Handbook of Research on Science Education, Volume II, Volume 2
Norman G. Lederman, Sandra K. Abell
Routledge, Jul 11, 2014 - Education - 970 pages
Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives.
The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature.
Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
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Similarly, for the studies of Velayutham and colleagues (2011) and of Holstenbach and colleagues (2011), the same basic relationship was established between ...
Warren and her colleagues, however, argued that children's everyday discourse and a scientific one are not dichotomous but are in a continuum.
... the research design itself can evolve as illustrated by the studies by Duit and colleagues (2001), which is consistent with grounded theory.
For example, in Lehrer and colleagues (2000), second graders explored the motion of objects rolling down inclined planes in the context of designing Lego ...
... 1995) view that conceptual conflict is an important driver of knowledge change. Howe and colleagues (1992) considered the possibility that individual ...
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Handbook of Research on Science Education, Volume 1
Sandra K. Abell,Norman G. Lederman
Limited preview - 2007