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 42
... metacognition, epistemology, intentional learning, and conceptual change. diSessa (2006) highlighted the disagreements over the coherence versus fragmentation of student conceptions. Scott, Asoko, and Leach (2007) contrasted cognitive ...
... metacognitive capabilities pose challenges for content learning were hinted at but largely unexplored. Instead, children's lack of meta-conceptual knowledge and skill was used to explain poor performance on various tasks despite ...
... Metacognition (including epistemology) can also be categorized in terms of its declarative (e.g., beliefs) and strategic (e.g., monitoring, self-regulation) aspects (Brown, 1978; Flavell, 1976). Metacognitive knowledge and strategies ...
... metacognitive understandings and conceptual change gains compared to outcomes observed for those same curricular experiences without those enhancements. For example, Mason and Boscolo (2000) added “writing to learn” activities to a best ...
... metacognitive beliefs about that knowledge. Some resolution of the debate between stable and flexible ontological classification might be possible by acknowledging that scientists know, metacognitively, that energy and entropy are not ...
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 |
Handbook of Research on Science Education Sandra K. Abell,Norman G. Lederman,Dana L. Zeidler,Judith S. Lederman No preview available - 2023 |