Handbook of Research on Science Education

ISBN-10: 0805847146
ISBN-13: 9780805847147
Edition: 2007
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Description: This state-of-the art research handbook provides 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.  More...

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Book details

Copyright year: 2007
Publisher: Routledge
Publication date: 1/30/2007
Binding: Paperback
Pages: 1344
Size: 7.00" wide x 10.00" long x 2.00" tall
Weight: 4.422
Language: English

This state-of-the art research handbook provides 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. Structured to highlight recent trends in the field, the volume is organized around five themes: *Science Learning; *Culture, Gender, and Society and Science Learning; *Science Teaching; *Curriculum and Assessment in Science; and *Science Teacher Education The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. 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. Chapters conclude with implications for practice and proposed agendas for future research. As a whole, the "Handbook of Research on Science Education" demonstrates 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.

Sandra K. Abell is Professor of science education and Director of the Science Education Center at the University of Missouri-Columbia. A former elementary school science teacher, Abell has conducted numerous teaching and research projects in elementary and middle level science classrooms in collaboration with classroom teachers. She is the author of numerous articles for teachers and researchers, coeditor of the forthcoming Handbook of Research on Science Education, and past president of the National Association for Research in Science Teaching (NARST).

Preface
Science Learning
Perspectives on Science Learning
Student Conceptions and Conceptual Learning in Science
Language and Science Learning
Attitudinal and Motivational Constructs in Science Learning
Classroom Learning Environments
Learning Science Outside of School
Culture, Gender, Society, and Science Learning
Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status
Postcolonialism, Indigenous Students, and Science Education
Issues in Science Learning: An International Perspective
Gender Issues in Science Education Research: Remembering Where the Difference Lies
Special Needs and Talents in Science Learning
Science Learning in Urban Settings
Rural Science Education
Science Teaching
General Instructional Methods and Strategies
Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice
Discourse in Science Classrooms
Digital Resources Versus Cognitive Tools: A Discussion of Learning Science with Technology
Elementary Science Teaching
Interdisciplinary Science Teaching
High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the 20th to the 21st Century
Teaching Physics
Teaching and Learning the Many Faces of Chemistry
Learning Earth Sciences
Environmental Education
Curriculum and Assessment in Science
Scientific Literacy/Science Literacy
History of Science Curriculum Reform in the United States and the United Kingdom
Inquiry as an Organizing Theme for Science Curricula
Nature ot Science; Past, Present, and Future
Humanistic Perspectives in the Science Curriculum
Systemic Reform: Research, Vision, and Politics
Review of Science Education Program Evaluation
Classroom Assessment of Science Learning
Large-Scale Assessments in Science Education
Science Teacher Education
Science Teacher as Learner
Science Teacher Attitudes and Beliefs
Research on Science Teacher Knowledge
Learning to Teach Science
Teacher Professional Development in Science
Science Teachers as Researchers
Author Index
Subject Index
About the Author

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