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 6-10 of 87
... discourses of institutions that define the meaning of concepts such as reason and normality. He argued that these ... discourse and mathematical symbol systems) are cultural systems of representation rather than deliverers of a single ...
... discourse. Research from a discourse analysis perspective sought to describe the details of communication occurring in these interactions that allows convergence among diverse ideas. In contrast, research from a Piagetian (1995) ...
... discourse or formal instruction, which initially have little meaning to the learner—for example, “Temperature is proportional to average kinetic energy.” Narratives are sequences of shallowly interpreted propositions that describe a ...
... discourse: Implications for intentional conceptual change teaching and learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 103–132). Mahwah, NJ: Erlbaum. Herrenkohl, L. R., Palincsar, A. S., DeWater ...
You have reached your viewing limit for this book.
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 |