Handbook of Research on Science Education, Volume 1
Sandra K. Abell, Norman G. Lederman
Psychology Press, 2007 - Education - 1330 pages
This state-of-the art research handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. Structured to highlight recent trends in the field, the volume is organized around five themes:
*Culture, Gender, and Society and Science Learning;
*Curriculum and Assessment in Science; and
*Science Teacher Education
The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. 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. Chapters conclude with implications for practice and proposed agendas for future research.
As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities.
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Handbook of Research on Science Education, Volume 2
Norman G. Lederman,Sandra K. Abell
Limited preview - 2014
academic African American approach assessment Association attitudes biology chapter chemistry concept maps conceptual change Constructivism constructivist context cultural curricula dents discourse earth sciences educa ence Environmental Education Research evaluation example experiences focused framework Fraser gender goals grade high school ideas indigenous inﬂuence inquiry instruction integration interaction International Iournal investigation Iournal of Research Iournal of Science issues knowledge language learners learning environment learning science metacognition museums National nature of science outcomes participation pedagogical perspective physics practices problems programs questions reﬂect reported Research in Science role rural school science science and mathematics science classrooms science curriculum science education research science learning Science Teaching scientific literacy scientists skills social sociocultural strategies student learning studies systems thinking teacher education teaching and learning theory TIMSS tion understanding University urban urban science water cycle