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In this text, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged nine to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited. The book concludes by discussing ways in which the school science curriculum could be better adapted to better equip students as future citizens in our modern scientific and technological society. It is intended for science teachers, advisers and inspectors, teacher educators and curriculum planners.
McGraw-Hill authors represent the leading experts in their fields and are dedicated to improving the lives, careers, and interests of readers worldwide