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
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... models (e.g., probability models), and hypotheticaldeductive models (e.g., kinetic model of gases). In this model construction approach, students are given design or inquiry tasks driven by a goal or question. For example, in Lehrer and ...
... model also continues to be used. While earlier research was not always explicit about the representational format of mental models (Gentner & Stevens, 1983), recent work has been more explicit in viewing mental models as consisting of ...
... models (Giere, 2002) and in accounts of conceptual change in the history of science (Nersessian, 2008). Recent work in the knowledge-in-pieces tradition in science education has been incorporating more attention to propositional ...
... models, and beliefs about the nature and function of scientific models. From a knowledge-in-pieces perspective, naïve conceptual knowledge is believed to be fragmented but contains many potentially useful knowledge elements. However ...
... models, narratives, visualizations). Their curriculum focused on developing “intermediate” models, such as a heat-flow model, rather than atomic-molecular models. Students integrated knowledge by comparing and contrasting different ...
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 |
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Handbook of Research on Science Education, Volume 2 Norman G. Lederman,Sandra K. Abell No preview available - 2014 |