Handbook of Research on Science Education, Volume II, Volume 2Norman G. Lederman, Sandra K. Abell 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. |
From inside the book
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... ideas, and facts are shaped by social, political, cultural, economic, gender, and ethnic experiences. Critical theory researchers, however, put more focus on the inequality and the power dynamics in human interactions because they ...
... ideas were purposefully incorporated into the activity planning and execution; between education researchers and schoolteachers as they became equal contributors in the collaborative project; and between students and the city council as ...
... ideas in light of their preinstruction conceptions. Widespread consensus developed about a conceptual change approach to science teaching, seeking to foster understanding and adoption of scientific ideas as new systems of interpretation ...
... ideas as coherent but not embedded in theories. Individual interviews, classroom observations, and teaching studies documented children's ideas in many scientific areas, including matter, force, motion, energy, and photosynthesis ...
... ideas) that were instrumental in rejecting the old paradigm and finding appropriate frameworks to interpret them and help students develop scientific ideas. Those new frameworks embodied a domain-specific, content-based view of science ...
Contents
55 | |
Section III Diversity and Equity in Science Learning | 165 |
Section IV Science Teaching | 301 |
Section V Curriculum and Assessment in Science | 543 |
Section VI Science Teacher Education | 809 |
Contributors | 911 |
Subject Index | 913 |
Author Index | 929 |
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Handbook of Research on Science Education, Volume 2 Norman G. Lederman,Sandra K. Abell No preview available - 2014 |