Second International Handbook of Science Education / edited by Barry J. Fraser, Kenneth Tobin, Campbell J. McRobbie.

Format:

Book

Contributor:

Fraser, Barry J.

Tobin, Kenneth G.

McRobbie, Campbell J.

Series:

Springer International Handbooks of Education, 2197-196X ; 24

Language:

English

Subjects (All):

Science--Study and teaching.

Science.

Educational technology.

Education--Philosophy.

Education.

Science Education.

Digital Education and Educational Technology.

Philosophy of Education.

Local Subjects:

Science Education.

Digital Education and Educational Technology.

Philosophy of Education.

Physical Description:

1 online resource (1515 p.)

Edition:

1st ed. 2012.

Place of Publication:

Dordrecht : Springer Netherlands : Imprint: Springer, 2012.

Language Note:

English

Summary:

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. .

Contents:

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 & ANITAWOOLFOLK 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 theAnacostia 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 Wri.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

9786613444165

9781283444163

128344416X

9781402090417

1402090412

OCLC:

769129550