This chapter explores the nature of science and different values that underpin science as a way of thinking and acting. While teachers and learners can interpret values differently, the focus of this chapter will be on: - Building a shared understanding of values and how they may manifest in the science classroom; - How such a shared understanding can be developed in teachers through professional learning opportunities; - How professional learning involves experiencing reaching consensus from positions of difference and looks at the role this plays in new scientific knowledge being accepted; - How values might be embedded in teaching and learning of science and the implications of this for teaching a diversity of students. Teacher reflections captured in the form of cases provide various examples which identify what inclusive practices might look like in primary and secondary classrooms.
|Title of host publication||Inclusive Pedagogy Across the Curriculum|
|Editors||Joanne M Deppeler, Tim Loreman, Ron Smith, Lani Florian|
|Place of Publication||Bingley UK|
|Publisher||Emerald Group Publishing Limited|
|Pages||99 - 117|
|Number of pages||19|
|Publication status||Published - 2015|