Call for Chapters: Cross-Cultural Comparisons of Science Education

Editors

Mohamed A. Shahat, Sultan Qaboos University & Aswan University, Oman
Sulaiman Al-Balushi, Sultan Qaboos University, Oman

Call for Chapters

Proposals Submission Deadline: April 28, 2024
Full Chapters Due: August 11, 2024
Submission Date: August 11, 2024

Introduction

If we want to look at school systems in different countries and compare them in their entirety or compare specific aspects such as science instruction, we have to do this while considering the cultural differences in these countries. We can only fully understand the developments and performance measures of various education systems if we know, for example, the culturally dependent norms of education, the approach to gender differences, commonly applied rules of communication, and the criteria for the evaluation of social lives. In addition, we have to take into account values and ideologies, beliefs, behavioral patterns, and the economic context of the compared systems. Finally, linguistic idiosyncrasies that are necessary for effective participation in social groups and communities must be factored into any comparison. In order to describe the different educational approaches and teaching outcomes when comparing school systems as a whole or in relation to specific subjects, the aforementioned cultural differences in the systems being compared have to be understood. Differences in cultures (including economic and social aspects) can have a variety of effects on student learning outcomes. The differences directly influence students, teachers, and school administrators as principal actors in school systems, but also the parents and a country's political leadership. What happens in the classroom is moderated and mediated by social relations (e.g., rules of conduct in social contexts); and the political climate, which may impact things such as the formulation of curricula and the evaluation and control of its implementation. Also, class size, teacher education, students' and teachers' self-efficacy expectations, and perceptions of their autonomy all have a direct influence on the teaching process. International large-scale assessments, such as TIMSS and PISA, have shown that the quality of science and science-related lessons vary widely between countries at the lower secondary level. This book is therefore concerned with describing the cultural differences and similarities among countries on different continents with regard to science education and relating them to teaching practices; educational language; teacher education and professional knowledge; and current reforms in science teaching and science teacher preparation programs, professional development programs, curricula, and classroom environments. In this volume we will address the problems involved in cross-cultural comparisons in science education by drawing on past studies investigating cultural differences. In addition, teaching practices and student learning outcomes will be examined while taking into account different concepts of quality teaching and the impact of cultural characteristics on science education.

Objective

1. Educators, the research community and policy makers shall be informed of various cultural factors, including beliefs, behaviours and language problems, that influence practices in science education. 2. Educators will be provided with examples of typical cultural differences and similarities between different countries regarding science education and these will be related to school development, curriculum reforms, teacher education, and classroom practices. 3. Curriculum designers and policymakers will be informed about curriculum development in various countries and how cultural differences can affect this development. 4. A conceptual framework presented here will help researchers, students, teachers, and policymakers understand how cultural differences can affect teaching and learning processes in science lessons.

Target Audience

Practitioners Government

Recommended Topics

1. A description of the cultural differences and similarities within or between countries. 2. The major drivers of science education change over time (policy, research, funding, government pressure, and others). 3. A discussion of the influence (when possible) of cross-comparison on science education and how policymakers and ministries of education could benefit from the findings provided. 4. A description of any important implications

Submission Procedure

Researchers and practitioners are invited to submit on or before April 28, 2024, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by May 12, 2024 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by August 11, 2024, and all interested authors must consult the guidelines for manuscript submissions at https://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Cross-Cultural Comparisons of Science Education. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.



Publisher

This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit https://www.igi-global.com. This publication is anticipated to be released in 2025.



Important Dates

April 28, 2024: Proposal Submission Deadline
May 12, 2024: Notification of Acceptance
August 11, 2024: Full Chapter Submission
October 13, 2024: Review Results Returned
November 24, 2024: Final Acceptance Notification
December 8, 2024: Final Chapter Submission



Inquiries

Mohamed A. Shahat Sultan Qaboos University & Aswan University m.shahat@squ.edu.om Sulaiman Al-Balushi Sultan Qaboos University sbalushi@squ.edu.om

Classifications


Education
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