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.

Builds on the reputation of the first edition which is seen as the most comprehensive and authoritative book on science education

An essential reference for all those involved in science education research

Distinctly international in its range of authors

The chapters provide the most recent and advanced thinking in science education from international leaders in the field

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 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.

Klappentext

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.

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 TOBIN1.1 Sociocultural Perspectives on Science Education STACY OLITSKY & CATHERINE MILNE1.2 Understanding Engagement in Science Education: The Psychological and the Social YEW-JIN LEE1.3 Identity-Based Research in Science Education JRÈNE RAHM1.4 Diverse Urban Youth's Learning of Science Outside School in University Outreach and Community Science Programs CHRISTOPHER EMDIN1.5 Reality Pedagogy and Urban Science Education: Toward a Comprehensive Understanding of the Urban Science Classroom DONNA KING & STEPHEN M. RITCHIE1.6 Learning Science Through Real-World Contexts ROWHEA ELMESKY1.7 Collaborative Research Models for Transforming Teaching and Learning Experiences MARIA VARELAS, JUSTINE M. KANE, ELI TUCKER-RAYMOND & CHRISTINE C. PAPPAS1.8 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. TREAGUST2.1 How Can Conceptual Change Contribute to Theory and Practice in Science Education? STELLA VOSNIADOU2.2 Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models GREGORY P. THOMAS2.3 Metacognition in Science Education: Past, Present and Future Considerations BRUCE WALDRIP & VAUGHAN PRAIN2.4 Learning From and Through Representations in Science LYNN STEPHENS & JOHN J. CLEMENT2.5 The Role of Thought Experiments in Science and Science Learning COLETTE MURPHY2.6 Vygotsky and Primary Science AVI HOFSTEIN & PER M. KIND2.7 Learning In and From Science Laboratories URI ZOLLER & TAMI LEVY NAHUM2.8 From Teaching to KNOW to Learning to THINK in Science Education EDUARDO F. MORTIMER, PHIL SCOTT & CHARBEL N. EL-HANI2.9 The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach KNUT NEUMANN, ALEXANDER KAUERTZ & HANS E. FISCHER2.10 Quality of Instruction in Science Education FANG-YING YANG & CHIN-CHUNG TSAI2.11 Personal Epistemology and Science Learning: A Review of Empirical Studies GREGORY J. KELLY, SCOTT MCDONALD & PER-OLOF WICKMAN2.12 Science Learning and Epistemology Section 3: Teacher Education and Professional Development JOHN WALLA…