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Handbook of Research on Science Education, Volume II [Mīkstie vāki]

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Edited by (Illinois Institute of Technology, USA), Edited by (University of Missouri, USA)
  • Formāts: Paperback / softback, 970 pages, height x width: 280x210 mm, weight: 1868 g, 40 Tables, black and white
  • Izdošanas datums: 19-Jun-2014
  • Izdevniecība: Routledge
  • ISBN-10: 0415629551
  • ISBN-13: 9780415629553
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Handbook of Research on Science Education, Volume IIPalielināt
  • Formāts: Paperback / softback, 970 pages, height x width: 280x210 mm, weight: 1868 g, 40 Tables, black and white
  • Izdošanas datums: 19-Jun-2014
  • Izdevniecība: Routledge
  • ISBN-10: 0415629551
  • ISBN-13: 9780415629553
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780415629553.html

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives.

The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature.

Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Preface xi
Acknowledgments xiii
Section I Theory and Methods of Science Education Research
David F. Treagust
1 Paradigms in Science Education Research
3(15)
David F. Treagust
Mihye Won
Reinders Duit
2 Quantitative Research Designs and Approaches
18(20)
Hans E. Fischer
William J. Boone
Knut Neumann
3 Contemporary Qualitative Research: Toward an Integral Research Perspective
38(19)
Peter Charles Taylor
Section II Science Learning
Richard Lehrer
4 Student Conceptions and Conceptual Change: Three Overlapping Phases of Research
57(25)
Tamer G. Amin
Carol L. Smith
Marianne Wiser
5 Attitudes, Identity, and Aspirations Toward Science
82(22)
Russell Tytler
6 Classroom Learning Environments: Historical and Contemporary Perspectives
104(16)
Barry J. Fraser
7 Learning Science Outside of School
120(25)
Leonie J. Rennie
8 Teaching Learning Progressions: An International Perspective
145(22)
Per-Olof Wickman
Section III Diversity and Equity in Science Learning
Cory A. Buxton
Okhee Lee
9 Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education
167(20)
Eileen Carlton Parsons
10 Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future
187(17)
Kathryn Scantlebury
11 English Learners in Science Education
204(19)
Cory A. Buxton
Okhee Lee
12 Special Needs and Talents in Science Learning
223(23)
J. Randy McGinnis
Sami Kahn
13 Science Education in Urban Contexts: New Conceptual Tools and Stories of Possibilities
246(20)
Angela Calabrese Barton
Edna Tan
Tara O'Neill
14 Rural Science Education: New Ideas, Redirections, and Broadened Definitions
266(18)
J. Steve Oliver
Georgia W. Hodges
15 Culturally Responsive Science Education for Indigenous and Ethnic Minority Students
284(19)
Elizabeth McKinley
Mark J.S. Gan
Section IV Science Teaching
Jan H. van Driel
16 General Instructional Methods and Strategies
303(18)
David F. Treagust
Chi-Yan Tsui
17 Discourse Practices in Science Learning and Teaching
321(16)
Gregory J. Kelly
18 Promises and Challenges of Using Learning Technologies to Promote Student Learning of Science
337(24)
Joseph S. Krajcik
Kongju Mun
19 Elementary Science Teaching
361(34)
Kathleen J. Roth
20 Interdisciplinary Science Teaching
395(17)
Charlene M. Czerniak
Carla C. Johnson
21 High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the 20th to the 21st Century
412(22)
Reuven Lazarowitz
22 Teaching Physics
434(23)
Reinders Duit
Horst Schecker
Dietmar Hottecke
Hans Niedderer
23 The Many Faces of High School Chemistry
457(24)
Onno De Jong
Keith S. Taber
24 Earth System Science Education
481(16)
Nir Orion
Julie Libarkin
25 Environmental Education
497(18)
Justin Dillon
26 From Inquiry to Scientific Practices in the Science Classroom
515(30)
Barbara A. Crawford
Section V Curriculum and Assessment in Science
Paul Black
27 Scientific Literacy, Science Literacy, and Science Education
545(14)
Douglas A. Roberts
Rodger W. Bybee
28 The History of Science Curriculum Reform in the United States
559(20)
George E. DeBoer
29 Scientific Practices and Inquiry in the Science Classroom
579(21)
Jonathan Osborne
30 Research on Teaching and Learning of Nature of Science
600(21)
Norman G. Lederman
Judith S. Lederman
31 The Evolving Landscape Related to Assessment of Nature of Science
621(30)
Fouad Abd-El-Khalick
32 Cultural Perspectives in Science Education
651(20)
Heidi B. Carlone
Angela Johnson
Margaret Eisenhart
33 Culturally Relevant Schooling in Science for Indigenous Learners Worldwide: Stressing the All in Science Literacy for All
671(26)
Eleanor Abrams
Larry D. Yore
Megan Bang
Bryan McKinley
Jones Brayboy
Angelina Castagno
Joanna Kidman
Huei Lee
Mary Grace Villanueva
Ming Huey Wang
Paul Webb
Chiung-Fen Yen
34 Socioscientific Issues as a Curriculum Emphasis: Theory, Research, and Practice
697(30)
Dana L. Zeidler
35 Project Assessment: Its History, Evolution, and Current Practice
727(20)
Sarah Beth Woodruff
Jane Butler Kahle
36 Precollege Engineering Education
747(12)
Christine M. Cunningham
William S. Carlsen
37 Review of Science Education Program Evaluation
759(16)
Frances Lawrenz
Mao Thao
38 The Central Role of Assessment in Pedagogy
775(16)
Paul Black
J. Myron Atkin
39 Large-Scale Assessments in Science Education
791(20)
Edward D. Britton
Steven A. Schneider
Section VI Science Teacher Education
J. John Loughran
40 Developing Understandings of Practice: Science Teacher Learning
811(19)
J. John Loughran
41 Science Teacher Attitudes and Beliefs: Reforming Practice
830(18)
M. Gail Jones
Megan Leagon
42 Research on Science Teacher Knowledge
848(23)
Jan H. van Driel
Amanda Berry
Jacobiene Meirink
43 Learning to Teach Science
871(18)
Tom Russell
Andrea K. Martin
44 Research on Teacher Professional Development Programs in Science
889(22)
Julie A. Luft
Peter W. Hewson
Contributors 911(2)
Subject Index 913(16)
Author Index 929
Norman G. Lederman is Distinguished Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA. He is internationally known for his research on teaching and learning nature of science, has been named a fellow of the American Association for the Advancement of Science (AAAS) and the American Educational Research Association (AERA), and has received the Distinguished Contributions to Science Education through Research Award from the National Association for Research in Science Teaching (NARST).

Sandra K. Abell (deceased) was MU Curators Professor of Science Education, University of Missouri, USA. A renowned researcher and author nationally and internationally, she was named a fellow of the American Association for the Advancement of Science (AAAS), the American Educational Research Association (AERA), and the National Science Teachers Association (NSTA), and received numerous awards for her teaching and mentoring of students.