Justin Dillon – författare

This new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.

Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.

Thoroughly revised throughout, the new edition includes:

This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.

Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb.

This new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.

Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.

Thoroughly revised throughout, the new edition includes:

This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.

Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including:

Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master’s level study.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including:

Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master’s level study.

This book illustrates how humour can be a powerful tool for environmental education. Hailing from eight different countries, the authors’ inquiries are grounded in a range of sites of learning and focus on different comedic forms, offering a variety of perspectives on the ways humour features, or could feature, in environmental education.

The chapters adopt an array of methodological approaches and theoretical frames, drawing not only on environmental education research and humour studies, but also scholarship in affect theory, antiracist and Indigenous education, climate change communication, critical pedagogy, ecocriticism and language arts education, feminist theory, human– animal relations, media studies, new materialisms, philosophy, psychology, public pedagogy, science education, and social movement studies. Many of the topics discussed in this volume necessitated multi- or interdisciplinary inquiries and pedagogies.

Delving into humour led the authors to push beyond the boundaries of their own disciplines and, for some, to form creative collaborations that took them not only into new academic fields but also outside their professions to work with actors, cartoonists, comedians, and game developers. This book was originally published as a special issue of Environmental Education Research.

This book illustrates how humour can be a powerful tool for environmental education. Hailing from eight different countries, the authors’ inquiries are grounded in a range of sites of learning and focus on different comedic forms, offering a variety of perspectives on the ways humour features, or could feature, in environmental education.

The chapters adopt an array of methodological approaches and theoretical frames, drawing not only on environmental education research and humour studies, but also scholarship in affect theory, antiracist and Indigenous education, climate change communication, critical pedagogy, ecocriticism and language arts education, feminist theory, human– animal relations, media studies, new materialisms, philosophy, psychology, public pedagogy, science education, and social movement studies. Many of the topics discussed in this volume necessitated multi- or interdisciplinary inquiries and pedagogies.

Delving into humour led the authors to push beyond the boundaries of their own disciplines and, for some, to form creative collaborations that took them not only into new academic fields but also outside their professions to work with actors, cartoonists, comedians, and game developers. This book was originally published as a special issue of Environmental Education Research.

The volume identifies and debates important elements of what would be involved in an education that is truly adequate for the environmental situation that currently confronts us. The chapters in the book present a wide variety of perspectives and raise questions about much mainstream environmental education, particularly the heavy emphasis given to science in understanding environmental problems and to technology for solving them. Contributions argue that there are other equally - if not more - important aspects to be considered: notably our underlying attitudes towards nature and the quality of our underlying relationship with it. They raise questions about what we mean by nature and how we come to know it most authentically in its many facets. The overweening anthropocentrism and desire for mastery that informs much of current Western engagement with nature is revealed as stymying our ability properly to recognise nature’s intrinsic value and moral standing. Consideration is given to the need for a curriculum in which morality, poetry and myth, art and the humanities, have key roles to play and where our understandings of the qualities of time and space that frame the curriculum are refreshed. The majority of the chapters in this book were originally published in the journal, Environmental Education Research.

The volume identifies and debates important elements of what would be involved in an education that is truly adequate for the environmental situation that currently confronts us. The chapters in the book present a wide variety of perspectives and raise questions about much mainstream environmental education, particularly the heavy emphasis given to science in understanding environmental problems and to technology for solving them. Contributions argue that there are other equally - if not more - important aspects to be considered: notably our underlying attitudes towards nature and the quality of our underlying relationship with it. They raise questions about what we mean by nature and how we come to know it most authentically in its many facets. The overweening anthropocentrism and desire for mastery that informs much of current Western engagement with nature is revealed as stymying our ability properly to recognise nature’s intrinsic value and moral standing. Consideration is given to the need for a curriculum in which morality, poetry and myth, art and the humanities, have key roles to play and where our understandings of the qualities of time and space that frame the curriculum are refreshed. The majority of the chapters in this book were originally published in the journal, Environmental Education Research.

The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field.

The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

Published for the American Educational Research Association (AERA).

The environment and contested notions of sustainability are increasingly topics of public interest, political debate, and legislation across the world. Environmental education journals now publish research from a wide variety of methodological traditions that show linkages between the environment, health, development, and education. The growth in scholarship makes this an opportune time to review and synthesize the knowledge base of the environmental education (EE) field.

The purpose of this 51-chapter handbook is not only to illuminate the most important concepts, findings and theories that have been developed by EE research, but also to critically examine the historical progression of the field, its current debates and controversies, what is still missing from the EE research agenda, and where that agenda might be headed.

Published for the American Educational Research Association (AERA).

In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/practical contributions—so the world can read them in a single manageable volume. Readers thus are able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.

Internationally recognized for his research on environmental education, science engagement, learning outside the classroom, and teacher identity and development, in this volume Justin Dillon brings together a thoughtfully crafted selection of his writing representing key aspects of his life and work leading to his current thinking on the need for a convergence of science and environmental education. The chapters are organized around 7 themes: On Habitus; On methodological issues; Developing theories of learning, identity and culture; Challenges and opportunities—science, the environment and the outdoors; Classroom issues—the emergence of Science|Environment|Health; Science engagement and communication; Science, environment and sustainability.