The Teaching and Learning in Science Series focuses on theoretical, empirical, and instruction-based scholarship derived from a wide range of research approaches and paradigms and on an equally wide variety of topics in science education.
Concerns about the quality of the teaching and learning of science are continually increasing at the international level. This is no more evident than in the continued emergence of reforms and standards globally, as well as in highly publicized international comparisons of academic achievement. In such a climate of high-stakes accountability, it is absolutely critical that science instruction have a solid theoretical foundation as well as demonstrable empirical support. The series is receptive to both theoretical and practitioner-oriented proposals. However, practitioner-oriented proposals should be based on empirical support, as opposed to simply the sharing of teaching ideas. We welcome all topics related to the teaching, learning, and assessment of science. Potential audiences include researchers, teacher educators, and K16 science teachers.
Although any single book may not appeal to all audiences, it is envisioned that the books in this series may be useful to one or more audiences. They may serve as resources to scholars, or as required reading, recommended reading, or core texts in teacher education courses at a graduate and/or undergraduate levels.
Book proposals may be authored by one or more individuals, or be an edited volume. The focus of the books in this series will address both perennial issues in the teaching and learning of science as well new and emerging areas of concern and interest. Potential themes for book proposals may include, but are certainly not limited to:
The Teaching and Learning in Science Series is meant to raise as many questions as it attempts to answer. No privilege is afforded to any research paradigm or educational perspective.
Dialogic Collaborative Action Research in Science Education Collaborative Conversations for Improving Science Teaching and Learning
Rethinking the Way We Teach Science The Interplay of Content, Pedagogy, and the Nature of Science
Reframing Science Teaching and Learning Students and Educators Co-developing Science Practices In and Out of School
Supporting K-12 English Language Learners in Science Putting Research into Teaching Practice
By Allan Feldman, Jawaher Alsultan, Katie Laux, Molly Nation
August 17, 2023
This engaging and practical book offers science teacher educators and K-12 science teachers alike the tools to engage in a dialogic mode of collaborative action research (D-CAR), a collaborative mode of action research focused on teachers’ experiences with students, reflection upon these ...
By Norman G. Lederman, Dana L. Zeidler, Judith S. Lederman
March 17, 2023
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 ...
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...
By Elizabeth A. Davis, Carla Zembal-Saul, Sylvie M. Kademian
October 28, 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 ...
By Christine 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 25, 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 ...
By Gregory J. Kelly, Judith L. Green
December 11, 2018
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 ...
By Kostas Kampourakis, Michael Reiss
June 11, 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
December 09, 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 ...
By David Stroupe
February 07, 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...
By Cory Buxton, Martha Allexsaht-Snider
November 09, 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...
By Richard A. Duschl, Amber S. Bismack
January 14, 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 ...