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"Myron Atkin and Paul Black have been thoughtful and productive leaders of many important efforts to improve science education. Their frank and pointed joint conclusions at the end of each chapter will surprise most of those making national education policy today—which is why this book needs to be read by all those who care deeply about how we prepare the next generation for life in a century that will be dominated by advances in science and technology."
—Bruce Alberts, President, National Academy of Sciences"I cannot think of two more qualified people to write this historical account, nor can I identify others who could add so richly to the personal history of our field. This book is enjoyable reading and an asset to me and hundreds of other professional colleagues throughout the world."
—James Gallagher, Professor of Science Education, Michigan State University and Co-director of A Study of Leadership in Science and Mathematics Education
Two international leaders offer important insights into the ways in which the discipline of science education has developed and how school curriculum has been shaped by both scientific discovery and social change. J Myron Atkin (U.S.) and Paul Black (U.K.) share their vast and varied experiences in this historical account that chronicles the many developments in the field from the end of World War II to the present.
The chapters in this volume cover: the aims and politics of science education, curriculum development, subject matter boundaries, pedagogy and learning, assessment and evaluation, educational research and practice, and the teaching profession. Each theme is introduced in its historical and philosophical context, with current issues emphasized. The authors then analyze these themes by drawing on relevant episodes from their transatlantic careers. These episodes act as a springboard for developing insights into each theme, including comparisons between educational practices in the United States and the United Kingdom.
Featuring compelling examples and a cohesive presentation, this groundbreaking volume is essential reading for anyone making decisions about the future of science education.
