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.
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 ...
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 ...
By Keith S. Taber
April 25, 2014
This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary ...
By Per-Olof Wickman
November 07, 2013
This book examines the role of aesthetic experience in learning science and in science education from the perspective of knowledge as action and language use. The theoretical underpinnings are based on the writings of John Dewey and Ludwig Wittgenstein. In their spirit aesthetics is examined as it ...
By Léonie Rennie, Grady Venville, John Wallace
May 11, 2012
How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students’ skills and their ability to link what they learn in school with the world outside the classroom? Featuring actual case studies of teachers’ attempts to ...
By Cedric Linder, Leif Östman, Douglas A. Roberts, Per-Olof Wickman, Gaalen Ericksen, Allan MacKinnon
September 08, 2010
Scientific literacy is part of national science education curricula worldwide. In this volume, an international group of distinguished scholars offer new ways to look at the key ideas and practices associated with promoting scientific literacy in schools and higher education. The goal is to open up...
By Sandra Abell, Ken Appleton, Deborah Hanuscin
February 12, 2010
What do aspiring and practicing elementary science teacher education faculty need to know as they plan and carry out instruction for future elementary science teachers? This scholarly and practical guide for science teacher educators outlines the theory, principles, and strategies needed, and ...