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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.
Why should inquiry - the engine for independent, curiosity- and interest-driven, life-long learning - be a curricular imperative, and its presence a criterion for excellent education? Is it possible to teach inquiry skills systematically and to engage learners in being inquirers across elementary, secondary, and post-secondary schooling? To answer these urgent questions, this book pulls together more than four decades of expert opinion, quantitative research, and qualitative research on inquiry in different disciplines, school subjects, and levels of education; and presents a dozen different pedagogical, philosophical, and disciplinary traditions within which evidence and rationale are found for building learning and teaching experiences around inquiry-based curricula Inquiry in Education, Volume I: The Conceptual Foundations for Research as a Curricular Imperative is the first book to gather all these sources together, to build a cross-disciplinary case for inquiry as the central core of sound curriculum design, and to offer an organized interpretation of this large body of knowledge from a variety of perspectives and for different educational purposes. A companion volume, Shore, Aulls, & Delcourt, Eds., Inquiry in Education, Volume II: Overcoming Barriers to Successful Implementation, focuses on a corollary question: If inquiry is such a good thing, why is it not universal practice? What barriers stand in the way, and how can teachers overcome them? Inquiry in Education, Volume I is intended for scholars, faculty, and students of education, and for practitioners at all levels of schooling who support inquiry-oriented reforms in education and who want to learn more about how to use inquiry in their own practice.
This text provides an overview of the burgeoning field of science and technology communication─the issues with which it deals, what is known about it, and the challenges that it faces.
This book targets students who are going to be K-12 teachers and points out the responsibilities that both science and education faculty members face. These responsibilities not only include providing fundamental information and skills related to teaching, but also mentoring teachers to reflect their understanding. The National Science Education Standards specifically address grades K-12; however, these standards have a great significance for higher education in that they also address systematic issues of teacher preparation and professional development. This document discusses ways in which the Standards are meaningful to higher education. Chapters 1 and 3 focus on the teaching and assessment standards. Chapter 2 concerns professional development standards. Chapter 4 addresses content standards. Chapter 5 discusses science education program standards. Chapter 6 describes the science education system standards. (YDS)