✦ LIBER ✦

Editor's note

✍ Scribed by William C. Kyle Jr.

Publisher: John Wiley and Sons
Year: 1998
Tongue: English
Weight: 13 KB
Volume: 35
Category: Article
ISSN: 0022-4308
DOI: 10.1002/(sici)1098-2736(199804)35:4<337::aid-tea1>3.0.co;2-r

No coin nor oath required. For personal study only.

✦ Synopsis

I am most pleased to present to you this Theme Issue focusing upon pedagogies and science education. I invite you to explore the issues and obstacles that are faced and created by those who seek-and seek to understand-new pedagogies. This issue brings to light such compelling questions as: How does the lens of pedagogy that one employs influence work in science education? How do the multiple approaches and practices that fall under the umbrella of pedagogy influence science education and societal change? What are the implications of marginalized discourses of pedagogy for science education?

The authors in this issue offer the science education community several challenges and questions that will require reflection, debate, and action during the early years of the new millennium. These challenges and questions quite frankly are not associated with the dominant discourse in science education, however, they must become a part of our collective consciousness. Upon reading the collection of articles in this issue, I was reminded of Moacir

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