Handbook of Research on Science Education

by Abell, Sandra K.; Lederman, Norman G.

• ISBN13: 9780805847147
• ISBN10: 0805847146
• Format: Paperback
• Copyright: 2007-01-30
• Publisher: Lawrence Erlbau

Summary

This state-of-the art research Handbookprovides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Educationdemonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.

Table of Contents

Preface	p. ix
Science Learning
Perspectives on Science Learning	p. 3
Student Conceptions and Conceptual Learning in Science	p. 31
Language and Science Learning	p. 57
Attitudinal and Motivational Constructs in Science Learning	p. 75
Classroom Learning Environments	p. 103
Learning Science Outside of School	p. 125
Culture, Gender, Society, and Science Learning
Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status	p. 171
Postcolonialism, Indigenous Students, and Science Education	p. 199
Issues in Science Learning: An International Perspective	p. 227
Gender Issues in Science Education Research: Remembering Where the Difference Lies	p. 257
Special Needs and Talents in Science Learning	p. 287
Science Learning in Urban Settings	p. 319
Rural Science Education	p. 345
Science Teaching
General Instructional Methods and Strategies	p. 373
Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice	p. 393
Discourse in Science Classrooms	p. 443
Digital Resources Versus Cognitive Tools: A Discussion of Learning Science with Technology	p. 471
Elementary Science Teaching	p. 493
Interdisciplinary Science Teaching	p. 537
High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the 20th to the 21st Century	p. 561
Teaching Physics	p. 599
Teaching and Learning the Many Faces of Chemistry	p. 631
Learning Earth Sciences	p. 653
Environmental Education	p. 689
Curriculum and Assessment in Science
Scientific Literacy/Science Literacy	p. 729
History of Science Curriculum Reform in the United States and the United Kingdom	p. 781
Inquiry as an Organizing Theme for Science Curricula	p. 807
Nature ot Science; Past, Present, and Future	p. 831
Humanistic Perspectives in the Science Curriculum	p. 881
Systemic Reform: Research, Vision, and Politics	p. 911
Review of Science Education Program Evaluation	p. 943
Classroom Assessment of Science Learning	p. 965
Large-Scale Assessments in Science Education	p. 1007
Science Teacher Education
Science Teacher as Learner	p. 1043
Science Teacher Attitudes and Beliefs	p. 1067
Research on Science Teacher Knowledge	p. 1105
Learning to Teach Science	p. 1151
Teacher Professional Development in Science	p. 1177
Science Teachers as Researchers	p. 1203
Author Index	p. 1261
Subject Index	p. 1307
About the Author	p. 1323
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