Second International Handbook of Science Education

Herausgeber: Fraser, Barry J.; Tobin, Kenneth; McRobbie, Campbell J.

• Broschiertes Buch

Produktbeschreibung

The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.

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Produktdetails

• Springer International Handbooks of Education Nr.24
• Verlag: Springer Netherland / Springer Netherlands
• Softcover reprint of the original 1st ed. 2012
• Seitenzahl: 1604
• Erscheinungstermin: 23. August 2016
• Englisch
• Abmessung: 235mm x 155mm x 86mm
• Gewicht: 2383g
• ISBN-13: 9789402404951
• ISBN-10: 9402404953
• Artikelnr.: 48939215

Autorenporträt

Barry Fraser is John Curtin Distinguished Professor, Director of the Science and Mathematics Education Centre, and Dean of Graduate Studies in the Faculty of Science and Engineering at Curtin University. He is responsible for the world's largest graduate program in science and mathematics education and a Fellow of six learned academies/associations. His research interests include learning environments, educational evaluation and science education. He is the founding Editor of Springer's Learning Environments Research: An International Journal .   Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York. Prior to becoming a university science educator in Australia in 1974, he taught high school physics, chemistry, biology general science and mathematics for 10 years. He began a program of research in 1973 that continues to the present day-teaching and learning of science and learning to teach science. His current research focuses on the teaching and learning of science in urban schools in New York City.  He is the founding Co-editor of Springer's Cultural Studies of Science Education .   Campbell McRobbie  is Emeritus Professor   and former Director of the Centre for Mathematics and Science Education at Queensland University of Technology. He has an extensive research background in education, focusing on learning environments in science, students' conceptions of science, and design and technology education. He was editor of Springer's Research in Science Education in its formative years as an international journal.

Inhaltsangabe

PART ONE Preface Section 1: Sociocultural Perspectives and Urban
Education              KENNETH TOBIN1.1       Sociocultural Perspectives on
Science Education              STACY OLITSKY & CATHERINE MILNE1.2      
Understanding Engagement in Science Education: The Psychological and the
Social              YEW-JIN LEE1.3       Identity-Based Research in Science
Education              JRÈNE RAHM1.4       Diverse Urban Youth's Learning
of Science Outside School in University Outreach and Community Science
Programs              CHRISTOPHER EMDIN1.5       Reality Pedagogy and Urban
Science Education: Toward a Comprehensive Understanding of the Urban
Science Classroom              DONNA KING & STEPHEN M. RITCHIE1.6      
Learning Science Through Real-World Contexts              ROWHEA
ELMESKY1.7       Collaborative Research Models for Transforming Teaching
and Learning Experiences              MARIA VARELAS, JUSTINE M. KANE, ELI
TUCKER-RAYMOND & CHRISTINE C. PAPPAS1.8       Science Learning in Urban
Elementary School Classrooms: Liberatory Education and Issues of Access,
Participation and Achievement   Section 2: Learning and Conceptual
Change              REINDERS DUIT & DAVID F. TREAGUST2.1       How Can
Conceptual Change Contribute to Theory and Practice in Science
Education?              STELLA VOSNIADOU2.2       Reframing the Classical
Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic
Models              GREGORY P. THOMAS2.3       Metacognition in Science
Education: Past, Present and Future Considerations              BRUCE
WALDRIP & VAUGHAN PRAIN2.4       Learning From and Through Representations
in Science              LYNN STEPHENS & JOHN J. CLEMENT2.5       The Role
of Thought Experiments in Science and Science Learning              COLETTE
MURPHY2.6       Vygotsky and Primary Science              AVI HOFSTEIN &
PER M. KIND2.7       Learning In and From Science Laboratories             
URI ZOLLER & TAMI LEVY NAHUM2.8       From Teaching to KNOW to Learning to
THINK in Science Education              EDUARDO F. MORTIMER, PHIL SCOTT &
CHARBEL N. EL-HANI2.9       The Heterogeneity of Discourse in Science
Classrooms: The Conceptual Profile Approach              KNUT NEUMANN,
ALEXANDER KAUERTZ & HANS E. FISCHER2.10     Quality of Instruction in
Science Education            FANG-YING YANG & CHIN-CHUNG TSAI2.11    
Personal Epistemology and Science Learning: A Review of Empirical
Studies              GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF
WICKMAN2.12     Science Learning and Epistemology   Section 3: Teacher
Education and Professional Development              JOHN WALLACE & JOHN
LOUGHRAN3.1       Science Teacher Learning              SHIRLEY SIMON &
SANDRA CAMPBELL3.2       Teacher Learning and Professional Development in
Science Education              PAULINE W.U. CHINN3.3       Developing
Teachers' Place-Based and Culture-Based Pedagogical Content Knowledge and
Agency              NORMAN G. LEDERMAN & JUDITH S. LEDERMAN3.4       Nature
of Scientific Knowledge and Scientific Inquiry: Building Instructional
Capacity Through Professional Development              THOMAS KOBALLA, JR.
& LESLIE U. BRADBURY3.5       Mentoring in Support of Reform-Based Science
Teaching              PETER C. TAYLOR, ELISABETH SETTELMAIER & BAL CHANDRA
LUITEL3.6       Multi-Paradigmatic Transformative Research as/for Teacher
Education: An Integral Perspective              JULIE A. BIANCHINI3.7      
Teaching While Still Learning to Teach: Beginning Science Teachers' Views,
Experiences and Classroom Practices              AMANDA BERRY & JOHN
LOUGHRAN3.8       Developing Science Teacher Educators' Pedagogy of Teacher
Education              SONYA N. MARTIN & CHRISTINA SIRY3.9       Using
Video in Science Teacher Education: An Analysis of the Utlilization of
Video-Based Media by Teacher Educators and Researchers              HANS E.
FISCHER, ANDREAS BOROWSKI & OLIVER TEPNER3.10     Professional Knowledge of
Science Teachers              JALE CAKIROGLU, YESIM CAPA AYDIN & ANITA
WOOLFOLK HOY3.11     Science Teaching Efficacy Beliefs              JAMES
J. GALLAGHER, ROBERT E. FLODEN & YOVITA GWEKWERERE3.12     Context for
Developing Leadership in Science and Mathematics Education in the United
States              LYNN A. BRYAN3.13     Research on Science Teacher
Beliefs   Section 4: Equity and Social Justice              KATHRYN
SCANTLEBURY4.1       Still Part of the Conversation: Gender Issues in
Science Education              ADRIANE SLATON & ANGELA CALABRESE
BARTON4.2       Respect and Science Learning              DEBRA
PANIZZON4.3       Science Education in Rural Settings: Exploring the 'State
of Play' Internationally              ELIZABETH MCKINLEY & GEORGINA
STEWART4.4       Out of Place: Indigenous Knowledge in the Science
Curriculum             KATHERINE RICHARDSON BRUNA4.5       On Knowing and
US Mexican Youth: Bordering Science Education Research, Practice and
Policy              EILEEN CARLTON PARSONS, JAMES COOPER & JAMILA SMITH
SIMPSON4.6       Science Education Research Involving Blacks in the United
Sates during 1997-2007: Synthesis, Critique and Recommendations           
MARIA S. RIVERA MAULUCCI4.7       Social Justice Research in Science
Education: Methodologies, Positioning and Implications for Future
Research   Section 5: Assessment and Evaluation              RUSSELL TYTLER
& JONATHAN OSBORNE5.1       Student Attitudes and Aspirations Towards
Science              KAREN KERR & COLETTE MURPHY5.2       Children's
Attitudes to Primary Science              XIUFENG LIU5.3       Developing
Measurement Instruments for Science Education Research              MANFRED
PRENZEL, TINA SEIDEL & MAREIKE KOBARG5.4       Science Teaching and
Learning: An International Comparative Perspective              BRONWEN
COWIE5.5       Focusing on the Classroom: Assessment for
Learning              IRIT SASSON & YEHUDIT J. DORI5.6       Transfer
Skills and Their Case-Based Assessment              ALEXANDER KAUERTZ, KNUT
NEUMANN & HENDRIK HAERTIG5.7       Competence in Science
Education              FRANCES LAWRENZ & CHRISOPHER DAVID
DESJARDINS5.8       Trends in Government-Funded Multi-Site K-12 Science
Program Evaluation  PART TWO  Section 6: Curriculum and Reform             
GRADY VENVILLE, LÉONIE J. RENNIE & JOHN WALLACE6.1       Curriculum
Integration: Challenging the Assumption of School Science as Powerful
Knowledge            CLARE CHRISTENSEN & PETER J. FENSHAM6.2       Risk,
Uncertainty and Complexity in Science Education              RICHARD K.
COLL & NEIL TAYLOR6.3       An International Perspective on Science
Curriculum Development and Implementation              DAVID FORTUS &
JOSEPH KRAJCIK6.4       Curriculum Coherence and Learning
Progressions              TROY D. SADLER & VAILLE DAWSON6.5      
Socio-Scientific Issues in Science Education: Contexts for the Promotion of
Key Learning Outcomes              ALISTER JONES6.6       Technology in
Science Education: Context, Contestation and Connection             APRIL
LUEHMANN & JEREMIAH FRINK6.7       Web 2.0 Technologies, New Media
Literacies and Science Education: Exploring the Potential to
Transform              STEPHEN M. RITCHIE6.8       Leading the
Transformation of Learning and Praxis in Science Classrooms             
SUSAN A. KIRCH6.9       Understanding Scientific Uncertainty as a Teaching
and Learning Goal              MICHAEL P. MUELLER & DEBORAH TIPPINS6.10    
Citizen Science, Ecojustice and Science Education: Rethinking and Education
from Nowhere              HANNA J. ARZI6.11     Change - A Desired
Permanent State in Science Education              LYN CARTER6.12    
Globalisation and Science Education: Global Information Culture,
Postcolonialism and Sustainability              SHARON J. LYNCH6.13    
Metaphor and Theory for Scale-Up Research: Eagles in the Anacostia and
Activity Systems   Section 7: Argumentation and Nature of
Science              JONATHAN OSBORNE7.1       The Role of Argument:
Learning How to Learn in School Science              CATHERINE
MILNE7.2       Beyond Argument in Science: Science Education as Connected
and Separate Knowing              CHRISTINE V. MCDONALD & CAMPBELL J.
MCROBBIE7.3       Utilising Argumentation to Teach Nature of
Science              DAVID GEELAN7.4       Teacher
Explanations              MARÍA PILAR JIMÉNEZ-ALEIXANDRE & BLANCA
PUIG7.5       Argumentation, Evidence Evaluation and Critical
Thinking              JOHN R. STAVER7.6       Constructivism and Realism:
Dueling Paradigms              MICHIEL VAN EIJCK7.7       Capturing the
Dynamics of Science in Science Education              FOUAD
ABD-EL-KHALICK7.8       Nature of Science in Science Education: Toward a
Coherent Framework for Synergistic Research and Development   Section 8:
Out-of-School Learning              JOHN H. FALK & LYNN D.
DIERKING8.1       Lifelong Science Learning for Adults: The Role of
Free-Choice Experiences              JUSTIN DILLON8.2       Science, the
Environment and Education Beyond the Classroom              J. RANDY
MCGINNIS, EMILY HESTNESS, KELLY RIEDINGER, PHYLLIS KATZ, GILI MARBACH-AD &
AMY DAI8.3       Informal Science Education in Formal Science Teacher
Preparation              TALI TAL8.4       Out-of-School: Learning
Experiences, Teaching and Students' Learning              PETER AUBUSSON,
JANETTE GRIFFIN & MATTHEW KEARNEY8.5       Learning Beyond the Classroom:
Implications for School Science              KOSHI DHINGRA8.6       Science
Stories on Television              PREETI GUPTA & JENNIFER D.
ADAMS8.7       Museum-University Partnerships for Preservice Science
Education              JENNIFER D. ADAMS8.8       Community Science:
Capitalizing on Local Ways of Enacting Science in Science
Education              DAVID ANDERSON & KIRSTEN M. ELLENBOGEN8.9      
Learning Science in Informal Contexts - Epistemological Perspectives and
Paradigms   Section 9: Learning Environments              BARRY J.
FRASER9.1       Classroom Learning Environments: Retrospect, Context and
Prospect              THEO WUBBELS & MIEKE BREKELMANS9.2      
Teacher-Students Relationships in the Classroom              JILL M.
ALDRIDGE9.3       Outcomes-Focused Learning Environments              DAVID
B. ZANDVLIET9.4       ICT Learning Environments and Science Education:
Perception to Practice              REBEKAH K. NIX9.5       Cultivating
Constructivist Classrooms through Evaluation of an Integrated Science
Learning Environment              CATHERINE MARTIN-DUNLOP & BARRY J.
FRASER9.6       Using a Learning Environment Perspective in Evaluating an
Innovative Science Course for Prospective Elementary Teachers             
DONNA DEGENNARO9.7       Evolving Learning Designs and Emerging
Technologies              JEFFREY P. DORMAN9.8       The Impact of Student
Clustering on the Results of Statistical Tests   Section 10: Literacy and
Language              NANCY R. ROMANCE & MICHAEL R. VITALE10.1    
Interdisciplinary Perspectives Linking Science and Literacy in Grades K-5:
Implications for Policy and Practice              BRIAN HAND & VAUGHAN
PRAIN10.2     Writing as a Learning Tool in Science: Lessons Learnt and
Future Agendas              MARIONA ESPINET, MERCÈ IZQUIERDO, JOSEP BONIL &
S. LIZETTE RAMOS DE ROBLES10.3     The Role of Languages in Modeling the
Natural World: Perspectives in Science Education              WILLIAM G.
HOLLIDAY & STEPHEN D. CAIN10.4     Teaching Science Reading Comprehension:
A Realistic, Research-Based Approach              RANDY K. YERRICK, ANNA M.
LIUZZO & JANINA BRUTT-GRIFFLER10.5     Building Common Language,
Experiences and Learning Spaces with Lower-Track Science
Students              PEI-LING HSU & WOLFF-MICHAEL ROTH10.6    
Understanding Beliefs, Identity, Conceptions and Motivations from a
Discursive Psychology Perspective   Section 11: Research
Methods              FREDERICK ERICKSON11.1     Qualitative Research
Methods for Science Education              JAY L. LEMKE11.2     Analysing
Verbal Data: Principals, Methods and Problems              SHIRLEY R.
STEINBERG & JOE L. KINCHELOE11.3     Employing the Bricolage as Critical
Research in Science Education              WOLFF-MICHAEL ROTH & PEI-LING
HSU11.4     Analyzing Verbal Data: An Object Lesson