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.

Autorentext

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 dayteaching 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.

Zusammenfassung

The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field.

Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.

Inhalt
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 & YOV…