Second International Handbook of Science Education, 2-Volume Set

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.





Content Level » Research

Keywords » nature of science - science curriculum - science education - science learning - scientific thinking

Related subjects » Epistemology & Philosophy of Science - Learning & Instruction - Science Education

TABLE OF CONTENTS
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