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Second International Handbook of Science Education: Springer International Handbooks of Education, cartea 24

Editat de Barry J. Fraser, Kenneth Tobin, Campbell J. McRobbie
en Limba Engleză Paperback – 23 aug 2016
The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field.
Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.
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Specificații

ISBN-13: 9789402404951
ISBN-10: 9402404953
Pagini: 1564
Ilustrații: XVII, 1564 p. In 2 volumes, not available separately.
Dimensiuni: 155 x 235 mm
Greutate: 2.42 kg
Ediția:Softcover reprint of the original 1st ed. 2012
Editura: SPRINGER NETHERLANDS
Colecția Springer
Seria Springer International Handbooks of Education

Locul publicării:Dordrecht, Netherlands

Cuprins

PART ONE
 
Preface
 
Section 1: Sociocultural Perspectives and Urban Education
  
            KENNETH TOBIN
1.1       Sociocultural Perspectives on Science Education
  
            STACY OLITSKY & CATHERINE MILNE
1.2       Understanding Engagement in Science Education: The Psychological and the Social
 
             YEW-JIN LEE
1.3       Identity-Based Research in Science Education
  
            JRÈNE RAHM
1.4       Diverse Urban Youth’s Learning of Science Outside School in University Outreach and Community Science Programs
  
            CHRISTOPHER EMDIN
1.5       Reality Pedagogy and Urban Science Education: Toward a Comprehensive Understanding of the Urban Science Classroom
  
            DONNA KING & STEPHEN M. RITCHIE
1.6       Learning Science Through Real-World Contexts
 
             ROWHEA ELMESKY
1.7       Collaborative Research Models for Transforming Teaching and Learning Experiences
 
             MARIA VARELAS, JUSTINE M. KANE, ELI TUCKER-RAYMOND & CHRISTINE C. PAPPAS
1.8       Science Learning in Urban Elementary School Classrooms: Liberatory Education and Issues of Access, Participation and Achievement
 
  
Section 2: Learning and Conceptual Change
  
            REINDERS DUIT & DAVID F. TREAGUST
2.1       How Can Conceptual Change Contribute to Theory and Practice in Science Education?
 
             STELLA VOSNIADOU
2.2       Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models
 
             GREGORY P. THOMAS
2.3       Metacognition in Science Education: Past, Present and Future Considerations
  
            BRUCE WALDRIP & VAUGHAN PRAIN
2.4       Learning From and Through Representations in Science
  
            LYNN STEPHENS & JOHN J. CLEMENT
2.5       The Role of Thought Experiments in Science and Science Learning
  
            COLETTE MURPHY
2.6       Vygotsky and Primary Science
 
             AVI HOFSTEIN & PER M. KIND
2.7       Learning In and From Science Laboratories
 
             URI ZOLLER & TAMI LEVY NAHUM
2.8       From Teaching to KNOW to Learning to THINK in Science Education
 
             EDUARDO F. MORTIMER, PHIL SCOTT & CHARBEL N. EL-HANI
2.9       The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach
  
            KNUT NEUMANN, ALEXANDER KAUERTZ & HANS E. FISCHER
2.10     Quality of Instruction in Science Education
            FANG-YING YANG & CHIN-CHUNG TSAI
2.11     Personal Epistemology and Science Learning: A Review of Empirical Studies
 
             GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF WICKMAN
2.12     Science Learning and Epistemology
 
  
Section 3: Teacher Education and Professional Development
  
            JOHN WALLACE & JOHN LOUGHRAN
3.1       Science Teacher Learning
  
            SHIRLEY SIMON & SANDRA CAMPBELL
3.2       Teacher Learning and Professional Development in Science Education
  
            PAULINE W.U. CHINN
3.3       Developing Teachers’ Place-Based and Culture-Based Pedagogical Content Knowledge and Agency
 
             NORMAN G. LEDERMAN & JUDITH S. LEDERMAN
3.4       Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development
  
            THOMAS KOBALLA, JR. & LESLIE U. BRADBURY
3.5       Mentoring in Support of Reform-Based Science Teaching
 
             PETER C. TAYLOR, ELISABETH SETTELMAIER & BAL CHANDRA LUITEL
3.6       Multi-Paradigmatic Transformative Research as/for Teacher Education: An Integral Perspective
 
             JULIE A. BIANCHINI
3.7       Teaching While Still Learning to Teach: Beginning Science Teachers’ Views, Experiences and Classroom Practices
 
             AMANDA BERRY & JOHN LOUGHRAN
3.8       Developing Science Teacher Educators’ Pedagogy of Teacher Education
  
            SONYA N. MARTIN & CHRISTINA SIRY
3.9       Using Video in Science Teacher Education: An Analysis of the Utlilization of Video-Based Media by Teacher Educators and Researchers
  
            HANS E. FISCHER, ANDREAS BOROWSKI & OLIVER TEPNER
3.10     Professional Knowledge of Science Teachers
  
            JALE CAKIROGLU, YESIM CAPA AYDIN & ANITA WOOLFOLK HOY
3.11     Science Teaching Efficacy Beliefs
  
            JAMES J. GALLAGHER, ROBERT E. FLODEN & YOVITA GWEKWERERE
3.12     Context for Developing Leadership in Science and Mathematics Education in the United States
  
            LYNN A. BRYAN
3.13     Research on Science Teacher Beliefs
 
  
Section 4: Equity and Social Justice
 
             KATHRYN SCANTLEBURY
4.1       Still Part of the Conversation: Gender Issues in Science Education
  
            ADRIANE SLATON & ANGELA CALABRESE BARTON
4.2       Respect and Science Learning
  
            DEBRA PANIZZON
4.3       Science Education in Rural Settings: Exploring the ‘State of Play’ Internationally
 
             ELIZABETH MCKINLEY & GEORGINA STEWART
4.4       Out of Place: Indigenous Knowledge in the Science Curriculum
 
            KATHERINE RICHARDSON BRUNA
4.5       On Knowing and US Mexican Youth: Bordering Science Education Research, Practice and Policy
  
            EILEEN CARLTON PARSONS, JAMES COOPER & JAMILA SMITH SIMPSON
4.6       Science Education Research Involving Blacks in the United Sates during 1997–2007: Synthesis, Critique and Recommendations
            MARIA S. RIVERA MAULUCCI
4.7       Social Justice Research in Science Education: Methodologies, Positioning and Implications for Future Research
 
  
Section 5: Assessment and Evaluation
 
             RUSSELL TYTLER & JONATHAN OSBORNE
5.1       Student Attitudes and Aspirations Towards Science
 
             KAREN KERR & COLETTE MURPHY
5.2       Children’s Attitudes to Primary Science
 
             XIUFENG LIU
5.3       Developing Measurement Instruments for Science Education Research
 
             MANFRED PRENZEL, TINA SEIDEL & MAREIKE KOBARG
5.4       Science Teaching and Learning: An International Comparative Perspective
 
             BRONWEN COWIE
5.5       Focusing on the Classroom: Assessment for Learning
 
             IRIT SASSON & YEHUDIT J. DORI
5.6       Transfer Skills and Their Case-Based Assessment
 
             ALEXANDER KAUERTZ, KNUT NEUMANN & HENDRIK HAERTIG
5.7       Competence in Science Education
 
             FRANCES LAWRENZ & CHRISOPHER DAVID DESJARDINS
5.8       Trends in Government-Funded Multi-Site K–12 Science Program Evaluation
 
 
PART TWO
 
 Section 6: Curriculum and Reform
 
             GRADY VENVILLE, LÉONIE J. RENNIE & JOHN WALLACE
6.1       Curriculum Integration: Challenging the Assumption of School Science as Powerful Knowledge

            CLARE CHRISTENSEN & PETER J. FENSHAM
6.2       Risk, Uncertainty and Complexity in Science Education
 
             RICHARD K. COLL & NEIL TAYLOR
6.3       An International Perspective on Science Curriculum Development and Implementation
 
             DAVID FORTUS & JOSEPH KRAJCIK
6.4       Curriculum Coherence and Learning Progressions
 
             TROY D. SADLER & VAILLE DAWSON
6.5       Socio-Scientific Issues in Science Education: Contexts for the Promotion of Key Learning Outcomes
 
             ALISTER JONES
6.6       Technology in Science Education: Context, Contestation and Connection
 
            APRIL LUEHMANN & JEREMIAH FRINK
6.7       Web 2.0 Technologies, New Media Literacies and Science Education: Exploring the Potential to Transform
 
             STEPHEN M. RITCHIE
6.8       Leading the Transformation of Learning and Praxis in Science Classrooms
 
             SUSAN A. KIRCH
6.9       Understanding Scientific Uncertainty as a Teaching and Learning Goal
 
             MICHAEL P. MUELLER & DEBORAH TIPPINS
6.10     Citizen Science, Ecojustice and Science Education: Rethinking and Education from Nowhere
 
             HANNA J. ARZI
6.11     Change – A Desired Permanent State in Science Education
 
             LYN CARTER
6.12     Globalisation and Science Education: Global Information Culture, Postcolonialism and Sustainability
 
             SHARON J. LYNCH
6.13     Metaphor and Theory for Scale-Up Research: Eagles in the Anacostia and Activity Systems
 
  
Section 7: Argumentation and Nature of Science
 
             JONATHAN OSBORNE
7.1       The Role of Argument: Learning How to Learn in School Science
 
             CATHERINE MILNE
7.2       Beyond Argument in Science: Science Education as Connected and Separate Knowing
 
             CHRISTINE V. MCDONALD & CAMPBELL J. MCROBBIE
7.3       Utilising Argumentation to Teach Nature of Science
 
             DAVID GEELAN
7.4       Teacher Explanations
 
             MARÍA PILAR JIMÉNEZ-ALEIXANDRE & BLANCA PUIG
7.5       Argumentation, Evidence Evaluation and Critical Thinking
 
             JOHN R. STAVER
7.6       Constructivism and Realism: Dueling Paradigms
 
             MICHIEL VAN EIJCK
7.7       Capturing the Dynamics of Science in Science Education
 
             FOUAD ABD-EL-KHALICK
7.8       Nature of Science in Science Education: Toward a Coherent Framework for Synergistic Research and Development
 
  
Section 8: Out-of-School Learning
 
             JOHN H. FALK & LYNN D. DIERKING
8.1       Lifelong Science Learning for Adults: The Role of Free-Choice Experiences
 
             JUSTIN DILLON
8.2       Science, the Environment and Education Beyond the Classroom
 
             J. RANDY MCGINNIS, EMILY HESTNESS, KELLY RIEDINGER, PHYLLIS KATZ, GILI MARBACH-AD & AMY DAI
8.3       Informal Science Education in Formal Science Teacher Preparation
 
             TALI TAL
8.4       Out-of-School: Learning Experiences, Teaching and Students’ Learning
 
             PETER AUBUSSON, JANETTE GRIFFIN & MATTHEW KEARNEY
8.5       Learning Beyond the Classroom: Implications for School Science
 
             KOSHI DHINGRA
8.6       Science Stories on Television
 
             PREETI GUPTA & JENNIFER D. ADAMS
8.7       Museum–University Partnerships for Preservice Science Education
  
            JENNIFER D. ADAMS
8.8       Community Science: Capitalizing on Local Ways of Enacting Science in Science Education
 
             DAVID ANDERSON & KIRSTEN M. ELLENBOGEN
8.9       Learning Science in Informal Contexts – Epistemological Perspectives and Paradigms
 
  
Section 9: Learning Environments
 
             BARRY J. FRASER
9.1       Classroom Learning Environments: Retrospect, Context and Prospect
 
             THEO WUBBELS & MIEKE BREKELMANS
9.2       Teacher–Students Relationships in the Classroom
 
             JILL M. ALDRIDGE
9.3       Outcomes-Focused Learning Environments
 
             DAVID B. ZANDVLIET
9.4       ICT Learning Environments and Science Education: Perception to Practice
 
             REBEKAH K. NIX
9.5       Cultivating Constructivist Classrooms through Evaluation of an Integrated Science Learning Environment
 
             CATHERINE MARTIN-DUNLOP & BARRY J. FRASER
9.6       Using a Learning Environment Perspective in Evaluating an Innovative Science Course for Prospective Elementary Teachers
 
             DONNA DEGENNARO
9.7       Evolving Learning Designs and Emerging Technologies
 
             JEFFREY P. DORMAN
9.8       The Impact of Student Clustering on the Results of Statistical Tests
 
  
Section 10: Literacy and Language
 
             NANCY R. ROMANCE & MICHAEL R. VITALE
10.1     Interdisciplinary Perspectives Linking Science and Literacy in Grades K–5: Implications for Policy and Practice
 
             BRIAN HAND & VAUGHAN PRAIN
10.2     Writing as a Learning Tool in Science: Lessons Learnt and Future Agendas
 
             MARIONA ESPINET, MERCÈ IZQUIERDO, JOSEP BONIL & S. LIZETTE RAMOS DE ROBLES
10.3     The Role of Languages in Modeling the Natural World: Perspectives in Science Education
 
             WILLIAM G. HOLLIDAY & STEPHEN D. CAIN
10.4     Teaching Science Reading Comprehension: A Realistic, Research-Based Approach
 
             RANDY K. YERRICK, ANNA M. LIUZZO & JANINA BRUTT-GRIFFLER
10.5     Building Common Language, Experiences and Learning Spaces with Lower-Track Science Students
  
            PEI-LING HSU & WOLFF-MICHAEL ROTH
10.6     Understanding Beliefs, Identity, Conceptions and Motivations from a Discursive Psychology Perspective
 
  
Section 11: Research Methods
 
             FREDERICK ERICKSON
11.1     Qualitative Research Methods for Science Education
 
             JAY L. LEMKE
11.2     Analysing Verbal Data: Principals, Methods and Problems
 
             SHIRLEY R. STEINBERG & JOE L. KINCHELOE
11.3     Employing the Bricolage as Critical Research in Science Education
 
             WOLFF-MICHAEL ROTH & PEI-LING HSU
11.4     Analyzing Verbal Data: An Object Lesson

Recenzii

From the book reviews:
“The Handbook is international both in the sense of being aimed at the international field, and in terms of its authorship. … this book comprises an immense effort, and is an extensive resource that will inevitably be found valuable for years to come. The chapters are largely very well written, and are certainly informative. … The Handbook is a massive project and inevitably one finds things to quibble over, as well as much to admire and appreciate.” (Keith S. Taber, Science & Education, October, 2014)

Notă biografică

Barry Fraser is John Curtin Distinguished Professor, Director of the Science and Mathematics Education Centre, and Dean of Graduate Studies in the Faculty of Science and Engineering at Curtin University. He is responsible for the world's largest graduate program in science and mathematics education and a Fellow of six learned academies/associations. His research interests include learning environments, educational evaluation and science education. He is the founding Editor of Springer’s Learning Environments Research: An International Journal.
 
Kenneth Tobin is Presidential Professor of Urban Education at the Graduate Center of the City University of New York. Prior to becoming a university science educator in Australia in 1974, he taught high school physics, chemistry, biology general science and mathematics for 10 years. He began a program of research in 1973 that continues to the present day—teaching and learning of science and learning to teach science. His current research focuses on the teaching and learning of science in urban schools in New York City.  He is the founding Co-editor of Springer’s Cultural Studies of Science Education.
 
Campbell McRobbie is Emeritus Professor and former Director of the Centre for Mathematics and Science Education at Queensland University of Technology. He has an extensive research background in education, focusing on learning environments in science, students’ conceptions of science, and design and technology education. He was editor of Springer’s Research in Science Education in its formative years as an international journal.

Textul de pe ultima copertă

More than 100 leading scholars from the global science education community contributed 96 chapters in 11 sections of the Second International Handbook of Science Education, which contains a synthesis of cutting edge research that picks up from where the inaugural Handbook left off. Some sections build from the first Handbook, whereas others address issues that have arisen in the new millennium. Innovative theoretical frameworks, research methods, and research foci are addressed along with new approaches to persistent problems. The sections that comprise the Second International Handbook of Science Education are: sociocultural perspectives and urban education; learning and conceptual change; teacher education and professional development; equity and social justice; assessment and evaluation; curriculum and reform; argumentation and nature of science; out-of-school learning; learning environments; literacy and language; and research methods. Leading scholars in science education present diverse perspectives and robust methods that highlight what we know in a given area, what needs to be done next, and implications for policy and practice. The way in which the Handbook features difference reflects an editorial standpoint that differences are resources for positively transforming science education while at the same time accurately reflecting the potential of science education at the present time.
 
 

Caracteristici

Builds on the reputation of the first edition which is seen as the most comprehensive and authoritative book on science education
An essential reference for all those involved in science education research
Distinctly international in its range of authors
The chapters provide the most recent and advanced thinking in science education from international leaders in the field