Handbook of Research on Science Education, Volume II  book cover
1st Edition

Handbook of Research on Science Education, Volume II

ISBN 9780415629553
Published June 19, 2014 by Routledge
970 Pages

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Book Description

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.

Table of Contents


Section I.  Theory and Methods of Science Education Research (Section Editor – David F. Treagust)
1. Paradigms in Science Education Research – David F. Treagust, Mihye Won & Reinders Duit
2. Quantitative Research Designs and Approaches – Hans E. Fischer, William J. Boone & Knut Neumann
3. Contemporary Qualitative Research: Towards An Integral Research Perspective– Peter Charles Taylor

Section II.  Science Learning (Section Editor – Richard Lehrer)
4. Student Conceptions and Conceptual Change: Three Overlapping Phases of Research – Tamer G. Amin, Carol Smith, & Marianne Wiser
5. Attitudes, Identity and Aspirations Towards Science– Russell Tytler
6. Classroom Learning Environments: Historical and Contemporary Perspectives - Barry J. Fraser
7. Learning Science Outside of School - Léonie J. Rennie
8. Teaching Learning Progressions: An International Perspective – Per-Olof Wickman

Section III.  Diversity and Equity in Science Learning (Section Editors – Cory A. Buxton & Okhee Lee)
9.   Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education – Eileen Carlton Parsons
10. Gender Matters: Building On The Past, Recognizing The Present, And Looking Towards the Future - Kathryn Scantlebury
11. English Language Learners in Science Education - Cory A. Buxton & Okhee Lee
12. Special Needs and Talents in Science Learning- J. Randy McGinnis & Sami Kahn
13. Science Education in Urban Contexts: New Conceptual Tools and Stories of Possibilities- Angela Calabrese Barton, Edna Tan & Tara O’Neill
14. Rural Science Education: New ideas, Redirections, and Broadened Definitions – J. Steve Oliver & Georgia W. Hodges
15. Culturally Responsive Science Education for Indigenous and Ethnic Minority Students - Elizabeth McKinley & Mark Gan

Section IV. Science Teaching (Section Editor – Jan H. van Driel)
 Methods and Strategies - David F. Treagust & Chi-Yan Tsui
17. Discourse Practices in Science Learning and Teaching - Gregory J. Kelly
18. Promises and Challenges of Using Learning Technologies to Promote Student Learning of Science – Joseph S. Krajcik & Kongju Mun
19. Elementary Science Teaching – Kathleen Roth
20. Interdisciplinary Science Teaching - Charlene M. Czerniak & Carla C. Johnson
21. High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the Twentieth to the Twenty-First Century - Reuven Lazarowitz
22. Teaching Physics- Reinders Duit, Horst Schecker, Dietmar Höttecke & Hans Niedderer
23. The Many Faces of High School Chemistry - Onno De Jong and Keith S. Taber
24. Earth Systems Science Education - Nir Orion and Julie Libarkin
25. Environmental Education – Justin Dillon
26. From Inquiry to Scientific Practices in the Science Classroom – Barbara A. Crawford

Section V.  Curriculum and Assessment in Science (Section Editor – Paul Black)
27. Scientific Literacy, Science Literacy, and Science Education - Douglas A. Roberts & Rodger W. Bybee
28. The History of Science Curriculum Reform in the United States – George E. DeBoer
29. Scientific Practices and Inquiry in the Science Classroom – Jonathan Osborne
30. Research on Teaching and Learning of Nature of Science - Norman G. Lederman & Judith S. Lederman
31. The Evolving Landscape Related to Assessment of Nature of Science – Fouad Abd-El-Khalick
32. Cultural Perspectives in Science Education - Heidi B. Carlone, Angela Johnson, & Margaret Eisenhart
33. Culturally Relevant Schooling in Science for Indigenous Learners Worldwide: Stressing the All in Science Literacy for All – Eleanor Abrams, Larry D. Yore, Megan Bang, Bryan Brayboy, Angelina Castagno, Joanna Kidman, Huei Lee, Mary Grace Villanueva, Ming Huey Wang, Paul Webb, & Chiung-Fen Yen
34. Socioscientific Issues as a Curriculum Emphasis: Theory, Research and Practice – Dana L. Zeidler
35. Project Assessment: Its History, Evolution, and Current Practice – Sarah Beth Woodruff & Jane Butler Kahle
36. Precollege Engineering Education – Christine M. Cunningham & William S. Carlsen
37. Review of Science Education Program Evaluation - Frances Lawrenz & Mao Thao
38. The Central Role of Assessment in Pedagogy – Paul Black & J. Myron Atkin
39. Large-Scale Assessments in Science Education – Edward D. Britton & Steven A. Schneider

Section VI.  Science Teacher Education  (Section Editor –John Loughran)
40. Developing Understandings of Practice: Science Teacher Learning - John Loughran
41. Science Teacher Attitudes and Beliefs: Reforming Practice - M. Gail Jones & Megan Leagon
42. Research on Science Teacher Knowledge – Jan H. van Driel, Amanda Berry, & Jacobiene Meirink 
43. Learning to Teach Science - Tom Russell, Andrea K. Martin
44. Research on Teacher Professional Development Programs in Science - Julie A. Luft & Peter W. Hewson

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Norman G. Lederman is Distinguished Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA. He is internationally known for his research on teaching and learning nature of science, has been named a fellow of the American Association for the Advancement of Science (AAAS) and the American Educational Research Association (AERA), and has received the Distinguished Contributions to Science Education through Research Award from the National Association for Research in Science Teaching (NARST).

Sandra K. Abell (deceased) was MU Curators Professor of Science Education, University of Missouri, USA. A renowned researcher and author nationally and internationally, she was named a fellow of the American Association for the Advancement of Science (AAAS), the American Educational Research Association (AERA), and the National Science Teachers Association (NSTA), and received numerous awards for her teaching and mentoring of students.