1st Edition

Handbook of Research on Science Education Volume III

    1246 Pages 61 B/W Illustrations
    by Routledge

    1246 Pages 61 B/W Illustrations
    by Routledge

    Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education.

    Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and  the global impact of nature of science and scientific inquiry literacy.

    As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and 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 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, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

    Section I: Theory and Methods of Science Education Research  1. Paradigms in  Science Education Research  2. Quantitative Research Designs and Approaches  3. Qualitative Research as Culture and Practice  Section II: Science Learning  4. Learning Theories  5. Student Conceptions, Conceptual Change, and Learning Progressions  6. Attitudes, Identity, and Aspirations Toward Science  7. Classroom Learning Environments: Historical and Contemporary Perspectives  Section III: Diversity and Equity in Science Learning  8. Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education: How Far Have We Come?  9. Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future  10. Multilingual Learners in Science Education  11. Special Needs and Talents in Science Learning  12. Urban and Rural Science Education Research: Expanding on Conceptual Tools for Urban-Centric Research  13. Culturally Responsive Science Education for Indigenous and Ethnic Minority Students  Section IV: Science Teaching  14. Discourse Practices in Science Learning and Teaching  15. Synergies Between Learning Technologies and Learning Sciences: Promoting Equitable Secondary School Teaching  16. Science Education During the Early Childhood Years: Research Themes and Future Directions  17. Elementary Science Teaching: Toward the Goal of Scientific Literacy  18. Interdisciplinary Approaches and Integrated STEM in Science Teaching  19. Biology Education: What We Know About How to Address Biological Literacy  20. Teaching Physics  21. Chemistry Education Research: Recent Trends and the Onset of the Pandemic Era  22. Earth and Astronomy Science Education  23. Environmental Education  24. From Inquiry to Scientific Practices in the Science Classroom  Section V: Curriculum and Assessment in Science  25. Science and Scientific Literacy and Science Education  26. The Use of Content Standards for Curriculum Reform in the United States: An Historical Analysis  27. Research on Teaching, Learning, and Assessment of Nature of Science  28. Exploring and Expanding the Frontiers of Socioscientific Issues  29. Project Evaluation: Its History, Importance, and Current Practice  30. Precollege Engineering Education  31. Review of Science Education Program Evaluation  32. The Central Role of Assessment in Pedagogy  33. Large-Scale Assessments in Science Education  Section VI: Science Teacher Education  34. Science Teacher Attitudes and Beliefs: Reforming Practice  35. Research on Science Teacher Knowledge and its Development  36. Learning to Teach Science  37. Research on Teacher Professional Development Programs in Science


    Norman G. Lederman (deceased) was the Distinguished Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA.

    Dana L. Zeidler is the Distinguished University Professor and Program Coordinator for Science Education in the Department of Curriculum, Instruction, and Learning of the College of Education at the University of South Florida, USA.

    Judith S. Lederman is a Professor Emeritus in the Department of Mathematics and Science Education, Illinois Institute of Technology, USA.