Second International Handbook of Science Education

ISBN-13: 9789402404951 / Angielski / Miękka / 2016 / 1564 str.

Barry J. Fraser; Kenneth Tobin; Campbell J. McRobbie

Recenzje

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)

Spis treści

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

O autorze

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.

Blurb

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.