Dr Colette Murphy (BSc [Hons], MEd, MScEd, PhD, MIBiol, FHEA), is a professor of science and mathematics education the School of Education, Trinity College Dublin. After being awarded a BSc (Hons) in Botany from Queens University Belfast and a PhD in Plant Biology from Bangor University in Wales, she started a career in teaching Biology and chemistry in St Michael's Senior High School in Co Armagh. Two years later she became a Lecturer in biology and science education in St Mary's University College Belfast, then moved to Queen's University Belfast as a senior lecturer, and finally as a professor to Trinity College Dublin. She is an international Vygotsky scholar, having been to Russia four times to continue her research and teaching in science education from Vygotskian perspectives. She is also a world leader in coteaching, principally in formal education settings, which has led to two coteaching books, and 30+ articles in peer-reviewed and professional journals.

PART I          INTRODUCTION.- Chapter 1     Introduction.-  PART II      VYGOTSKY AND HIS LEGACY TO SCIENCE EDUCATION.- Chapter 2     Vygotsky: Life and Legacy.- Chapter 3        Key Vygotskian Concepts for Science Education.- Chapter 4     Vygotsky and Science Education Research.- PART III        APPLICATION OF VYGOTSKIAN THEORY IN SCIENCE EDUCATION CONTEXTS.- Chapter 5     Vygotsky and Science Learning in the Early Years.- Chapter 6     Vygotsky and Primary School Science.- Chapter 7     Vygotsky and Secondary-Level Science.- Chapter 8        Vygotsky and Informal Science Learning.- Chapter 9        Vygotsky and Science in Higher Education.- Chapter 10   Vygotsky and Science Teacher Education.- PART IV        EPILOGUE.- Chapter 11   Epilogue.

This book highlights those aspects of Vygotskian theory which are most cogent to Science Education, including the Zone of Proximal Development (ZPD), concept development, play and imagination. Whilst these and other Vygotskian constructs apply to both research and practice in all forms of Science Education, this book employs a specific and critical focus on one or two key concepts for each context. Thus play and imagination are explored in depth in the chapter on science in early childhood learning, the ZPD is considered in depth in the primary school science chapter, and concept development in the secondary-level chapter. Chapters on higher education science learning and teaching, science teacher education, informal science learning, science education research, and the scientific endeavour itself draws on those aspects of Vygotskian theory which relate most closely. This book makes an important contribution to Vygotskian theory. Never before has it been applied so widelyand comprehensively to the field of science and STEM education. The book is intended for students and academics in science and STEM education and the social sciences. It is also of interest to Vygotsky scholars and those involved in the analysis of pedagogic practice within and beyond science and STEM education.