Second International Handbook of Science Education

<p>PART ONE.- Preface.- Section 1: Sociocultural Perspectives and Urban Education.- KENNETH TOBIN: 1.1 Sociocultural Perspectives on Science Education.- STACY OLITSKY &amp; 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 &amp; 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 &amp; 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 &amp; 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 &amp; VAUGHAN PRAIN: 2.4 Learning From and Through Representations in Science.- LYNN STEPHENS &amp; 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 &amp; PER M. KIND: 2.7 Learning In and From Science Laboratories: URI ZOLLER &amp; TAMI LEVY NAHUM: 2.8 From Teaching to KNOW to Learning to THINK in Science Education.- EDUARDO F. MORTIMER, PHIL SCOTT &amp; CHARBEL N.EL-HANI: 2.9 The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach.- KNUT NEUMANN, ALEXANDER KAUERTZ &amp; HANS E. FISCHER: 2.10 Quality of Instruction in Science Education.- FANG-YING YANG &amp; CHIN-CHUNG TSAI: 2.11  Personal Epistemology and Science Learning: A Review of Empirical Studies.- GREGORY J. KELLY, SCOTT MCDONALD &amp; PER-OLOF WICKMAN: 2.12 Science Learning and Epistemology.- Section 3: Teacher Education and Professional Development.- JOHN WALLACE &amp; JOHN LOUGHRAN: 3.1 Science Teacher Learning.- SHIRLEY SIMON &amp; 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 &amp; JUDITH S. LEDERMAN: 3.4 Nature of Scientific Knowledge and Scientific Inquiry: Building Instructional Capacity Through Professional Development.- THOMAS KOBALLA, JR. &amp; LESLIE U. BRADBURY: 3.5 Mentoring in Support of Reform-Based Science Teaching.- PETER C. TAYLOR, ELISABETH SETTELMAIER &amp; 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 &amp; JOHN LOUGHRAN: 3.8 Developing Science Teacher Educators’ Pedagogy of Teacher Education.- SONYA N. MARTIN &amp; 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 &amp; OLIVER TEPNER: 3.10 Professional Knowledge of Science Teachers.- JALE CAKIROGLU, YESIM CAPA AYDIN &amp; ANITAWOOLFOLK HOY: 3.11 Science Teaching Efficacy Beliefs.- JAMES J. GALLAGHER, ROBERT E. FLODEN &amp; 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 &amp; 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 &amp; 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 &amp; 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 &amp; JONATHAN OSBORNE: 5.1 Student Attitudes and Aspirations Towards Science.- KAREN KERR &amp; 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 &amp; 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 &amp; YEHUDIT J. DORI: 5.6 Transfer Skills and Their Case-Based Assessment.-ALEXANDER KAUERTZ, KNUT NEUMANN &amp; HENDRIK HAERTIG: 5.7 Competence in Science Education.- FRANCES LAWRENZ &amp; 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 &amp; JOHN WALLACE: 6.1 Curriculum Integration: Challenging the Assumption of School Science as Powerful Knowledge.- CLARE CHRISTENSEN &amp; PETER J. FENSHAM: 6.2 Risk, Uncertainty and Complexity in Science Education.- RICHARD K. COLL &amp; NEIL TAYLOR: 6.3 An International Perspective on Science Curriculum Development and Implementation.- DAVID FORTUS &amp; JOSEPH KRAJCIK: 6.4 Curriculum Coherence and Learning Progressions.- TROY D. SADLER &amp; 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 &amp; 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 &amp; 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 theAnacostia 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 &amp; CAMPBELL J. MCROBBIE: 7.3 Utilising Argumentation to Teach Nature of Science.- DAVID GEELAN: 7.4 Teacher Explanations.- MARÍA PILAR JIMÉNEZ-ALEIXANDRE &amp; 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 &amp; 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 &amp; 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 &amp; MATTHEW KEARNEY: 8.5 Learning Beyond the Classroom: Implications for School Science.- KOSHI DHINGRA: 8.6 Science Stories on Television.- PREETI GUPTA &amp; 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 &amp; 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 &amp; 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 &amp; 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 &amp; MICHAEL R. VITALE: 10.1 Interdisciplinary Perspectives Linking Science and Literacy in Grades K–5: Implications for Policy and Practice.- BRIAN HAND &amp; VAUGHAN PRAIN: 10.2 Writing as a Learning Tool in Science: Lessons Learnt and Future Agendas.- MARIONA ESPINET, MERCÈ IZQUIERDO, JOSEP BONIL &amp; S. LIZETTE RAMOS DE ROBLES: 10.3 The Role of Languages in Modeling the Natural World: Perspectives in Science Education.- WILLIAM G. HOLLIDAY &amp; STEPHEN D. CAIN: 10.4 Teaching Science Reading Comprehension: A Realistic, Research-Based Approach.- RANDY K. YERRICK, ANNA M. LIUZZO &amp; JANINA BRUTT-GRIFFLER: 10.5 Building Common Language, Experiences and Learning Spaces with Lower-Track Science Students.- PEI-LING HSU &amp; WOLFF-MICHAEL ROTH: 10.6 Understanding Beliefs, Identity, Conceptions and Motivations from a Discursive Psychology Perspective.- Section11: 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 &amp; JOE L. KINCHELOE: 11.3 Employing the Bricolage as Critical Research in Science Education.- WOLFF-MICHAEL ROTH &amp; PEI-LING HSU: 11.4 Analyzing Verbal Data: An Object Lesson.</p><p>