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
Results 1-5 of 87
... interactions. Researchers in the interpretivist tradition thus do not overly claim generalizability of their ... interaction to the research participants, from the research participants to the researcher, and from the researcher to the ...
... interactions. The science education researchers in the sociocultural tradition often regard science as a discourse of a scientific community and science learning as crossing borders or gaining control of multiple discourses (C.W. ...
... interactions between the program and the local contexts, and consider how the local participants interact with and understand the new program (Erickson & Gutierrez, 2002). The interpretivists do not expect that their research results ...
... interactions because they understand that all ideas and social interactions are “fundamentally mediated by power relations” (Kincheloe & McLaren, 2005, p. 304). This tradition could be traced back to Marxism in terms of the exploration ...
... interactions with the teacher and peers. While the researchers adopted the format of an ethnographic case study in analyzing and presenting the students' interactions, they did Paradigms in Science Education Research 11.
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 |
Other editions - View all
Handbook of Research on Science Education, Volume 2 Norman G. Lederman,Sandra K. Abell No preview available - 2014 |