Overview

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.

Full Product Details

Author:   Barry J. Fraser ,  Kenneth Tobin ,  Campbell J. McRobbie
Publisher:   Springer
Imprint:   Springer
Edition:   Softcover reprint of the original 1st ed. 2012
Volume:   24
Weight:   2.415kg
ISBN:  

9789402404951

ISBN 10:   9402404953
Pages:   1564
Publication Date:   23 August 2016
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

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

Reviews

From the book reviews: The Handbook is international both in the sense of being aimed at the international field, and in terms of its authorship. ... this book comprises an immense effort, and is an extensive resource that will inevitably be found valuable for years to come. The chapters are largely very well written, and are certainly informative. ... The Handbook is a massive project and inevitably one finds things to quibble over, as well as much to admire and appreciate. (Keith S. Taber, Science & Education, October, 2014)

Author Information

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.

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