Social and cultural factors framing the teaching and learning of primary science in Australia, Germany and Taiwan
Document Type
Book Chapter
Publication Title
Quality teaching in primary science education: Cross-cultural perspectives
Publisher
Springer, Cham
Place of Publication
Switzerland
Editor(s)
Hackling, M. W., Ramseger, J., & Chen, H.-L. S.
School
School of Education
RAS ID
23531
Abstract
There has been increasing interest in international comparisons of teaching and learning extending from the TIMSS and PISA comparisons of achievement to video studies that compare pedagogical practices of teachers from different countries and cultures. Video capture of classrooms across national boundaries has raised questions about the varying foci of teaching and learning including relative attention to reasoning in mathematics and science classrooms and the possibility of significant cultural determinants of classroom practice. Given that teaching and learning are embedded in culture, any comparisons of teaching across countries needs to take account of the contextual factors that shape the history and culture of teaching in those countries. This chapter provides a framework to consider the broader social and cultural factors that shape the ways in which the teaching and learning of science are transacted in different countries.
DOI
10.1007/978-3-319-44383-6_2
Access Rights
subscription content
Comments
Hackling, M. W., Chen, H. L. S., & Romain, G. (2017). Social and cultural factors framing the teaching and learning of primary science in Australia, Germany and Taiwan. In M. W. Hackling, J. Ramseger, & H. L. S. Chen (Eds.), Quality teaching in primary science education: Cross cultural perspectives (pp. 19-47). Springer, Cham. Available here