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 77
... understanding of Newtonian concepts using intuitive knowledge elements they called “anchoring intuitions”— for example, students' understanding of normal forces was grounded in their intuitions that a spring exerts an upward force on an ...
... understanding in a difficult domain often found challenging to middle school students. They argue that if students develop strong mathematical concepts of measure and similarity first, this can support more sophisticated modeling of ...
... understanding of density) and better explicit understanding of predictions, theories, scientific problem solving, and how scientific ideas are evaluated. Other sociocultural researchers have explored the effect of peer interaction on ...
... understanding conceptual development will involve understanding how language can guide cross-domain mapping (e.g., the domains of space and physical objects) and integration, using imageschemata from one domain to construct understanding ...
... understanding” that includes multiple interrelated concepts and models, forms of symbolization, and supporting ontological and epistemological assumptions. For example, understanding atomic-molecular theory (AMT) involves understanding ...
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 |