Handbook of Research on Science Education, Volume II

Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Contents PrefaceAcknowledgments Section I. Theory and Methods of Science Education Research (Section Editor – David F. Treagust) 1. Paradigms in Science Education Research– David F. Treagust, Mihye Won & Reinders Duit2. Quantitative Research Designs and Approaches – Hans E. Fischer, William J. Boone & Knut Neumann3. Contemporary Qualitative Research: Towards An Integral Research Perspective– Peter Charles Taylor Section II. Science Learning (Section Editor – Richard Lehrer) 4. Student Conceptions and Conceptual Change: Three Overlapping Phases of Research – Tamer G. Amin, Carol Smith, & Marianne Wiser 5. Attitudes, Identity and Aspirations Towards Science– Russell Tytler6. Classroom Learning Environments: Historical and Contemporary Perspectives - Barry J. Fraser7. Learning Science Outside of School - Léonie J. Rennie8. Teaching Learning Progressions: An International Perspective – Per-Olof Wickman Section III. Diversity and Equity in Science Learning (Section Editors – Cory A. Buxton & Okhee Lee) 9. Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education – Eileen Carlton Parsons10. Gender Matters: Building On The Past, Recognizing The Present, And Looking Towards the Future - Kathryn Scantlebury11. English Language Learners in Science Education - Cory A. Buxton & Okhee Lee12. Special Needs and Talents in Science Learning- J. Randy McGinnis & Sami Kahn13. Science Education in Urban Contexts: New Conceptual Tools and Stories of Possibilities- Angela Calabrese Barton, Edna Tan & Tara O’Neill14. Rural Science Education: New ideas, Redirections, and Broadened Definitions – J. Steve Oliver & Georgia W. Hodges15. Culturally Responsive Science Education for Indigenous and Ethnic Minority Students - Elizabeth McKinley & Mark Gan Section IV. Science Teaching (Section Editor – Jan H. van Driel) 16. General Instructional Methods and Strategies - David F. Treagust & Chi-Yan Tsui17. Discourse Practices in Science Learning and Teaching - Gregory J. Kelly18. Promises and Challenges of Using Learning Technologies to Promote Student Learning of Science – Joseph S. Krajcik & Kongju Mun19. Elementary Science Teaching – Kathleen Roth20. Interdisciplinary Science Teaching - Charlene M. Czerniak & Carla C. Johnson21. High School Biology Curricula Development: Implementation, Teaching, and Evaluation from the Twentieth to the Twenty-First Century - Reuven Lazarowitz22. Teaching Physics- Reinders Duit, Horst Schecker, Dietmar Höttecke & Hans Niedderer23. The Many Faces of High School Chemistry - Onno De Jong and Keith S. Taber24. Earth Systems Science Education - Nir Orion and Julie Libarkin25. Environmental Education – Justin Dillon26. From Inquiry to Scientific Practices in the Science Classroom – Barbara A. Crawford Section V. Curriculum and Assessment in Science (Section Editor – Paul Black) 27. Scientific Literacy, Science Literacy, and Science Education - Douglas A. Roberts & Rodger W. Bybee28. The History of Science Curriculum Reform in the United States – George E. DeBoer29. Scientific Practices and Inquiry in the Science Classroom – Jonathan Osborne30. Research on Teaching and Learning of Nature of Science - Norman G. Lederman & Judith S. Lederman31. The Evolving Landscape Related to Assessment of Nature of Science – Fouad Abd-El-Khalick32. Cultural Perspectives in Science Education - Heidi B. Carlone, Angela Johnson, & Margaret Eisenhart33. Culturally Relevant Schooling in Science for Indigenous Learners Worldwide: Stressing the All in Science Literacy for All – Eleanor Abrams, Larry D. Yore, Megan Bang, Bryan Brayboy, Angelina Castagno, Joanna Kidman, Huei Lee, Mary Grace Villanueva, Ming Huey Wang, Paul Webb, & Chiung-Fen Yen34. Socioscientific Issues as a Curriculum Emphasis: Theory, Research and Practice – Dana L. Zeidler35. Project Assessment: Its History, Evolution, and Current Practice – Sarah Beth Woodruff & Jane Butler Kahle36. Precollege Engineering Education – Christine M. Cunningham & William S. Carlsen 37. Review of Science Education Program Evaluation - Frances Lawrenz & Mao Thao38. The Central Role of Assessment in Pedagogy – Paul Black & J. Myron Atkin39. Large-Scale Assessments in Science Education – Edward D. Britton & Steven A. Schneider Section VI. Science Teacher Education (Section Editor –John Loughran) 40. Developing Understandings of Practice: Science Teacher Learning - John Loughran41. Science Teacher Attitudes and Beliefs: Reforming Practice - M. Gail Jones & Megan Leagon42. Research on Science Teacher Knowledge – Jan H. van Driel, Amanda Berry, & Jacobiene Meirink 43. Learning to Teach Science - Tom Russell, Andrea K. Martin44. Research on Teacher Professional Development Programs in Science - Julie A. Luft & Peter W. Hewson

Norman G. Lederman is Distinguished Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA. He is internationally known for his research on teaching and learning nature of science,has been named a fellow of the American Association for the Advancement of Science (AAAS) andthe American Educational Research Association (AERA), and has received the Distinguished Contributions to Science Education through Research Award from the National Association for Research in Science Teaching (NARST). Sandra K. Abell (deceased) was MU Curators Professor of Science Education, University of Missouri, USA. A renowned researcher and author nationally and internationally, she was named a fellow of the American Association for the Advancement of Science (AAAS), the American Educational Research Association (AERA), and the National Science Teachers Association (NSTA), and received numerous awards for her teaching and mentoring of students.