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 85
... physics by Rasch analysis. In X. Liu & W.J. Boone (Eds.), Applications of Rasch measurement in science education (pp. 212–246). Maple Grove, MN: JAM Press. Klieme, E., Pauli, C., & Reusser, K. (Eds.). (2006). Dokumentation der Erhebungs ...
... physics. [It is] similar to [the medieval impetus theory]” (McCloskey, 1983, p. 299). Strike and Posner (1985) softened this position by acknowledging that student theories are not explicit. Adopting a Kuhnian perspective, they proposed ...
... physics should aim at reorganizing p-prims to subsume them under theoretical principles, which form a new level of representation. As they do, p-prims lose their irreducibility to become distributed encodings of the theory. diSessa ...
... physics knowledge scored higher on the Force and Motion Conceptual Evaluation instrument after a traditionally taught physics unit. Using in-depth interviews with university physics students, Hammer (1994) found a strong relation ...
... physics learning of otherwise capable high school or college students. For example, some students expect that ... physics course that emphasized “learning how to learn physics” (building coherence, thinking in terms of mechanisms ...
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 |