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.
Results 1-5 of 42
... Pintrich (2003) reviewed the connections among metacognition, epistemology, intentional learning, and conceptual change. diSessa (2006) highlighted the ...
The ways limitations in students' general metacognitive capabilities pose challenges for content learning were hinted at but largely unexplored.
Briefly, we take “metacognition” to be a broad term that encompasses more specific ... Metacognitive knowledge and strategies can be studied from early ...
... metacognitive understandings and conceptual change gains compared to outcomes observed for those same curricular experiences without those enhancements.
... on concepts and conceptual change alert us to the need to distinguish between conceptual knowledge and metacognitive beliefs about that knowledge.
What people are saying - Write a review
Other editions - View all
Handbook of Research on Science Education, Volume 1
Sandra K. Abell,Norman G. Lederman
Limited preview - 2007