In this introductory chapter, we provide an overview of the entire content of the book, Science Education in Theory and Practice. As the book is divided into five sections based on groupings of theories, this chapter provides preliminary information on the various groups of learning theories: (1) Humanistic theories, where learners act with intentionality and values; (2) Behavioural theories, where knowledge is transmitted without interpretation or contextualisation and thus views learning as occurring from outside in; (3) Cognitivist theories, where emphasis is placed on the internal thought processes of the learner such that construction of meaning is central to any learning process; (4) Constructivist theories, where learners activate prior knowledge and personal experiences; and (5) Intellectually oriented and skill-based theories, namely multiple intelligences, systems thinking, gender/sexuality, STEAM education, twenty-first century skills, and spatial learning in digital-augmented and virtual learning environments. In this chapter, we have strived to give a perspective on moving science education theory into science education practice, effectively treating science education as a catalyst for change in teaching and curriculum. We contend that science education itself often becomes a focused intervention for changing the nature of education in schools around the world. Given the nature of today’s rapidly changing technological society, the ever-changing nature of science, and the wide diversity of students, there is a great need for significant change in how science is taught. We propose here that various theories of science education can provide a comprehensive base for moving science education theory into practice. Indeed, since schools are more often oriented towards philosophical beliefs rather than results of empirical studies, different kinds of classrooms do emerge from different schools such that as a consequence, learning has over the years tended to mean different things to different people just as theories differ on their perspectives on learning. Even so, it is posited that knowledge of learning theories makes educators more effective as the theories provide the basis for formulating instructional strategies in science education, which in turn facilitates applying theory into practice. Since each theory is based on a different set of assumptions and may be effective in providing explanations for certain concepts but not others, it is recommended that science teachers leverage on the various theories and resources at their disposal and design the best learning experiences for students in their care.

Introduction—Theory into Practice

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发表日期：

2025年

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Ben Akpan,
Teresa J. Kennedy

摘要

In this introductory chapter, we provide an overview of the entire content of the book, Science Education in Theory and Practice. As the book is divided into five sections based on groupings of theories, this chapter provides preliminary information on the various groups of learning theories: (1) Humanistic theories, where learners act with intentionality and values; (2) Behavioural theories, where knowledge is transmitted without interpretation or contextualisation and thus views learning as occurring from outside in; (3) Cognitivist theories, where emphasis is placed on the internal thought processes of the learner such that construction of meaning is central to any learning process; (4) Constructivist theories, where learners activate prior knowledge and personal experiences; and (5) Intellectually oriented and skill-based theories, namely multiple intelligences, systems thinking, gender/sexuality, STEAM education, twenty-first century skills, and spatial learning in digital-augmented and virtual learning environments. In this chapter, we have strived to give a perspective on moving science education theory into science education practice, effectively treating science education as a catalyst for change in teaching and curriculum. We contend that science education itself often becomes a focused intervention for changing the nature of education in schools around the world. Given the nature of today’s rapidly changing technological society, the ever-changing nature of science, and the wide diversity of students, there is a great need for significant change in how science is taught. We propose here that various theories of science education can provide a comprehensive base for moving science education theory into practice. Indeed, since schools are more often oriented towards philosophical beliefs rather than results of empirical studies, different kinds of classrooms do emerge from different schools such that as a consequence, learning has over the years tended to mean different things to different people just as theories differ on their perspectives on learning. Even so, it is posited that knowledge of learning theories makes educators more effective as the theories provide the basis for formulating instructional strategies in science education, which in turn facilitates applying theory into practice. Since each theory is based on a different set of assumptions and may be effective in providing explanations for certain concepts but not others, it is recommended that science teachers leverage on the various theories and resources at their disposal and design the best learning experiences for students in their care.