based science education at primary levels of schooling in international contexts that include school settings in Australia, India, Singapore, South Africa, Turkey, Northern Ireland, and the United States. The book includes empirical studies on the role of inquiry-based learning in advancing students’ conceptual understanding and modelling proficiency, students’ understandings about the nature of scientific inquiry, classroom studies on teachers’ enactment of inquiry-based learning, teachers’ facilitation of classroom discourse for inquiry-based learning, and co-teaching in developing teachers in adopting an inquiry-based pedagogy. It was originally published as a special issue of the journal Education 3–13.

The chapters in this book represent a cross-section of research conducted in inquiry-based science education at primary levels of schooling in international contexts that include school settings in Australia, India, Singapore, South Africa, Turkey, Northern Ireland, and the United States. The book includes empirical studies on the role of inquiry-based learning in advancing students’ conceptual understanding and modelling proficiency, students’ understandings about the nature of scientific inquiry, classroom studies on teachers’ enactment of inquiry-based learning, teachers’ facilitation of classroom discourse for inquiry-based learning, and co-teaching in developing teachers in adopting an inquiry-based pedagogy. It was originally published as a special issue of the journal Education 3–13.

This book throws light on the cultural situatedness of education, the understanding of which enables the attainment of sustainable development goals for education. It is aimed at sharpening the core decision-making skills of teachers, leaders, curriculum designers, policy makers and teacher educators by placing a strong emphasis on theories, concepts and socio-cultural perspectives on education and sustainable development goals (SDG). This volume empowers readers to be equipped for a collective future that might be volatile, uncertain, complex and ambiguous (VUCA), owing to the numerous challenges posed by technological advancements, natural calamities and warfare. These external influences often seep into classrooms through the lived experiences of teachers, students, leaders and the cultural norms of education institutions. The book uses concrete examples of thinking and practice across the spectrum of education and training sectors, both formal and informal, in handling emerging challenges. Written in an engaging conversational style, this book makes complex topics accessible to prospective teachers as well as seasoned school leaders. It will be useful to academics, researchers, postgraduates and students of education, anthropology, psychology and training. It will also be of interest to policy developers and government agencies who are engaged with the drafting of policies on SDGs.