Abstract
This book aims to contribute to an emergent agenda for cultural historical activity theory (CHAT) and science education in Europe. It especially focuses on the application of activity theory in formal and informal science education. This focus leads to rethinking scientific literacy (Roth & Lee, 2004), as well as to rethinking the role of information and communication technologies (van Eijck & Roth, 2007; Kaptelinin & Nardi, 2006).
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