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Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

Invited Key-note speaker Conference ; International audience ; We call values that which founds a judgment (good or bad, important or not, right or wrong, true or false, beautiful or ugly, expensive or cheap, .). After giving some definitions, this paper analyzes the values that are identifiable inside science, and then inside science education. The value of science comes from its economical and political importance, but science seeks the truth by observing important values: a scientist must be honest, modest, always critical, rejecting any dogmatism and any fraud, but also creative, imaginative and able to work collectively. Nevertheless, a scientist is a human being with emotions and ideologies often interfering with his/her work and results. Some examples are discussed. Science must be separated from religion but the values of science and those of ethics overlap (bio-ethics, citizen values). UNESCO promotes Education for All, even if there are still important inequalities among countries. The values of science education are analyzed, and developed furtheron the example of ESD (Education for a Sustainable Development). They are then analyzed in some images of science textbooks, showing implicit ideologies linked to the scientific messages. They are also identified through different pedagogical styles. The analysis of teachers' conceptions, through an international survey covering more than 8 000 teachers, reveals deep differences among countries, as well as opposite systems of values, in interaction with social practices and actual or out-dated scientific knowledge, illustrating the KVP model as is also the case throughout this paper.

All three of the books under review— Science and Social Science by Malcolm Williams, Rethinking Science by Jan Faye, and Open the Social Sciences by the members of the Gulbenkian Commission on the Restructuring of the Social Sciences (Immanuel Wallerstein, chair)—argue for a broadly naturalist approach in which the social sciences are seen as of a piece with the natural sciences. Fortunately, all three do so in a discriminating way that avoids simple options and that appreciates the important ways the social-scientific disciplines require their own approach. Open the Social Sciences in particular also contains detailed and wise advice as to how the contemporary social sciences should proceed if they want to fulfill their ambition to explain human social behavior in a scientific way.

Intro -- Contents -- 1. Viridiana Jones and the Temple of Mammon -- Or, Adventures in Neoliberal Science Studies -- I: Why We Should Not Depend Upon the Existing Content of an "Economics of Science" -- 2. The "Economics of Science" as Repeat Offender -- II: A Modern Economic History of Science Organization -- 3. Regimes of American Science Organization -- 4. Lovin' Intellectual Property and Livin' with the MTA: Retracting Research Tools -- 5. Pharma's Market: New Horizons in Outsourcing in the Modern Globalized Regime -- III: Where We Are Headed -- 6. Has Science Been "Harmed" by the Modern Commercial Regime? -- 7. The New Production of Ignorance: The Dirty Secret of the New Knowledge Economy -- Notes -- Bibliography -- Acknowledgments -- Index.

The idea for this text stemmed from the fruitful experience gathered during the training course of 9 Nigerian university students organized in Naples from 3 to 18 September 2008 by the team of Fondazione IDIS-Città della Scienza under the project Science Centre Owerri. The training course turned out to be not only an educational opportunity to acquire knowledge and skills for these students, but also a real and practical tool that later led to the realization of the first Science Festival of Owerri in Nigeria in May 2009. This in turn sparked the idea of creating a highly practical handbook for those who want to face the challenge of developing new projects for the dissemination and socialization of science in developing countries. In these countries, the role of scientific education and training in schools is not sufficient to arouse scientific curiosity among young people and make the population aware of the importance of scientific knowledge in everyday life. Moreover science and technology are indispensable tools for people's empowerment and should be supported with actions that encourage curiosity about science and the intelligent use of technology to bridge the divide with developed countries. It is therefore necessary to set up activities that are carefully targeted to promote and communicate science. The text has been designed as a practical guide to be used in a variety of contexts: scientific events or more structured science festivals, training, the creation of scientific cultural associations, and the development of new science centres. Besides being an excellent tool for training and supporting the design and planning phases, the manual can also be used as a reference work for institutions and local cultural services which have to select projects of this type.

'Come, then, my friends; it would be better to decide at once to come about and change our ways. We must shake off the heavy darkness in which we were plunged, and leave it behind... 'Come, then, my friends; the European game has definitely ended; we must find something different. We today can do everything, so long as we do not ape Europe, so long as we are not obsessed by the desire to catch up with Europe... . 'Two centuries ago, a former European colony set its mind on catching up with Europe. It succeeded so well at it that the United States of America became a monster, in which the taints, the sicknesses, and the inhumanity of Europe have grown to appalling dimensions... 'Today we witness the stasis of Europe. Comrades, let us flee from this motionless movement where gradually, dialectics has been changed into the logic of equilibrium. Let us reconsider the question of mankind... 'The Third World today faces Europe like a colossal mass whose aim must be to try to resolve the problems to which Europe has not been able to bring a solution... 'But if we want humanity to advance a notch higher, if we want to bring it up to a different level than that which Europe displayed, then we must invent and we must discover new ways.

I am pleased to have the opportunity to respond to Oren, Ozminkowski, and Strake's
comments on my recent article on myths about the physical sciences. All of them in my
judgment either misperceive parts of my original argument or raise concerns that allow me to
extend that argument. To the degree that others share their views, this essay may address
widespread differences of opinion or misperceptions about these matters.

This qualitative study examined how college science faculty who teach introductory level undergraduate science courses including the fields of chemistry, biology, physics, and earth science, understand and define science and nature of science (NOS). Participants were seventeen science instructors from five different institutions in the northeastern U.S. and all of them were interviewed. Consistent with previous research, the findings revealed that the participants in this study held sophisticated and complex conceptions of NOS. In some instances their views were in line with the views promoted by science philosophers, and in other instances their views were more mixed and naive. Findings show that engaging in scientific inquiry is not enough to ensure informed conceptions of NOS.