Second International Handbook of Science Education (eBook, PDF)

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

• Format: PDF

Produktbeschreibung

More than 100 leading scholars from the global science education community contributed 96 chapters in 11 sections of the Second International Handbook of Science Education, which contains a synthesis of cutting edge research that picks up from where the inaugural Handbook left off. Some sections build from the first Handbook, whereas others address issues that have arisen in the new millennium. Innovative theoretical frameworks, research methods, and research foci are addressed along with new approaches to persistent problems. The sections that comprise the Second International Handbook of Science Education are: sociocultural perspectives and urban education; learning and conceptual change; teacher education and professional development; equity and social justice; assessment and evaluation; curriculum and reform; argumentation and nature of science; out-of-school learning; learning environments; literacy and language; and research methods. Leading scholars in science education present diverse perspectives and robust methods that highlight what we know in a given area, what needs to be done next, and implications for policy and practice. The way in which the Handbook features difference reflects an editorial standpoint that differences are resources for positively transforming science education while at the same time accurately reflecting the potential of science education at the present time.

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Produktdetails

• Verlag: Springer Netherlands
• Seitenzahl: 1564
• Erscheinungstermin: 13. Dezember 2011
• Englisch
• ISBN-13: 9781402090417
• Artikelnr.: 37342621

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 TOBIN: 1.1 Sociocultural Perspectives on Science Education.- STACY OLITSKY & CATHERINE MILNE: 1.2 Understanding Engagement in Science Education: The Psychological and the Social.- YEW-JIN LEE: 1.3 Identity-Based Research in Science Education.- JRÈNE RAHM: 1.4 Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs.- CHRISTOPHER EMDIN: 1.5 Reality Pedagogy and Urban Science Education: Toward a Comprehensive Understanding of the Urban Science Classroom.- DONNA KING & STEPHEN M. RITCHIE: 1.6 Learning Science Through Real-World Contexts.- ROWHEA ELMESKY: 1.7 Collaborative Research Models for Transforming Teaching and Learning Experiences.- MARIA VARELAS, JUSTINE M. KANE, ELI TUCKER-RAYMOND & CHRISTINE C. PAPPAS: 1.8 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. TREAGUST: 2.1 How Can Conceptual Change Contribute to Theory and Practice in Science Education?.- STELLA VOSNIADOU: 2.2 Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models.- GREGORY P. THOMAS: 2.3 Metacognition in Science Education: Past, Present and Future Considerations.- BRUCE WALDRIP & VAUGHAN PRAIN: 2.4 Learning From and Through Representations in Science.- LYNN STEPHENS & JOHN J. CLEMENT: 2.5 The Role of Thought Experiments in Science and Science Learning.- COLETTE MURPHY: 2.6 Vygotsky and Primary Science.- AVI HOFSTEIN & PER M. KIND: 2.7 Learning In and From Science Laboratories: URI ZOLLER & TAMI LEVY NAHUM: 2.8 From Teaching to KNOW to Learning to THINK in Science Education.- EDUARDO F. MORTIMER, PHIL SCOTT & CHARBEL N.EL-HANI: 2.9 The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach.- KNUT NEUMANN, ALEXANDER KAUERTZ & HANS E. FISCHER: 2.10 Quality of Instruction in Science Education.- FANG-YING YANG & CHIN-CHUNG TSAI: 2.11 Personal Epistemology and Science Learning: A Review of Empirical Studies.- GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF WICKMAN: 2.12 Science Learning and Epistemology.- Section 3: Teacher Education and Professional Development.- JOHN WALLACE & JOHN LOUGHRAN: 3.1 Science Teacher Learning.- SHIRLEY SIMON & SANDRA CAMPBELL: 3.2 Teacher Learning and Professional Development in Science Education.- PAULINE W.U. CHINN: 3.3 Developing Teachers' Place-Based and Culture-Based Pedagogical Content Knowledge and Agency.- NORMAN G. LEDERMAN & JUDITH S. LEDERMAN: 3.4 Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development.- THOMAS KOBALLA, JR. & LESLIE U. BRADBURY: 3.5 Mentoring in Support of Reform-Based Science Teaching.- PETER C. TAYLOR, ELISABETH SETTELMAIER & BAL CHANDRA LUITEL: 3.6 Multi-Paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective.- JULIE A. BIANCHINI: 3.7 Teaching While Still Learning to Teach: Beginning Science Teachers' Views, Experiences and Classroom Practices.- AMANDA BERRY & JOHN LOUGHRAN: 3.8 Developing Science Teacher Educators' Pedagogy of Teacher Education.- SONYA N. MARTIN & CHRISTINA SIRY: 3.9 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 TEPNER: 3.10 Professional Knowledge of Science Teachers.- JALE CAKIROGLU, YESIM CAPA AYDIN & ANITAWOOLFOLK HOY: 3.11 Science Teaching Efficacy Beliefs.- JAMES J. GALLAGHER, ROBERT E. FLODEN & YOVITA GWEKWERERE: 3.12 Context for Developing Leadership in Science and Mathematics Education in the United States.- LYNN A. BRYAN: 3.13 Research on Science Teacher Beliefs.- Section 4: Equity and Social Justice.- KATHRYN SCANTLEBURY: 4.1 Still Part of the Conversation: Gender Issues in Science Education.- ADRIANE SLATON & ANGELA CALABRESE BARTON: 4.2 Respect and Science Learning.- DEBRA PANIZZON: 4.3 Science Education in Rural Settings: Exploring the 'State of Play' Internationally. ELIZABETH MCKINLEY & GEORGINA STEWART: 4.4 Out of Place: Indigenous Knowledge in the Science Curriculum.- KATHERINE RICHARDSON BRUNA: 4.5 On Knowing and US Mexican Youth: Bordering Science Education Research, Practice and Policy.-EILEEN CARLTON PARSONS, JAMES COOPER & JAMILA SMITH SIMPSON: 4.6 Science Education Research Involving Blacks in the United Sates during 1997-2007: Synthesis, Critique and Recommendations.- MARIA S. RIVERA MAULUCCI: 4.7 Social Justice Research in Science Education: Methodologies, Positioning and Implications for Future Research.- Section 5: Assessment and Evaluation.- RUSSELL TYTLER & JONATHAN OSBORNE: 5.1 Student Attitudes and Aspirations Towards Science.- KAREN KERR & COLETTE MURPHY: 5.2 Children's Attitudes to Primary Science.- XIUFENG LIU: 5.3 Developing Measurement Instruments for Science Education Research.- MANFRED PRENZEL, TINA SEIDEL & MAREIKE KOBARG: 5.4 Science Teaching and Learning: An International Comparative Perspective.- BRONWEN COWIE: 5.5 Focusing on the Classroom: Assessment for Learning.- IRIT SASSON & YEHUDIT J. DORI: 5.6 Transfer Skills and Their Case-Based Assessment.-ALEXANDER KAUERTZ, KNUT NEUMANN & HENDRIK HAERTIG: 5.7 Competence in Science Education.- FRANCES LAWRENZ & CHRISOPHER DAVID DESJARDINS: 5.8 Trends in Government-Funded Multi-Site K-12 Science Program Evaluation.- PART TWO.- Section 6: Curriculum and Reform.- GRADY VENVILLE, LÉONIE J. RENNIE & JOHN WALLACE: 6.1 Curriculum Integration: Challenging the Assumption of School Science as Powerful Knowledge.- CLARE CHRISTENSEN & PETER J. FENSHAM: 6.2 Risk, Uncertainty and Complexity in Science Education.- RICHARD K. COLL & NEIL TAYLOR: 6.3 An International Perspective on Science Curriculum Development and Implementation.- DAVID FORTUS & JOSEPH KRAJCIK: 6.4 Curriculum Coherence and Learning Progressions.- TROY D. SADLER & VAILLE DAWSON: 6.5 Socio-Scientific Issues in Science Education: Contexts for the Promotion of Key Learning Outcomes.- ALISTER JONES: 6.6 Technology in Science Education: Context, Contestation and Connection.- APRIL LUEHMANN & JEREMIAH FRINK: 6.7 Web 2.0 Technologies, New Media Literacies and Science Education: Exploring the Potential to Transform.- STEPHEN M. RITCHIE: 6.8 Leading the Transformation of Learning and Praxis in Science Classrooms.- SUSAN A. KIRCH: 6.9 Understanding Scientific Uncertainty as a Teaching and Learning Goal.- MICHAEL P. MUELLER & DEBORAH TIPPINS: 6.10 Citizen Science, Ecojustice and Science Education: Rethinking and Education from Nowhere.- HANNA J. ARZI: 6.11 Change - A Desired Permanent State in Science Education.- LYN CARTER: 6.12 Globalisation and Science Education: Global Information Culture, Postcolonialism and Sustainability.- SHARON J. LYNCH: 6.13 Metaphor and Theory for Scale-Up Research: Eagles in theAnacostia and Activity Systems.- Section 7: Argumentation and Nature of Science.- JONATHAN OSBORNE: 7.1 The Role of Argument: Learning How to Learn in School Science.- CATHERINE MILNE: 7.2 Beyond Argument in Science: Science Education as Connected and Separate Knowing.- CHRISTINE V. MCDONALD & CAMPBELL J. MCROBBIE: 7.3 Utilising Argumentation to Teach Nature of Science.- DAVID GEELAN: 7.4 Teacher Explanations.- MARÍA PILAR JIMÉNEZ-ALEIXANDRE & BLANCA PUIG: 7.5 Argumentation, Evidence Evaluation and Critical Thinking.- JOHN R. STAVER: 7.6 Constructivism and Realism: Dueling Paradigms.- MICHIEL VAN EIJCK: 7.7 Capturing the Dynamics of Science in Science Education.- FOUAD ABD-EL-KHALICK: 7.8 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. DIERKING: 8.1 Lifelong Science Learning for Adults: The Role of Free-Choice Experiences.- JUSTIN DILLON: 8.2 Science, the Environment and Education Beyond the Classroom.- J. RANDY MCGINNIS, EMILY HESTNESS, KELLY RIEDINGER, PHYLLIS KATZ, GILI MARBACH-AD & AMY DAI: 8.3 Informal Science Education in Formal Science Teacher Preparation.- TALI TAL: 8.4 Out-of-School: Learning Experiences, Teaching and Students' Learning.- PETER AUBUSSON, JANETTE GRIFFIN & MATTHEW KEARNEY: 8.5 Learning Beyond the Classroom: Implications for School Science.- KOSHI DHINGRA: 8.6 Science Stories on Television.- PREETI GUPTA & JENNIFER D. ADAMS: 8.7 Museum-University Partnerships for Preservice Science Education.- JENNIFER D. ADAMS: 8.8 Community Science: Capitalizing on Local Ways of Enacting Science in Science Education.- DAVID ANDERSON & KIRSTEN M.ELLENBOGEN: 8.9 Learning Science in Informal Contexts - Epistemological Perspectives and Paradigms.- Section 9: Learning Environments.- BARRY J. FRASER: 9.1 Classroom Learning Environments: Retrospect, Context and Prospect.- THEO WUBBELS & MIEKE BREKELMANS: 9.2 Teacher-Students Relationships in the Classroom.- JILL M. ALDRIDGE: 9.3 Outcomes-Focused Learning Environments.- DAVID B. ZANDVLIET: 9.4 ICT Learning Environments and Science Education: Perception to Practice.- REBEKAH K. NIX: 9.5 Cultivating Constructivist Classrooms through Evaluation of an Integrated Science Learning Environment.- CATHERINE MARTIN-DUNLOP & BARRY J. FRASER: 9.6 Using a Learning Environment Perspective in Evaluating an Innovative Science Course for Prospective Elementary Teachers.- DONNA DEGENNARO: 9.7 Evolving Learning Designs and Emerging Technologies.- JEFFREY P. DORMAN: 9.8 The Impact of Student Clustering on the Results of Statistical Tests.- Section 10: Literacy and Language.- NANCY R. ROMANCE & MICHAEL R. VITALE: 10.1 Interdisciplinary Perspectives Linking Science and Literacy in Grades K-5: Implications for Policy and Practice.- BRIAN HAND & VAUGHAN PRAIN: 10.2 Writing as a Learning Tool in Science: Lessons Learnt and Future Agendas.- MARIONA ESPINET, MERCÈ IZQUIERDO, JOSEP BONIL & S. LIZETTE RAMOS DE ROBLES: 10.3 The Role of Languages in Modeling the Natural World: Perspectives in Science Education.- WILLIAM G. HOLLIDAY & STEPHEN D. CAIN: 10.4 Teaching Science Reading Comprehension: A Realistic, Research-Based Approach.- RANDY K. YERRICK, ANNA M. LIUZZO & JANINA BRUTT-GRIFFLER: 10.5 Building Common Language, Experiences and Learning Spaces with Lower-Track Science Students.- PEI-LING HSU & WOLFF-MICHAEL ROTH: 10.6 Understanding Beliefs, Identity, Conceptions and Motivations from a Discursive Psychology Perspective.- Section11: Research Methods.- FREDERICK ERICKSON:11.1 Qualitative Research Methods for Science Education.- JAY L. LEMKE: 11.2 Analysing Verbal Data: Principals, Methods and Problems.- SHIRLEY R. STEINBERG & JOE L. KINCHELOE: 11.3 Employing the Bricolage as Critical Research in Science Education.- WOLFF-MICHAEL ROTH & PEI-LING HSU: 11.4 Analyzing Verbal Data: An Object Lesson.

Rezensionen

From the book reviews:
"The Handbook is international both in the sense of being aimed at the international field, and in terms of its authorship. ... this book comprises an immense effort, and is an extensive resource that will inevitably be found valuable for years to come. The chapters are largely very well written, and are certainly informative. ... The Handbook is a massive project and inevitably one finds things to quibble over, as well as much to admire and appreciate." (Keith S. Taber, Science & Education, October, 2014)