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This edited volume reveals a reflective culmination of the Socioscientific Issues (SSI) framework that examines past, present, and future trends along with advances in the field of science education. It presents, for the first time, what the precursors and nascent features of the framework entailed and examines the underlying presuppositions that have guided this research program as it matured into present day conceptualizations and cutting-edge advances of the SSI framework along with implications for the future. More precisely, the volume examines what the impetus was for the factors preceding the framework, how it came to be formalized into a conceptual and theoretical framework, the philosophical, sociological, and psychological underpinnings of the framework, its role with respect to moral education in the context of science education, and what it means to pursue moral inquiry and epistemic insight in the practice of science teaching and learning through SSI. It offers global insights and perspectives of trends related to SSI from 40 scholars representing 16 nations.

In today's rapidly evolving educational landscape, traditional methods need help to keep pace with the dynamic needs of students and society. Schools are facing unprecedented challenges in adapting to these changes, leading to a growing demand for innovative approaches to education. Interdisciplinary Approach to Fostering Change in Schools identifies this pressing issue. It offers a comprehensive solution by harnessing the power of multidisciplinary perspectives. This book understands that the complexity of modern education demands a multifaceted approach. It brings together insights from diverse disciplines such as educational management, technology, social studies, and language teaching to provide a holistic view of the challenges schools face today. Importantly, each chapter offers practical strategies and solutions grounded in research and real-world experience. This emphasis on practicality reassures educators, researchers, and policymakers that the book's content is not just theoretical but can be applied effectively in their professional context. The interdisciplinary approach advocated in this book enriches our understanding of change in education. It offers actionable steps to drive meaningful transformations in schools. Whether you seek to enhance educational programs, integrate technology into teaching, or improve assessment strategies, this book is a valuable resource for anyone committed to fostering positive change in education.

This volume is an update on the use of containment in the pharmaceutical industry and consumer healthcare. It serves to highlight how industrial hygiene acts as a driving force within these industries to reduce the risk of exposure to chemical and physical agents, particularly to powders and dusts, while taking all factors into account. The author emphasizes how this book is not designed to replace other texts on containment; rather, it will serve to show a practical approach of utilizing the technologies within the high-demand industries of pharmaceuticals and consumer healthcare.Features: Timely coverage of changes in process control technology for the phamaceutical industry, a dynamic area in terms of products and manufacturing processes Provides an update on the unique requirements of these industries and how they differ from others, for example the microelectronics or specialized chemicals industries Draws on the author's vast experience in the field of industrial hygiene and hazardous materials Presents a collection of unique situations in which industrial hygiene was implemented to resolve a variety of scenarios and did not interfere with quality issues Addresses current topics relating to industry evolution such as migration of therapies to higher potency, RiskMAP, new modalities in medicines and treatments, large molecule therapeutics and conjugates

This edited volume focuses on challenges facing science education across three areas: curriculum, teacher education, and pedagogy. Integrating a diverse range of perspectives from both emerging and established scholars in the field, chapters consider the need for measured responses to issues in society that have become pronounced in recent years, including lessons from the Covid-19 pandemic, the environment, and persisting challenges in STEM teaching and learning. In doing so, the editors and their authors chart a potential course for existing and future possibilities and probabilities for science education.

This book will help all academic staff in higher education (HE) develop more informed teaching and better support students as they transition to university. It explores the organisations who advise students pre-university and uncovers the myths and misconceptions held by HE stakeholders. Induction and welcome activities are examined in order to identify best practice, transition problems such as study skills, employment, mental health and identity are covered, and a final chapter focuses on the effects of Covid-19 on transition issues. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.

The development and refinement of a professional teacher identity forms an integrated part of both pre- and in-service teachers. More specifically, any person entering the teaching profession needs to engage in reflexive practice when standing in front of a class and putting theory into practice. By understanding one's strengths and areas for further development, a teacher can build self-confidence and develop a repertoire of skills and resources that can be mobilised within the school context. Teacher Identity Development Within a Community of Practice makes a valuable contribution to the existing knowledge base and current debates on professional teacher identity development and how this can be supported by higher education institutions offering teacher training programmes. More specifically, professional identity development is linked to the importance of a community of practice, where joint reflection and action can add value to the continued development of any teacher. The contribution of this book to scholarship is regarded as ground-breaking, as it is based on recent research conducted with pre-service teachers over a period of three years. In addition to the pioneering contribution to existing literature in the fields of teacher identity development and community of practice theory, the publication has practical application value for teachers and practitioners already in the profession. Based on the participatory nature of the methodological approach followed for the FIRE research project, the importance of agency, collaboration within a community of practice, joint reflection and continued action is illustrated. More specifically, the way in which the teachers-in-becoming engaged in cycles of reflection and action while taking joint responsibility for their professional development in communication with others in the field demonstrates how continued participatory research by people on ground level can result in not only theory building but also in positive change and continued future development in practice.

This book examines networked science and the pedagogy of tele-proximity, a paradigm that integrates eLearning theories, information technology, and visual media competencies. The book conceptualises the idea of tele-proximity as a means to foster diversity and human-to-human contact online. It uses the lens of Social Physics and considers how to bridge the distance in eLearning, examining social connections, collective intelligence, and personal well-being. The book draws on qualitative and quantitative research in higher education to form fine-tuned eLearning networks that achieve demosophia, the core of democracy. It charts the progress of technology-enhanced learning approaches and shows the need for a sound pedagogical framework that is holistic and sustainable to promote mindful presence.Contributing to the literature on eLearning, this timely book will be of great interest to educational philosophers, policymakers, educators, researchers, and students in the field of distance education.

School Science Practical Work in Africa presents the scope of research and practice of science practical work in African schools. It brings together prominent science educators and researchers from Africa to share their experience and findings on pedagogical innovations and research-informed practices on school science practical work. The book highlights trends and patterns in the enactment and role of practical work across African countries. Practical work is regarded as intrinsic to science teaching and learning and the form of practical work that is strongly advocated is inquiry-based learning, which signals a definite paradigm shift from the traditional teacher-dominated to a learner-centered approach. The book provides empirical research on approaches to practical work, contextual factors in the enactment of practical work, and professional development in teaching practical work. This book will be of great interest to academics, researchers and post-graduate students in the fields of science education and educational policy.

This book offers insightful reflections on academic development practices. The contributors engage the reader painstakingly in the dynamics of professional learning and effective teaching. This volume facilitates the examination of the need for reflection that leads to professional maturity. All educational institutions seek teachers who continuously search for effective strategies in improving student success. The contributors uncover a variety of approaches as they evince proven suggestions. The chapters are refreshing and edifying. This book is essential for all teachers, lecturers and trainers who want to improve their teaching practice immensely. Professor Vuyisile T. Msila Researcher at the Thabo Mbeki African School of Public and International Affairs, University of South Africa.

Slavery and sexuality in the ancient world are well researched on their own, yet rarely have they been examined together. This volume is the first to explore the range of roles that sex played in the lives of enslaved people in antiquity beyond prostitution, bringing together scholars of both Greece and Rome to consider important and complex issues. Chapters address a wealth of art, literature, and drama to analyze a wide range of issues, including gendered power dynamics, sexual violence in slave revolts, same-sex relations between free and enslaved people, and the agency of assault victims. Slavery and Sexuality in Classical Antiquity reveals the often hidden and contradictory attitudes concerning the sexual identities and expression of enslaved people. These individuals were typically objectified by both social convention and legal description but were also recognized as human subjects, with subjectivity and sexual desires of their own. The contributors provoke valuable and fascinating questions that not only recognize the trauma and struggles of enslaved people but also point to the apparent inconsistencies in the mindsets of the enslavers. The resulting volume expands our understanding of both sexuality and slavery in ancient Greece and Rome, as separate subjects and as they impacted each other.

This book explores the technologies that can be used in curricula to make education “smarter” and more adaptive in order to better meet the needs of today's learners. The main emphasis is based on the theory and best practices of incorporating emerging technologies into curricula so as to educate learners in the 21st century. The book provides valuable insights into the future of education and examines which pedagogies are most suitable for integrating emerging technologies. It will help educators and stakeholders design and implement curricula that effectively prepare learners for the challenges of tomorrow.