The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.
International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.
Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:
Rethinking the Way We Teach Science The Interplay of Content, Pedagogy, and the Nature of Science
Supporting K-12 English Language Learners in Science Putting Research into Teaching Practice
Responsive Teaching in Science and Mathematics
By Kok-Sing Tang
October 29, 2020
This engaging and practical volume looks at discourse strategies and how they can be used to facilitate and enhance science teaching and learning within the classroom context, offering a synthesis of research on classroom discourse in science education as well as practical discourse strategies that...
Edited By Elizabeth A. Davis, Carla Zembal-Saul, Sylvie M. Kademian
November 01, 2019
Grounded in empirical research, this book offers concrete pathways to direct attention towards elementary science teaching that privileges sensemaking, rather than isolated activities and vocabulary. Outlining a clear vision for this shift using research-backed tools, pedagogies, and practices to ...
Edited By Christine V. McDonald, Fouad Abd-El-Khalick
May 07, 2019
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. ...
By Léonie J. Rennie, Susan M. Stocklmayer, John K. Gilbert
January 07, 2019
While much has been written about science education from pre-K through to postgraduate study, interaction with science and technology does not stop when schooling ends. Moving beyond scholarship on conventional education, this book extends the research and provides an original in-depth look at ...
Edited By Gregory J. Kelly, Judith L. Green
January 07, 2019
Introducing original methods for integrating sociocultural and discourse studies into science and engineering education, this book provides a much-needed framework for how to conduct qualitative research in this field. The three dimensions of learning identified in the Next Generation Science ...
Edited By Kostas Kampourakis, Michael J. Reiss
June 01, 2018
An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters ...
By Louis Rosenblatt
November 08, 2010
Offering a fresh take on inquiry, this book draws on current research and theory in science education, literacy, and educational psychology, as well as the history and philosophy of science, to make its case for transforming the way science is taught. Re-thinking the Way We Teach Science addresses ...
Edited By David Stroupe
February 03, 2017
Responding to recent reform efforts, such as the Next Generation Science Standards, which call for students to learn science practices, this book proposes a conceptual reframing of the roles of teachers and students in formal and informal science learning settings. Inviting the field to examine the...
Edited By Cory Buxton, Martha Allexsaht-Snider
November 17, 2016
The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of...
Edited By Richard A. Duschl, Amber S. Bismack
January 12, 2016
Reconceptualizing STEM Education explores and maps out research and development ideas and issues around five central practice themes: Systems Thinking; Model-Based Reasoning; Quantitative Reasoning; Equity, Epistemic, and Ethical Outcomes; and STEM Communication and Outreach. These themes are ...
Edited By Amy D. Robertson, Rachel Scherr, David Hammer
October 13, 2015
Answering calls in recent reform documents to shape instruction in response to students’ ideas while integrating key concepts and scientific and/or mathematical practices, this text presents the concept of responsive teaching, synthesizes existing research, and examines implications for both ...
Edited By Amanda Berry, Patricia Friedrichsen, John Loughran
March 19, 2015
Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs ...