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Handbook of Research on Science Education

Book 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.

The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community.

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.

The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field.

For more information on NARST, please visit: http://www.narst.org/.

Table of Contents

  1. Front Cover
  2. Half Title
  3. Title Page
  4. Copyright
  5. Contents
  6. Preface
  7. PART I: SCIENCE LEARNING
    1. 1 Perspectives on Science Learning
    2. 2 Student Conceptions and Conceptual Learning in Science
    3. 3 Language and Science Learning
    4. 4 Attitudinal and Motivational Constructs in Science Learning
    5. 5 Classroom Learning Environments
    6. 6 Learning Science Outside of School
  8. PART II: CULTURE, GENDER, SOCIETY, AND SCIENCE LEARNING
    1. 7 Science Education and Student Diversity: Race/Ethnicity, Language, Culture, and Socioeconomic Status
    2. 8 Postcolonialism, Indigenous Students, and Science Education
    3. 9 Issues in Science Learning: An International Perspective
    4. 10 Gender Issues in Science Education Research: Remembering Where the Difference Lies
    5. 11 Special Needs and Talents in Science Learning
    6. 12 Science Learning in Urban Settings
    7. 13 Rural Science Education
  9. PART III: SCIENCE TEACHING
    1. 14 General Instructional Methods and Strategies
    2. 15 Learning and Teaching in the School Science Laboratory: An Analysis of Research, Theory, and Practice
    3. 16 Discourse in Science Classrooms
    4. 17 Digital Resources Versus Cognitive Tools: A Discussion of Learning Science with Technology
    5. 18 Elementary Science Teaching
    6. 19 Interdisciplinary Science Teaching
    7. 20 High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the 20th to the 21st Century
    8. 21 Teaching Physics
    9. 22 Teaching and Learning the Many Faces of Chemistry
    10. 23 Learning Earth Sciences
    11. 24 Environmental Education
  10. PART IV: CURRICULUM AND ASSESSMENT IN SCIENCE
    1. 25 Scientific Literacy/Science Literacy
    2. 26 History of Science Curriculum Reform in the United States and the United Kingdom
    3. 27 Inquiry as an Organizing Theme for Science Curricula
    4. 28 Nature of Science: Past, Present, and Future
    5. 29 Humanistic Perspectives in the Science Curriculum
    6. 30 Systemic Reform: Research, Vision, and Politics
    7. 31 Review of Science Education Program Evaluation
    8. 32 Classroom Assessment of Science Learning
    9. 33 Large-Scale Assessments in Science Education
  11. PART V: SCIENCE TEACHER EDUCATION
    1. 34 Science Teacher as Learner
    2. 35 Science Teacher Attitudes and Beliefs
    3. 36 Research on Science Teacher Knowledge
    4. 37 Learning to Teach Science
    5. 38 Teacher Professional Development in Science
    6. 39 Science Teachers as Researchers
  12. Author Index
  13. Subject Index
  14. About the Author